Challenges Facing Women in Assuming Leadership Positions in Educational Institutions in the City of Misurata

Abstract

The study aimed to identify the challenges facing women in assuming leadership positions within educational institutions in the city of Misrata and to determine the prevalence of these challenges. It also sought to offer recommendations for enhancing women's participation and overcoming obstacles to their advancement into leadership roles in the city's educational institutions. The researchers employed a descriptive methodology and utilized a questionnaire for data collection, covering three domains—social, political, and personal challenges. The questionnaire consisted of 30 items and was administered to a random sample of 380 women working in general and higher education institutions; the collected data were analyzed using the SPSS statistical software. The research yielded the following results: political and social challenges were both rated as high, while personal challenges were rated as moderate. The challenges were ranked by prevalence as follows: political challenges (first), social challenges (second), and personal challenges (third). The study offered several recommendations, most notably developing flexible regulatory policies that balance women's professional responsibilities with family obligations—thereby mitigating social pressures and familial opposition—and expediting the establishment and implementation of transparent, publicly disclosed administrative regulations. These regulations should prioritize competence, experience, and transparency as the fundamental criteria for selecting educational leaders, free from favoritism or personal connections, while also fostering a safe, supportive work environment that shields female leaders from political tensions and broader political dynamics, ensuring they are granted full executive authority to perform their duties effectively.

كلمات مفتاحية: التحديات – المرأة – القيادة – المؤسسات التعليمية