The study explores how women in school leadership and management define leadership in the face of persistent gender barriers. The study uses focus group discussions with female principals, deputy principals, and departmental heads to examine women’s challenges in obtaining and retaining leadership roles in schools. These challenges include gender bias, limited access to mentorship, and exclusion from crucial decision-making processes. The study also scrutinises the strategies these women use to overcome the challenges, such as establishing support networks, participating in ongoing professional development, and advocating more inclusive and fair leadership practices. The results demonstrate that, despite systemic barriers, female leaders often bring fresh and innovative management styles, prioritising collaboration, inclusivity, and emotional intelligence. This research study advocates policy revisions and institutional adjustments to create a more equitable environment for women in school leadership.