Female Principals' Leadership Model for Strengthening Vulnerable Students' Participation in GESID-Based Schools

2026-07-06T13:03:20+00:00

Abstract: This study conducts a systematic literature review on models of female school principal leadership that strengthen the participation of vulnerable student groups within the framework of GESID-Friendly Schools (Gender, Equality, Social Inclusion, and Disability). Although school leadership is recognized as having a significant impact on the quality of learning and organizational culture, research that provides an integrated model that combines female leadership, social justice, digital transformation, and data-driven inclusion indices remains very limited. This study employed a systematic literature review following the PRISMA 2020 guidelines, drawing exclusively from Scopus-indexed articles using the keywords “female school principals AND leadership” published between 2016 and 2026. The search yielded 453 initial records, and a final synthesis of 20 articles was obtained after fully applying the inclusion and exclusion criteria. The results of this study reveal that female school principals' leadership oriented toward gender-responsive and technology-adaptive approaches can significantly mediate the participation of vulnerable students. Two dominant patterns were identified: instructional-digital leadership and social justice leadership consistently functioned as primary mediators, while collective teachers culture serves as a moderating variable. This study contributes theoretically by affirming the centrality of GESID principles in inclusive educational leadership and practically by guiding school governance toward an integrated, data-driven participation model.

JMSP (Jurnal Manajemen dan Supervisi Pendidikan)

Female Principals' Leadership Model for Strengthening Vulnerable Students' Participation in GESID-Based Schools