Although the global majority of teachers are women, the 2025 gender edition of the GEM Report, Women lead for learning, provides evidence that a glass ceiling still bars women from leadership positions in education. The report also shows how women leaders in education often have a positive impact on inclusion, addressing challenges which disproportionately affect girls, and tend to support professional development for teachers, and foster a collaborative culture.
Gender disparity in education leadership is a global issue
The report offers global data showing gender disparity in education leadership. While 81% of care centre and preschool leaders were women in selected OECD countries, women made up only 16% of primary school principals in francophone Africa.
In 70 upper-middle- and high-income countries, there is a 20-point gender gap in secondary school leadership. In higher education globally, only 30% of leaders are women. Data from sub-Saharan Africa and South Asia and from countries such as Australia, Chile, Qatar and the United States also show that women often have to prove themselves as teachers for longer than men before becoming leaders.
The disparity is found in government as well. A new global database compiled by the GEM Report of education and higher education ministers shows that only 27% were women in 2010–2023, and that female ministers had longer tenures than male ministers on average by about 4 months.
Women principals promote a collaborative culture
In some contexts, female leadership is associated with stronger community engagement, more emphasis on inclusive policies addressing barriers for girls (such as gender-based violence and menstrual health), and promoting collaborative school cultures. Data across 44 upper-middle- and high-income countries shows that female principals dedicate more time than their male peers to the curriculum, teaching, and interactions with parent and students.
In low-income countries, when women lead schools, learning outcomes have been found to improve. Schools led by women have been found to improve learning outcomes by the equivalent of an additional year of schooling in some francophone African countries, and by up to 6 months in some South-eastern Asian countries.
A link is also noted between female political representation and increased investment in education. Across 19 high-income countries, a one-point increase in female representation in lower houses of parliament is associated with a 0.04 point increase in education expenditure as a percentage of GDP.
Recommendations
Women lead for learning calls for three key interventions to close the leadership gap:
- Identify where the ladder is broken: Track women’s progression towards education leadership positions. Assess barriers women face and expose systemic biases hindering their ascent.
- Fix the broken structure: Repair systemic flaws by providing training to shift mindsets and mitigate gender bias in recruitment. Promote flexible work schedules to accommodate parental responsibilities.
- Guide women’s ascent to leadership positions through training, coaching and mentorship.
