Factors Influencing Women Teachers’ Aspirations for School Leadership Positions: A Mixed-Methods Study in Thimphu District

Abstract

In Bhutan, women constitute a significant portion of the teaching workforce but remain underrepresented in public school leadership roles. This mixed-methods study explored the factors influencing women teachers’ aspirations for school leadership positions across nine schools in Thimphu District. Using stratified random sampling, data were collected from 82 female teachers through surveys, and seven of them participated in semi-structured interviews.  The findings, guided by the study’s theoretical framework, demonstrated that women’s leadership aspirations were shaped by interrelated personal, institutional, and socio-cultural dimensions. While personal motivation, confidence, and proactive leadership development emerged as internal drivers, institutional barriers such as inadequate mentorship, gender-biased promotion criteria, and limited support systems, along with socio-cultural expectations related to caregiving and traditional gender roles, constrained women’s ambitions. The study concludes that advancing women’s leadership aspirations requires systemic reforms, including gender-sensitive policies, leadership training, mentorship programmes, and supportive institutional environments. These insights hold important implications for policymakers and school leaders committed to fostering gender equity in Bhutan’s education system.