This qualitative study aims to explore how gendered leadership styles influence institutional culture and decision-making processes within Eswatini’s higher education institutions. The main objective of the study was to explore how gendered leadership styles affect the institutional culture and decision-making procedures in the tertiary institutions of Eswatini and examine the differences and similarities between the leadership philosophies of men and women in Eswatini’s higher education institutions. Using a narrative inquiry, data were gathered through semi-structured individual interviews and focus group discussions with 18 leaders ( n = 18). The sample comprised nine males and nine females from three tertiary institutions in Eswatini. The selection criteria used for the study were based on purposive sampling. The study found significant differences in leadership styles: female leaders tended to take transformational approaches, emphasising collaboration, empathy, and relationship-building, whereas male leaders tended to take transactional approaches, which emphasise individualism and quick decision-making. These findings imply that embracing and fostering gender diversity in leadership can lead to more inclusive and successful organisational cultures, eventually improving institutional performance. This study emphasises the importance of enacting gender equity policies to enable varied leadership that can face the challenges of the Fourth Industrial Revolution and contribute to more equal educational environments in Eswatini. The study recommends that higher education institutions in Eswatini should create formal mentorship programmes that connect female leaders to experienced leaders. Also, the Ministry of Education and Training should encourage higher education institutions to prioritise and execute gender equity policies.
Makamure et al. (Tue,) studied this question.
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