
By Pearline Silvanathan
Attending the WomenEd Bitesized Workshop over the weekend was a transformative experience. The workshop addressed various critical topics related to women in leadership positions within international schools, including unconscious bias, leader identity, challenging conversations, menopause in the workplace, and the importance of raising others up. Given the breadth of the subjects covered, I focused on those I felt most connected to and inspired by, while planning to explore the others through further research, books, podcasts and hopefully future events organised by WISE and WomenEd.
Uncovering the Gender Gap in School Leadership
One of the most striking revelations during the workshop was the statistics on the percentage of women in leadership roles within schools. Currently, less than 30% of leadership positions in schools are held by women. This figure was surprising, especially considering that many schools I have worked in seemed to have a significant number of female leaders in the Primary Department. In fact, out of the four schools I have worked at, three had male head teachers, and the one school that did have a female principal is now led by a male. This raises important questions about why men are often perceived as more suitable for leadership roles in education. Research suggests that societal norms and gender stereotypes play a significant role in this disparity. For example, a study by the Harvard Business Review found that women are often evaluated more harshly than men in leadership roles, contributing to the lower number of women in top positions.
Who Makes These Decisions?
Decisions about who occupies leadership roles are often made by school boards and hiring committees, which can be male-dominated. This composition might influence their preference for male leaders, consciously or unconsciously. Moreover, societal expectations and stereotypes about gender roles can shape these decisions. It’s essential to educate these decision-makers to see leadership potential beyond gender biases. Workshops, seminars, and diversity training can be effective tools in this education process.
Is This a Country-to-Country Basis?
The gender gap in leadership is a global issue but varies significantly from country to country. For instance, Scandinavian countries like Norway and Sweden have higher percentages of women in leadership due to progressive gender equality policies. In Asia, approximately 22% of leadership positions in schools are held by women. This statistic highlights the significant gender gap in educational leadership within the region, underscoring the need for more initiatives to support and promote women into these roles. Interestingly, In Europe, women are prominent as school leaders in Hungary, Latvia, Sweden, France, and Norway, but they make up less than 50% in Spain, Germany, and Finland. Most teacher unions focused on primary and lower secondary education. Italy, Ireland, and the United Kingdom have a more balanced gender representation in school leadership. This variation underscores the ongoing global challenge of achieving gender parity in educational leadership.
To read more on school leadership in Europe see this link: https://www.csee-etuce.org/images/attachments/SchoolLeadershipsurveyEN.pdf
Parental and Board Member Values
Parental values and expectations can also play a role. In some communities, parents may prefer male leaders due to traditional views on authority and leadership. Additionally, school boards, often composed predominantly of men, might find it easier to relate to and communicate with male leaders. This dynamic can influence hiring decisions and perpetuate the gender gap.
Internal and External Barriers
The workshop delved into the internal and external barriers women face in leadership. It was discussed that women are often perceived to work with emotions, whereas men are seen as more straightforward and less influenced by emotions. Interestingly, I have observed both men and women exhibiting traits traditionally attributed to the opposite gender. However, some male leaders have expressed concerns about women’s performance being affected by family commitments and emotional investments. According to a report by LeanIn.Org and McKinsey & Company, women are twice as likely as men to be mistaken for someone more junior and are often seen as less committed to their careers due to potential family obligations.
Moreover, there was an enlightening discussion on the use of “I” versus “we” in communication. Women were encouraged to take ownership of their achievements by using “I” to acknowledge their contributions, which is something I realised I need to be more conscious of in my professional interactions. This insight is supported by research showing that women often downplay their accomplishments in team settings, which can hinder their career progression.
Unconscious Bias and Success Perceptions
Unconscious bias was another critical topic covered. We explored how men and women view success differently; women often define success through their experiences and daily contributions. This discussion highlighted the importance of recognising and addressing these biases to foster a more inclusive and equitable environment for women in leadership. A study by the American Psychological Association found that unconscious bias can significantly impact hiring and promotion decisions, often to the detriment of women and minorities. Addressing these biases is crucial for creating a more diverse and effective leadership team.
