LEADERSHIP STRATEGIES AND CHALLENGES IN FOSTERING INCLUSIVE AND EQUITABLE L2 LANGUAGE EDUCATION: CASE OF PUBLIC EDUCATION IN RURAL PAKISTAN

Abstract

This study investigates the leadership strategies and challenges female head teachers face in promoting inclusive and equitable second language (L2) education in rural Pakistan. Employing a structured questionnaire, the research gathers perspectives from female head teachers regarding their approaches to fostering educational equity in the face of persistent sociocultural barriers. The findings reveal effective leadership strategies, such as collaborative initiatives and community engagement, while highlighting significant challenges, including socio-cultural norms and inadequate infrastructure, that impede progress. The study aims to inform policymakers and educational practitioners on improving educational outcomes for marginalized students in similar contexts. By providing empirical evidence and insights into the experiences of female head teachers, this research contributes to the understanding of educational leadership in rural Pakistan and its implications for advancing gender equity and inclusive education in challenging environments.