Women’s Leadership and Motherhood in Higher Education: A Case Study of Women Administrators in a Regional University in East Kazakhstan Abdulla Nessibeli Submitted in partial fulfillment of the requirements for the degree of Master of Sciences in Educational Leadership Nazarbayev University Graduate School of Education April 2024 Word Count: ii AUTHOR AGREEMENT iii DECLARATION iv ETHICS APPROVAL v CITI TRAINING CERTIFICATE 101 NE 3rd Avenue, Suite 320 Fort Lauderdale, FL 33301 US www.citiprogram.org This is to certify that: Nessibeli Abdulla Has completed the following CITI Program course: Students conduct ing no more than minimal r isk research (Curriculum Group) Students - Class projects (Course Learner Group) 1 - Basic Course (Stage) Under requirements set by: Completion Date 06-Oct -2023 Expiration Date 06-Oct -2026 Record ID 58920465 Not valid for renewal of certification through CME. Nazarbayev University Verify at www.citiprogram.org/verify/ ?w8e902980-4e82-423b-acbb-5235232455e7-58920465 vi ACKNOWLEDGEMENTS This thesis journey has been an enriching exploration, and the culmination of this work wouldn't be here without the unwavering support of an incredible group of people. First and foremost, to my dearest parents, Zhaksykul and Olzha. Thank you for your unwavering belief in me has been the guiding light that illuminated this path. Also to my loving husband, Aitbek. Words cannot express my gratitude for the shoulder you provided to lean on whenever I needed it. Most importantly, to my precious daughter, Mariyam. You are the sunshine that brightens every day. This thesis is as much for you as it is for me, for it paves the way for a future brimming with possibilities. Thank you for your patience as mommy chased deadlines and knowledge. I promise the late nights will soon be filled with bedtime stories again! And to my wonderful sister, Toreaiym. Thank you for being my confidante and the ultimate support system with childcare during those long research hours means the world to me. You played a crucial role in making this journey possible. In the academic realm, I am incredibly grateful for the guidance and support of my exceptional supervisor, Dr. Aisi Li. Your insightful feedback and support were instrumental in shaping this thesis into its final form. I deeply appreciate your dedication and expertise. I would also like to express my sincere thanks to my academic instructor, Dr. Anita Jayachandran. Your clear guidance during the whole stages of this research journey helped me navigate the complexities of the topic and lay a strong foundation for my work. To all of you, from the bottom of my heart, thank you. vii ABSTRACT Women’s Leadership and Motherhood in Higher Education: A Case Study of Women Administrators in a Regional University in East Kazakhstan This research explores the experiences of mothers who hold administrative positions in a regional university in East Kazakhstan. The study examines the challenges and benefits of balancing motherhood and administrative duties in higher education, aiming to inform the development of supportive structures for these women. This study used a qualitative method with semi-structured interviews as the data collection instrument. It delves into the challenges these mother administrators face, including work-life conflicts, workplace dynamics, and access to institutional support. The study also identifies positive aspects of having the dual role, including personal fulfillment, career advancement, and contributions to diversity within the institution. The findings highlight the significance of implementing flexible work schedules, providing leadership training and coping strategies to support female administrators. These measures can contribute to increasing job satisfaction, improving retention rates, and fostering a more inclusive and supportive work environment. This study adds to the existing body of knowledge on female leadership in higher education by providing practical insights for educational institutions to enhance their support systems for female administrators. viii Аңдатпа Жоғары Оқу Орындарындағы Әйелдер Көшбасшылығы және Ана Болу: Шығыс Қазақстан Аймақтық Университетіндегі Әкімші Әйелдердің Жағдаяты Бұл зерттеу Шығыс Қазақстанның аймақтық университетінде әкімшілік қызмет атқаратын аналардың тәжірибесін зерттейді. Зерттеу осы әйелдерге қолдау көрсететін құрылымдардың дамуын ақпараттандыруға бағытталған жоғары оқу орындарындағы ана мен әкімшілік міндеттерді теңестірудің қиындықтары мен артықшылықтарын зерттейді. Бұл зерттеуде деректерді жинау құралы ретінде жартылай құрылымдық сұхбаттары бар сапалы әдіс қолданылды. Ол осы ана әкімшілер бетпе бет келетін қиындықтарды, соның ішінде жұмыс пен өмір арасындағы