Loading...
Smart leadership for female empowerment in education in Pakistan
Farooq, Nayyab
Farooq, Nayyab
Files
Citations
Altmetric:
Authors
Editors
Date
2024
Educational Level
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
Pakistan
Abstract
Context: The research focuses on Peshawar Model Girls High School, situated in the diverse urban landscape of Peshawar, Pakistan. The school aims to empower female students through leadership development, mentoring, and inclusive teaching practices, fostering a supportive educational environment in a context where women's education faces cultural undervaluation.
Aims: This research seeks to engage and empower female students in leadership roles by implementing a mentorship program that enhances teacher professional development. The initiative is designed to cultivate confident, skilled female leaders who can effect positive change within educational settings and beyond.
Methods: A multifaceted approach is employed, utilizing digital tools, surveys, focus groups, and personal reflections. Participants include female students and teachers selected through purposive sampling to capture diverse experiences and insights. Data collected encompasses both qualitative and quantitative methods, allowing a comprehensive evaluation of the mentorship program's effectiveness.
Findings: The research highlights several challenges female leaders face, such as societal biases, limited opportunities, and communication barriers within mentor-mentee relationships. Participants expressed the need for ongoing support beyond the initial program, indicating that structured mentorship significantly enhances teachers' professional skills, collaboration, and confidence. However, gaps were identified in daily reinforcement and measurable outcomes for inclusivity initiatives, emphasizing the need for continuous development and tailored strategies.
Implications: This action research reveals the importance of collaborative mentorship programs in fostering a culture of continuous learning among educators. The findings indicate that successful mentorship initiatives can substantially benefit female leadership aspirations, suggesting that other educational institutions could utilize similar frameworks for empowering women in leadership roles. The insights gained could contribute to enhancing educational practices and policies aimed at promoting equity and developing future female leaders in similar cultural contexts.
Description
Keywords (free text)
female empowerment, mentorship, leadership, teacher development, education