Experiences of Arab Women Leading School Reform Through a School-University Partnership

ABSTRACT

This qualitative case study examines the experiences of 10 Arab women educational leaders leading, as part of a school-university partnership, a movement for school reform in the Arab world. An analysis of the findings, guided by the feminist perspective and using the intersection of literature on leadership of school improvement and women’s ways of leading, reveals that participants’ views and practices of leadership align both with best practices for leading school improvement and what the literature found about women’s leadership specially in the Arab World. The results also show that despite alignment between the participants’ experience and the experience of women leading in the Arab region, participants focused their effort on optimizing their assets, such as enabling work conditions, rather than on fighting against the structural constraints that typically hinder women from leading. We argue that the women’s refusal to reflect on their experience through a gendered lens obstructed them from identifying the gendered nature of the enablers and the structural nature of the obstacles they face. This study contributes to the knowledge base on women’s leadership of school-based transformational change in a non-western setting, an understanding necessary if broad-based leadership is to be achieved.

Acknowledgement

The authors thank Bruce King, Coby Meyers, Cynthia Pemberton, and Julia Mahfouz for their thoughtful comments on an earlier version of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.