Psychodynamics of Professional Challenges Among Female Leaders in Higher Educational Institutes: In Context of HEC Policies & Practices.

Abstract

A mixed method Sequential design study has been conducted to highlight the Higher education Commission Policies which intricacies psychodynamic factors inherent in the professional hurdles faced by women leaders in institutions of higher learning Balochistan, Pakistan. In this very same context, refers to staging an intricate interaction of psychological variables influencing andUNS shaping women's leadership efforts at the academic front. The present study tries to capture some of the subtleties of psychodynamic factors influencing decision processes, interpersonal relations, and coping mechanisms through challenges that are gender-specific. The qualitative part of the research involves the assessment of 15 female leaders through in-depth interviews to gain insight into their psychosocial experiences. The present study tries to explore answers to questions about how personal convictions, motivational intent, and societal expectations dynamically interact with each other to influence leadership behavior, strategy, and outcome. Based on an explanatory sequential mixed method design, the quantitative phase involved 250 participants who completed a closed-ended, Likert-scale questionnaire that ensured a deep understanding of the psychosocial environment. All data were analyzed using SPSS. Because of this research, the gripping effects of the psychosocial and professional development challenges most female higher education leaders are facing have been brought to light. Hence, governments and institutional leaders should, therefore, recognize these factors and bring change in a hesitantly revised improved policy as they play a huge part in creating this habile environment, which has made life difficult for women to take leadership positions in institutions of learning.