If your interested to research more on this topic go to: https://www.caseiq.com/resources/unconscious-bias-in-the-workplace-what-it-is-and-how-to-reduce-it/
Overcoming Obstacles in International Schools
Within the vibrant landscape of international schools in Malaysia, a glaring absence persists: people of colour in senior leadership roles. Despite Malaysia’s multicultural tapestry, recent research indicates a stark disparity. Based on my network and observation, among ten international schools that I know in Kuala Lumpur, none had people of colour represented in senior leadership positions. Even more concerning, a significant proportion of local staff or people of colour occupied roles as teaching assistants rather than as class teachers. Though some schools hire local/Asian class teachers the percentage is still quite low, let alone in leadership roles. This trend mirrors broader challenges faced by minority groups in accessing leadership opportunities within education globally.
This situation underscores the urgency for systemic change and greater inclusivity within international schools. As someone deeply entrenched in this environment, I find myself pondering: what barriers must be dismantled, and what additional measures need implementation, to foster a truly diverse and equitable leadership landscape? Despite these obstacles, there is cause for hope. Research consistently demonstrates the transformative power of inclusive leadership.
To find out the data reflecting diversity in international schools please go to this link : https://info.cois.org/l/321151/2021-10-18/5y8cxn/321151/1634555108L8uj5TuK/DC_baseline_analysis_FINAL_October_2021.pdf
According to Hirsh and Kornrich (2008), organisations with diverse leadership teams outperform their peers. Personally, leading a diverse team within my current school has illuminated the immense value of embracing different perspectives and backgrounds. Each member brings a unique perspective and skill set, enriching our collective endeavours. This underscores the imperative for change and underscores the potential for transformative leadership within international schools. Moving forward, I remain optimistic that concerted efforts towards inclusivity will not only benefit individual schools but also contribute to a more equitable future for education in Malaysia, Asia and beyond.
The Road Ahead
While there has been significant progress in increasing women’s representation in leadership, there are still many areas that need attention. Are we doing enough to support women of colour in the teaching industry? Are schools prepared to handle difficult conversations with diverse stakeholders? These are crucial questions that need addressing to ensure a truly inclusive leadership landscape.
In conclusion, the Women Ed Bitesized Workshop shed light on the challenges and opportunities for women in leadership. It underscored the importance of ongoing dialogue, self-reflection, and proactive measures to support and uplift women leaders. The journey towards gender equality in leadership is ongoing, and it requires collective effort and commitment from all of us. By addressing unconscious biases, supporting women of colour, and fostering inclusive environments, we can create a future where leadership is truly representative of the diverse world, we live in.
Are we actually prepared to challenge this?
Here are some helpful links you can read to learn more about the topics discussed above:
References
- Diversity in international school teaching staff and leadership- https://www.cois.org/about-cis/perspectives-blog/blog-post/~board/perspectives-blog/post/what-the-data-tells-us-about-diversity-in-international-school-teaching-staff-and-leadership
- https://info.cois.org/l/321151/2021-10-18/5y8cxn/321151/1634555108L8uj5TuK/DC_baseline_analysis_FINAL_October_2021.pdf – Determining the Diversity Baseline in International Schools full report
- Harvard Business Review: Why Women Aren’t Promoted as Often as Men (not working) – https://hbr.org/2019/06/research-women-score-higher-than-men-in-most-leadership-skills
- Org and McKinsey & Company: Women in the Workplace – https://womenintheworkplace.com/
- National Center for Education Statistics: Leadership Diversity and Educational
- https://data.unwomen.org/sites/default/files/documents/Publications/ASEAN/ASEAN%20-leadership-factsheet.pdf
- Hirsh, C. E., & Kornrich, S. (2008). The context of discrimination: Workplace conditions, institutional environments, and sex and race discrimination charges. American Journal of Sociology, 113, 1394–1432

Meet Pearline Silvanathan
Ms. Pearline, with over 11 years of experience in prestigious international schools, is a seasoned Primary Teacher and education leader. She holds a Bachelor of Honours in Education from the University of Roehampton and a PGCE from the University of Nottingham, and has taught in Malaysia and Egypt. Passionate about parental involvement, she conducts workshops for parents in schools and educators globally, including presentations at the International Curriculum Conference and for Renaissance. A dedicated educator and parent, Ms. Pearline believes in a collaborative approach to education and is committed to empowering families with the guidance they need for successful educational journeys.