Abstract

This study, utilizing a phenomenological approach, aims to explore the challenges, support mechanisms, and the impact of leadership styles on female leaders within educational institutions in Punjab, Pakistan. Through qualitative exploration via in-depth interviews with 50 female directors and deans from public sector universities, the research uncovers the socio-cultural and institutional hurdles faced by female leaders. The population of this study comprises female directors and deans from public sector universities in Punjab, Pakistan, selected through purposive sampling to ensure representation of the target population adequately. The saturation point was achieved after conducting 45 interviews. Thematic analysis was employed to analyze the qualitative data gathered from the interviews, allowing for a comprehensive understanding of the experiences and perspectives of female leaders in educational institutions. The findings underscore systemic issues such as patriarchal norms, gender bias, resource constraints, and work-life balance, advocating for systemic reforms to foster gender equity and inclusivity in educational leadership. Despite these challenges, the study highlights the empowering role of support systems in nurturing the professional growth of female leaders. Furthermore, it scrutinizes the impact of various leadership styles transformational, transactional, servant, and authentic on institution climate, administrative efficiency, stakeholder engagement, and ethical culture. By offering actionable insights, this study aids policymakers, educational institutions, and stakeholders in fostering an environment conducive to female leadership, thereby contributing to a more equitable and inclusive educational landscape.