Gender and Leadership in Islamic Educational Institutions: The Transformation of Women’s Roles in Madrasah Management in Arab Countries

Abstract

This article explores the transformation of women’s roles in madrasah management in Arab countries with an interdisciplinary approach that integrates the perspectives of the sociology of education, gender studies, and Islamic studies. This qualitative research involved online interviews with 20 women leaders from four Arab countries (Saudi Arabia, Egypt, the United Arab Emirates, and Jordan), to analyze the dynamics of gender transformation in the leadership space of Islamic education. The results of the study identified four main themes: (1) complex and longer career paths for women to leadership positions; (2) structural and cultural challenges faced, including gender segregation, career development barriers, and traditional perceptions of authority; (3) adaptation strategies developed such as strengthening academic credentials, developing adaptive leadership styles, and reinterpreting Islamic values; and (4) the transformative impact of women’s leadership on educational institutions and the wider community. The study reveals that women leaders engage in a complex process of identity negotiation to establish their leadership legitimacy, while negotiating the dual burden of professional and domestic responsibilities. Significant variation in experience based on national contexts emphasizes the importance of intersectional perspectives. This research contributes to a more inclusive discourse on gender, leadership, and Islam in the era of globalization, with important implications for the development of gender-sensitive policies and programs to promote women’s leadership in Islamic educational institutions.