Identifying Barriers to the Promotion of Women to Managerial Positions in Education in Urmia

Document Type : Original Article

Authors

1 Department of Educational Sciences - Faculty of Psychology and Educational Sciences, Azerbaijan Shahid Madani University - Tabriz - Iran

2 Department of Educational Sciences, Shahid Madani University of Azerbaijan

3 M.A. in Educational Administration , Shahid Madani University of Azerbaijan, Tabriz, Iran

Abstract

Background and Objective:The purpose of the present research is to identify the obstacles to the promotion of women to managerial positions in the education department of Urmia city, Iran.
Research methodology: This research was a qualitative study with a phenomenological design. For this purpose, 20 female managers and employees of Urmia city's education department were selected as a sample using a criterion-based purposeful sampling method and based on the principle of theoretical saturation. Data were collected through semi-structured interviews. After transcribing, the text of the interviews was analyzed using the Diekelman approach and thematic analysis method in MAXQDA software. The validity and reliability of the findings were ensured through member checking and peer debriefing.
Findings: The results showed that the lived experiences of women regarding obstacles to their promotion to managerial positions were extracted into 4 themes and 5 categories. The themes included: 1) cultural and social barriers, 2) personal barriers (familial, behavioral, skill-based, and attitudinal), 3) organizational barriers, and 4) gender discrimination. The categories included: 1) lack of confidence in women's abilities and characteristics, 2) lack of family support, 3) false beliefs, 4) lack of priority for women's issues in the current affairs of the country, and 5) male-dominated government structure. Among these, personal barriers had the highest frequency of references (183), followed by gender discrimination (139), organizational barriers (111), and cultural-social barriers (103).
Conclusion: The traditional view and approach to the position of women in society is one of the root factors in not promoting women to managerial positions. Educational organizations that actively challenge gender stereotypes, provide family and organizational support, and implement transparent, merit-based promotion systems can ensure greater female representation in leadership roles.

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Main Subjects

References

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Applied Educational Leadership
Volume 7, Issue 2
July 2026
Pages 158-171

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History

  • Receive Date: 07 May 2024
  • Revise Date: 29 September 2024
  • Accept Date: 13 May 2026

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