Akademik Veri Yönetim Sistemi
Osmangazi Journal of Educational Research, cilt.2, sa.12, ss.110-138, 2025 (ESCI)
This research aims to examine in depth the two fundamental axes shaping thel eadership experiences of female education administrators from the perspectives of cultural feminism and stigmat heory. The study focuses on theunique values that female identity brings to leadership, as well as the structural barriers and forms of stigmatisation encountered in this process. The research adopts the phenomenological method from qualitative research designs. The study group consists of 11 female school administrators selected through maximum diversity sampling, one of the purposive sampling strategies. Data were collected through semi-structured interviews and analysed using thematic analysis. Findings Show that female administrators strengthen social justice and inclusivity practices in school organisations by bringing care ethics, empathy, and a relational approach to leadership. However, it was found that managers face multi-layered obstacles such as patriarchal norms, role conflicts defined as double burdens, double standards that question their competence, and horizontal jealousy. Yet, in the face of these challenges, they were observed to develop consciouscopingstrategiessuch as collective resistance and hopeful leadershipr rather than remaining passive. Consequently, the original value of the research lies in presenting women's leadership not as a static managerial position, but rather as a dynamic practice of resilience, identity construction, and transformation that is constantly negotiated with these obstacles. The findings point to the necessity of structural transformations at both the institutional and societal levels for women's leadership potential to be fully realised.