A Study on Leadership Barriers in Transgender Partially Inclusive Schools in Punjab, Pakistan

Purpose: This study aims at analyzing the leadership challenges that administrators in transgender partially inclusive schools in Punjab, Pakistan encounter. It seeks to investigate the effects of institutional, social, cultural and policy related factors in terms of their effects on leadership practices in these educational environments. Design/Methodology/Approach: The research design of the study is a qualitative one based on the phenomenological approach to research the experiences of leadership in transgender partially inclusive schools. The sampling method used is purposive since it was used to select participants with first-hand experience on institutional leadership and teaching in these schools. The sample was comprised of 24 participants who were 12 school leaders/administrators and 12 teachers of 18 schools in Punjab. The collection of data was done using semi-structured in-depth interviews, focus group discussions, and non-participant observations. Findings: The results demonstrate that there are a few important leadership obstacles that influence transgender inclusivity schools to some extent. Social stigma and discrimination became key issues that affect the level of trust in the community, the rate of student enrollment and parental participation. The persistent financial shortages were found to be one of the major problems that restricted the growth of infrastructure, wages of teachers, and the stability of institutions. There was also lack of sufficient governmental support, and vague policy frameworks in relation to transgender education as reported by administrators. There was a low level of professional development opportunity among teachers and school leaders, which further undermined institutional capacity. Also, emotional pressure and administrative load were identified to have a significant effect on leadership performance. Implications/Originality/Value: The research paper is a contribution to the paucity of research on leadership in transgender-based schools in South Asia. It offers useful lessons to policymakers and educational leaders who want to enhance the inclusive educational governance.