Drawing on an analysis of 55 international peer-reviewed studies, researchers from Australian Catholic University (ACU) have pin-pointed the factors that lie behind the significant underrepresentation of women leaders in Australian schools and education systems around the world.

“Women are often perceived as less competent than their male counterparts, with perceptions of being too emotional, unpredictable, weak and difficult to work with,” the report noted.

Scepticism cast at women about their capacity to lead often came from their male counterparts, researchers found.

Doubt issued from parents and colleagues also compelled women to question their abilities and ultimately discouraged them from pursuing positions up the ladder.

“This, combined with societal biases, causes women to be less inclined to apply for leadership roles unless they meet all the qualifications, unlike men,” the report stated.

The study’s chief investigator Associate Professor Theresa Dicke said men in Australian schools were more likely to be in leadership positions relative to holding roles in the classroom, while the opposite held true for female educators.

AITSL figures show that in 2021, men accounted for 31 per cent of leadership positions in our schools, despite filling 21 per cent of teaching roles.

In contrast, women make up 79 per cent of classroom teachers but account for 69 per cent of leadership positions.

“The pathway for women to become principals is often filled with hostility and lack of support, including difficulty balancing home and work responsibilities, discrimination, gender bias, stereotypes, racism, and religious or cultural constraints that reinforce patriarchal structures,” Dicke said.

While there has been a 3 per cent increase in senior female leaders in Australian schools, the report warns that middle leadership roles for women have declined.

“Women often take 1.5 to 2.7 years longer than their male counterparts to attain leadership positions, despite having similar experience levels…” it added.

Results from The Annual Principal Health & Wellbeing Survey have consistently shown that female school leaders experience higher levels of burnout in their roles.

The annual survey has charted a ‘troubling decline’ in principals’ wellbeing overall since it started in 2011, the ACU researchers noted.

Dicke indicated the high-stress environment that school leaders operate in serves as a deterrent for aspiring female leaders, further entrenching the gender gap.

The review also found barriers to school leadership are exacerbated for women from minority groups, who are subjected to additional layers of discrimination rooted in race and ethnicity.

Challenging professional environments could also serve to undermine women’s authority and ability to perform in schools, researchers found.

“In some cases, systemic issues within the school organisation can create an environment where competition and lack of support among colleagues are prevalent.

“This [scene] is often marked by negative attitudes, psychological abuse, and bullying, primarily from male colleagues…

“This persistent hostility often stems from a belief that women are less deserving of leadership roles, with men who feel entitled to promotion contributing to a hostile work environment for women who achieve these positions,” the report said.

EducationHQ recently received a report from one Victorian school leader who said this finding rang true in her own experience.

The middle leader said she was dealing with a male teacher who had made it known he wanted to take over her leadership role and was taking steps to highlight her perceived flaws.

More recently the teacher had complied a long list of ‘concerns’ he had with the way her learning department was being run, which he sent through via email.

The female leader said she was upset by this, mainly because she felt the ‘concerns’ were not genuine and largely fabricated with the sole intent of bringing her down.

Sexism also creates unequal opportunities for women educators to advance in their careers, the research found.

One example is the concept of the “good old boy network”, where men back each other to progress professionally, and often at the expense of women, the report found.

“[This network] has negatively impacted the experience of female administrators, as women are scrutinised more intensely in their administrative roles.”

Researchers put forward a list of strategies to help women overcome the key barriers to leadership.

These include establishing strong support networks and environments that cultivate leadership potential among female educators.

“Aspiring female primary and secondary school principals need better access to professional development, inclusive environments, structured mentorship programs, resilience training workshops, and more transparent promotion processes to create an empowering landscape for career growth,” Dicke emplored.

“We need to urgently level the playing field when it comes to opportunities for women to advance to leadership roles in schools.

“Improved personal support systems and systemic changes to address gender biases and promote equity will empower women to leadership positions and enrich the broader educational community.”

The research was funded by Catholic Secondary Principals Australia (CaSPA).