Article
Cracking the Ceiling: Empowering Women in Educational Leadership Roles
“Glass ceiling” an invisible yet pervasive barrier prevents women’s progression into senior leadership positions, regardless of demonstrated qualifications and achievements. This study investigates the presence of the glass ceiling within the education sector, where women constitute a majority of the workforce but remain underrepresented in leadership roles at institutional and university levels. Though there is substantial progress in gender equality and gender diversity, several women still face a number of challenges in their careers due to a deep-rooted cultural norms, organizational practices and biases. Utilizing a 21-item questionnaire alongside demographic variables, data were collected from 164 women employed in higher education institutions across Karnataka to examine the impact of the glass ceiling on career advancement. The results indicate a prevailing perception of gender equality and equitable career advancement opportunities, reflecting institutional support for women’s leadership aspirations. However, the regression analysis revealed a potential structural disparity in career advancement, underscoring a need for mentorship and advocacy from senior women leaders to overcome the challenges of “Queen Bee syndrome”. Furthermore, the study shows that there is a tendency for women to occupy administrative roles, while male counterparts assume leadership positions, thereby constraining women’s ability to fully exercise leadership potential—a phenomenon associated with benevolent sexism. It is also seen that institutional cultures fostering mutual respect correspond with reduced perceptions of gender disparity. The model exhibited statistical significance and explains a substantial proportion of the variance in women’s perception of career advancement. This necessitates a need for strategic and targeted interventions to dismantle entrenched gender-based barriers and foster equitable representation of women in leadership positions within the education sector.
