What does this research mean for the field?

Women school administrators perceive sustainable leadership as a future-oriented, human-centered approach emphasizing collaboration and empathy, but face significant gender-related challenges that they navigate through professional development, strong communication, and emotional regulation. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how women school administrators conceptualize and practice sustainable leadership, identify the obstacles they face, and evaluate their strategies for resilience.

September 8, 2026SustainabilityOpen Access

Women School Administrators’ Experiences of Sustainable Leadership: A Qualitative Inquiry into Leadership Practices, Challenges, and Resilience

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Authors

GSGülenaz SelçukManisa Celal Bayar University AAAyşegül AYYILDIZHakkari University OTOsman Titrek

Discussion

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Implication

Qualitative case study uncovers collaborative practices alongside gender barriers in women school administrators, highlighting resilient strategies.

Key Points

To examine how women school administrators conceptualize and practice sustainable leadership, identify the obstacles they face, and evaluate their strategies for resilience.
Conducted a qualitative case study involving N=23 women school administrators across the provinces of Manisa and Hakkâri, Türkiye.
Collected participant perspectives through semi-structured interviews and analyzed qualitative narratives using content analysis.
Participants operationalized sustainable leadership through future-oriented approaches, human-centered management, collaborative decision-making, and professional development support.
Administrators encountered persistent barriers from traditional gender norms, work–life conflict, and institutional bias toward male authority, which they mitigated through emotional regulation, professional networks, and continuous training.

Cite This Study

Selçuk et al. (2026) studied this question.

synapsesocial.com/papers/6aa0091858e84d0ff5b47c8f https://doi.org/10.3390/su18179146

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September 8, 2026SustainabilityOpen Access

Women School Administrators’ Experiences of Sustainable Leadership: A Qualitative Inquiry into Leadership Practices, Challenges, and Resilience

View Full Paper

Ask AI

Bookmark

Authors

GSGülenaz SelçukManisa Celal Bayar University AAAyşegül AYYILDIZHakkari University OTOsman Titrek

Discussion

Member takes

Implication

Qualitative case study uncovers collaborative practices alongside gender barriers in women school administrators, highlighting resilient strategies.

Key Points

To examine how women school administrators conceptualize and practice sustainable leadership, identify the obstacles they face, and evaluate their strategies for resilience.
Conducted a qualitative case study involving N=23 women school administrators across the provinces of Manisa and Hakkâri, Türkiye.
Collected participant perspectives through semi-structured interviews and analyzed qualitative narratives using content analysis.
Participants operationalized sustainable leadership through future-oriented approaches, human-centered management, collaborative decision-making, and professional development support.
Administrators encountered persistent barriers from traditional gender norms, work–life conflict, and institutional bias toward male authority, which they mitigated through emotional regulation, professional networks, and continuous training.

Cite This Study

Selçuk et al. (2026) studied this question.

synapsesocial.com/papers/6aa0091858e84d0ff5b47c8f https://doi.org/10.3390/su18179146

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