Despite the teaching profession in England being predominantly occupied by women, we remain underrepresented in secondary school headship. While 63% of the secondary workforce are women, only 40% hold headship positions (Department for Education, 2023).

At current rates, gender parity at the top will not be reached until at least 2040 (Fuller, 2016). This article draws on my doctoral research 'An exploration of the experiences and perceptions of women secondary school headteachers in England' (Mullin, 2024), which examined the barriers, enablers, and professional identities shaping women's leadership journeys. With its focus on empowerment, solidarity, and practical action, the findings speak directly to #WomenEd readers and the movement's mission to support women leaders in education to be, in the words of its founders, #10%Braver.

Research Approach and Aims

The study adopted an interpretivist approach framed by intersectional feminist theory, centering the lived experiences of women headteachers themselves. Eight semi-structured interviews and 34 online questionnaires captured diverse perspectives from across state-maintained and independent sectors, with participants recruited through professional networks including #WomenEd, X (formerly Twitter), and LinkedIn.

The research sought to answer three central questions:

1. What are the gender-related 'contours' in the careers of women headteachers?

2. What factors shape the professional identity of women headteachers?

3. What are the experiences and perceptions of women as they progressed to headship?

Findings were presented creatively as poetic art and visual memes, enabling the women's voices to be heard widely across professional networks – a deliberate choice to ensure accessibility and resonance. 

As one participant explained, "It is important that our words reach the women who need to hear them."

Barriers: Intersectional Realities

While gender was significant, the research revealed that barriers were intersectional, shaped by overlapping factors such as parenthood, wellbeing, race, and perceptions of leadership.

Motherhood and Career Progression

Participants frequently described how maternity leave or part-time working slowed progression. 

One recalled being advised, "Make sure you don't have any more babies if you want to move up," a comment illustrating how career breaks disproportionately affect women leaders.

Perceptions of Leadership and Appearance

Gendered stereotypes persisted. Several women recounted incidents highlighting unconscious bias: being mistaken for administrative staff at events, or comments on clothing choices rather than professional competence. 

As one leader reflected, "He wouldn't have said that to a man dressed in a suit."

Isolation and Underrepresentation

For Black and Global Majority women and those from diverse backgrounds, underrepresentation compounded challenges. 

"I never saw anyone who looked like me in leadership," one participant shared, underscoring the importance of visible role models for aspiring leaders.

These barriers mirror national concerns around recruitment and retention: workload pressures, work-life balance, and stress continue to deter teachers from aspiring to headship (NAHT, 2023).

Enablers: What Helps Women Thrive

Yet the study also revealed factors enabling women to progress and thrive in headship: and solidarity. Participants described how professional sisterhoods offered mentoring, role models, and reassurance. 

As one headteacher noted, "Seeing women like me leading schools made me believe I could do it too."

Coaching and Sponsorship

Structured coaching relationships and sponsors who actively advocated for women's progression made a tangible difference to confidence and career trajectory.

Flexible Working Practices

While rare in secondary settings, job shares and part-time leadership roles enabled some women to balance professional and personal responsibilities effectively.

Self-Belief and Resilience

Perhaps most importantly, participants emphasised determination. As one explained, "Believe in yourself. It is doable."

These findings echo #WomenEd's calls for flexibility, visibility, and systemic change, ensuring talented women are not lost from the profession due to avoidable structural barriers.

Social Media, Visibility, and #10%Braver

An innovative feature of the research was its use of social media for both recruitment and dissemination. By sharing findings as visual poetry and memes, the study amplified women's voices across networks including #WomenEd, connecting directly with aspiring leaders, policymakers, and practitioners.

This approach reflects the power of digital feminism: online platforms enabling women to share experiences, challenge inequality, and build communities of support (Pruchniewska, 2019). The #WomenEd network exemplifies this, using hashtags such as #10%Braver to spark conversations, celebrate successes, and campaign for change.

As one participant commented, "When we speak out, others realise they are not alone - that's where change begins."

Implications for Schools, Trusts, and Policymakers

The research offers practical recommendations aligned with #WomenEd's advocacy:

1. Flexible Leadership Pathways

Schools and trusts should expand job shares, co-headship models, and part-time leadership roles, ensuring talented women are not forced to choose between family and career.

2. Mentoring and Sponsorship

Structured programmes can help women navigate career progression, tackle imposter syndrome, and access senior leadership networks often dominated by men.

3. Bias Awareness Training

Recruitment panels and governing bodies should receive training to address unconscious gender and racial bias in leadership appointments.

4. Wellbeing and Workload Strategies

Tackling workload and promoting wellbeing would benefit all leaders but especially support women balancing intersecting personal and professional responsibilities.

These recommendations echo calls from #WomenEd, the NAHT, and the DfE for systemic reform to address both the gender pay gap and the headteacher recruitment crisis.

Conclusion: Towards Gender Equity in Leadership

This research highlights the resilience, ambition, and determination of women leading secondary schools in England, while acknowledging the structural barriers they face.

Achieving gender equity requires both cultural change and practical reform, ensuring the next generation of leaders truly reflects the communities they serve.

As one headteacher advised aspiring leaders:

"Don't doubt yourself. There will be barriers, but there will also be people who open doors. Walk through them."

For #WomenEd members, the message is clear: be #10%Braver, but demand 100% structural change. 

By amplifying women's voices, challenging inequality, and modelling diverse, inclusive leadership, together we can close the gender gap at the top of education.

References

Coleman, M. (2011). Women at the Top: Challenges, Choices and Change. Palgrave Macmillan.

Department for Education (DfE). (2023). School Workforce in England.

Fuller, K. (2017). Women secondary head teachers in England: Where are they now? Management in Education, 31(2), 54-68. https://doi.org/10.1177/0892020617696625

Mullin, S. (2024). An exploration of the experiences and perceptions of women secondary school headteachers in England. Liverpool Hope University.NAHT. 

(2023). Recruitment and Retention in Education: Annual Report.Pruchniewska, U. (2019).

Digital Feminism and Activism: Social Media and the Movement. Feminist Media Studies, 19(5), 746-760.

Note:

The full thesis is under embargo to protect the anonymity and confidentiality of participating women secondary school headteachers, particularly those from the global majority, whose low representation in leadership roles may increase the risk of inadvertent identification. The embargo is in accordance with ethical approval and institutional research governance requirements.