Global Trends in Women's Leadership in Schools: A Bibliometric Analysis

This study addresses a critical gap in educational leadership scholarship by conducting the first comprehensive bibliometric analysis of global research trends on women's school leadership. By systematically analyzing 66 Scopus-indexed articles published between 1995 and 2024, this research maps the structural and thematic evolution of the field. The findings reveal a critical twelve-year publication void (1995–2007) followed by a significant scholarly surge post-2020. However, the literature remains severely fragmented and disproportionately concentrated in Western contexts (predominantly the United States, Australia, and the UK), highlighting an urgent need for cross-cultural perspectives. Thematically, scholarship has transitioned from foundational discussions on gender biases to nuanced explorations of leadership identity, roles, and educational impact. To synthesize these trends, this study proposes a holistic conceptual model illustrating the interplay between external socio-cultural pressures and internal leadership identity development. Furthermore, aligning with the strategic imperatives of the 2025 UNESCO Global Education Monitoring Report, this study offers actionable, policy-driven practical implications to repair the educational leadership pipeline through systemic interventions. Ultimately, this research establishes a foundational roadmap for scholars, policymakers, and practitioners to champion inclusivity and sustainable gender equity in global educational leadership.