Empowering women leaders in the Saudi education sector: the transformative role of national vision (2030)

Abstract

Purpose Globally, women remain significantly underrepresented in leadership positions. In Saudi Arabia, these barriers have historically been more pronounced, particularly in the education sector. However, the implementation of Saudi Vision (2030) has introduced transformative reforms aimed at enhancing women's participation and leadership. This study aims to explore the evolving landscape of women's leadership in Saudi Arabia's education sector, focusing on how Vision 2030 reforms influence women's experiences, achievements and opportunities. It aims to uncover the extent to which these reforms support women in overcoming traditional barriers to leadership. Design/methodology/approach A quantitative research design was employed using a structured survey distributed to 484 Saudi women employed in the education sector. Data were analyzed using SPSS and SmartPLS to assess the relationships among challenges, achievements, opportunities and the moderating role of national vision. Findings The analysis reveals that challenges, prospects and achievements significantly influence women's leadership outcomes. Moreover, Saudi Vision 2030 serves as a positive moderating force that reduces barriers, amplifies opportunities, and supports individual accomplishments – ultimately enabling more women to access and thrive in leadership roles. Originality/value This study contributes to the understanding of gender and leadership in a transformative national context. It provides empirical insights into the unique role of government-led reform in reshaping women's leadership trajectories in the Middle East, offering policy and practical implications for stakeholders in education and public sector leadership.