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Navigating the Glass Ceiling, Gender Equity and Overcoming Barriers in Rural PK-12 Educational Leadership

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Title: Navigating the Glass Ceiling, Gender Equity and Overcoming Barriers in Rural PK-12 Educational Leadership
Language: English
Authors: Jody Wood (ORCID 0000-0002-2304-3498), Jaime E. Welborn (ORCID 0009-0009-9119-7729), Amanda Dawn Wood (ORCID 0000-0002-9341-6632), Beth Mulvey (ORCID 0009-0008-5216-4812), Donna Louise Jahnke (ORCID 0009-0007-8925-3598)
Source: Journal of Educational Administration. 2026 64(2):147-160.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Women Administrators, Instructional Leadership, Elementary Secondary Education, Rural Education, Rural Areas, Sex, Sex Fairness, Gender Issues, Sex Stereotypes, Gender Discrimination, Barriers, Faculty Promotion, Faculty Development
DOI: 10.1108/JEA-01-2025-0004
ISSN: 0957-8234
1758-7395
Abstract: Purpose: The purpose of this study was to help determine the significant barriers women in one Midwestern US State (with 70% of the 516 traditional school districts considered rural) face in advancement and in what ways these women could become more successful in obtaining upper-level educational leadership positions in PK-12 educational institutions. Design/methodology/approach: This study employed a Delphi method, the researchers gathered and refined insights from women currently holding leadership roles in one Midwestern state. During three rounds of mixed-methods online surveys, participants identified barriers that perpetuate the "glass ceiling." Findings: The results revealed five main barriers that hinder women's professional advancement: perceptions of emotional decision-making, male networks that exclude women, bias favoring men as more qualified leaders, stereotypes about women's areas of expertise and the perceived lack of skills in facilities and operations. These findings lead to what needs to be put in place to assist women in PK-12 education in obtaining higher positions of authority. Research limitations/implications: Research limitations include the geographic scope since it was limited to a single Midwestern state with rural female PK-12 educational leaders, a small sample size of 25 participants of women in rural educational leadership, whose perspectives may not be generalizable to suburban and urban settings, thus causing bias. While the study acknowledged intersectionality, participant demographics were not sufficiently detailed to ensure representation of women from diverse racial, ethnic, and socioeconomic backgrounds. An additional limitation was reliance on self-reported data, which introduced the possibility of recall or social desirability bias as participant perspectives may be limited to only their context. Originality/value: The study revealed the need for specific professional development on technical aspects of educational leadership for women as well as the establishment of supportive networks to provide both mentors and sponsors. By educational institutions changing policies, practices, and support, more widespread upper-level educational leadership positions can become a reality for women. The findings provide suggestions for improving opportunities within PK-12 educational settings for the advancement of women into leadership positions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507633
Database: ERIC
FullText Text:
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  Data: Navigating the Glass Ceiling, Gender Equity and Overcoming Barriers in Rural PK-12 Educational Leadership
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Jody+Wood%22">Jody Wood</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2304-3498">0000-0002-2304-3498</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jaime+E%2E+Welborn%22">Jaime E. Welborn</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-9119-7729">0009-0009-9119-7729</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amanda+Dawn+Wood%22">Amanda Dawn Wood</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9341-6632">0000-0002-9341-6632</externalLink>)<br /><searchLink fieldCode="AR" term="%22Beth+Mulvey%22">Beth Mulvey</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-5216-4812">0009-0008-5216-4812</externalLink>)<br /><searchLink fieldCode="AR" term="%22Donna+Louise+Jahnke%22">Donna Louise Jahnke</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-8925-3598">0009-0007-8925-3598</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Administration%22"><i>Journal of Educational Administration</i></searchLink>. 2026 64(2):147-160.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Women+Administrators%22">Women Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Education%22">Rural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Fairness%22">Sex Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Stereotypes%22">Sex Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Discrimination%22">Gender Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Promotion%22">Faculty Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: 10.1108/JEA-01-2025-0004
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  Data: 0957-8234<br />1758-7395
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this study was to help determine the significant barriers women in one Midwestern US State (with 70% of the 516 traditional school districts considered rural) face in advancement and in what ways these women could become more successful in obtaining upper-level educational leadership positions in PK-12 educational institutions. Design/methodology/approach: This study employed a Delphi method, the researchers gathered and refined insights from women currently holding leadership roles in one Midwestern state. During three rounds of mixed-methods online surveys, participants identified barriers that perpetuate the "glass ceiling." Findings: The results revealed five main barriers that hinder women's professional advancement: perceptions of emotional decision-making, male networks that exclude women, bias favoring men as more qualified leaders, stereotypes about women's areas of expertise and the perceived lack of skills in facilities and operations. These findings lead to what needs to be put in place to assist women in PK-12 education in obtaining higher positions of authority. Research limitations/implications: Research limitations include the geographic scope since it was limited to a single Midwestern state with rural female PK-12 educational leaders, a small sample size of 25 participants of women in rural educational leadership, whose perspectives may not be generalizable to suburban and urban settings, thus causing bias. While the study acknowledged intersectionality, participant demographics were not sufficiently detailed to ensure representation of women from diverse racial, ethnic, and socioeconomic backgrounds. An additional limitation was reliance on self-reported data, which introduced the possibility of recall or social desirability bias as participant perspectives may be limited to only their context. Originality/value: The study revealed the need for specific professional development on technical aspects of educational leadership for women as well as the establishment of supportive networks to provide both mentors and sponsors. By educational institutions changing policies, practices, and support, more widespread upper-level educational leadership positions can become a reality for women. The findings provide suggestions for improving opportunities within PK-12 educational settings for the advancement of women into leadership positions.
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  Data: 2026
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  Data: EJ1507633
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      – Type: doi
        Value: 10.1108/JEA-01-2025-0004
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 147
    Subjects:
      – SubjectFull: Women Administrators
        Type: general
      – SubjectFull: Instructional Leadership
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Rural Areas
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      – SubjectFull: Sex
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      – SubjectFull: Sex Fairness
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      – SubjectFull: Gender Issues
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      – SubjectFull: Sex Stereotypes
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      – SubjectFull: Gender Discrimination
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      – SubjectFull: Barriers
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      – SubjectFull: Faculty Promotion
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      – SubjectFull: Faculty Development
        Type: general
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      – TitleFull: Navigating the Glass Ceiling, Gender Equity and Overcoming Barriers in Rural PK-12 Educational Leadership
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