Breaking Barriers, Building Futures: The Transformative Role of Higher Education for Women's Leadership in the Gambian Education System

Abstract

This study examines and critiques the effect that tertiary education has on the performance levels of women in leadership in the education sector in The Gambia. A cross-sectional mixed-methodology approach is employed to investigate the correlations between levels of education and leadership. The study examines the issues faced and the contribution it makes to effectiveness. It had a strongly positive relationship with statistical significance, with the field of study and specialization being the strongest predictor. Academic credentials and institutional backing are a compelling demonstration of strong, positive correlative qualities. Higher education leads to improvements in women's self-esteem and judgment, according to qualitative data. It recognizes that variable qualities related to education explain 85.6% of the differences in effectiveness. Despite these accomplishments, issues such as gender discrimination, cultural traditions, and politics have hindered women's complete utilization of their academic attainments. It can be concluded that while tertiary education offers numerous benefits for leadership, this potential can be more fully realized when combined with institutional support and other societal factors. transformations.