қақтығыстарды, жұмыс орнындағы динамиканы және институционалдық қолдауға қол жеткізуді зерттейді. Зерттеу сонымен қатар қос рөлді атқарудың жағымды аспектілерін, соның ішінде жеке тұлғаның өзін-өзі жүзеге асыруын, мансаптық өсуін және оқу орнындағы әртүрлілікке қосқан үлесін анықтайды. Нәтижелер икемді жұмыс кестесін енгізудің, көшбасшыларды даярлауды қамтамасыз етудің және әйел әкімшілерді қолдау үшін күресу стратегияларын әзірлеудің маңыздылығын көрсетеді. Бұл шаралар жұмысқа қанағаттанушылықты арттыруға, қызметкерлерді ұстап қалу деңгейін арттыруға және инклюзивті және қолайлы жұмыс ортасын құруға ықпал етуі мүмкін. Бұл зерттеу жоғары оқу орындарындағы әйелдердің көшбасшылығы туралы қолданыстағы білім қорын толықтырады, бұл оқу орындарына әйел әкімшілерді қолдау жүйелерін жетілдіру бойынша практикалық ақпарат береді. ix Аннотация Женское Лидерство и Материнство в Сфере Высшего Образования: На Примере Женщин Руководители Регионального Университета в Восточном Казахстане В данном исследовании рассматривается опыт матерей, занимающих административные должности в региональном университете в Восточном Казахстане. В исследовании рассматриваются проблемы и преимущества совмещения материнства и административных обязанностей в высшем образовании, с целью информирования о создании структур поддержки для этих женщин. В этом исследовании использовался качественный метод с использованием полуструктурированных интервью в качестве инструмента сбора данных. В нем рассматриваются проблемы, с которыми сталкиваются матери-администраторы, включая конфликты между работой и личной жизнью, динамику на рабочем месте и доступ к институциональной поддержке. Исследование также выявило положительные аспекты двойной роли, включая личную самореализацию, карьерный рост и вклад в разнообразие внутри учебного заведения. Полученные результаты подчеркивают важность внедрения гибких графиков работы, проведения тренингов по лидерству и разработке стратегий преодоления трудностей для поддержки женщин-администраторов. Эти меры могут способствовать повышению удовлетворенности работой, повышению коэффициента удержания персонала и созданию более инклюзивной и благоприятной рабочей среды. Это исследование дополняет существующий объем знаний о женском лидерстве в сфере высшего образования, предоставляя учебным заведениям практические рекомендации по совершенствованию их систем поддержки женщин- администраторов. x Table of Contents AUTHOR AGREEMENT ............................................................................................... ii DECLARATION ............................................................................................................ iii ETHICS APPROVAL .....................................................................................................iv CITI TRAINING CERTIFICATE ..................................................................................... v ACKNOWLEDGEMENTS .............................................................................................vi ABSTRACT .................................................................................................................. vii Аңдатпа ....................................................................................................................... viii Аннотация ......................................................................................................................ix Table of Contents .............................................................................................................. x List of Tables ................................................................................................................ xiii 1. Introduction .................................................................................................................. 1 1.1 Introduction............................................................................................................. 1 1.2 Background Information ......................................................................................... 2 1.3 Statement of the Problem ........................................................................................ 4 1.4 Purpose of the Study ............................................................................................... 6 1.5 Research Questions ................................................................................................. 6 1.6 Methodology ........................................................................................................... 7 1.7 Significance of the Study......................................................................................... 7 1.8 Outline of the Thesis ............................................................................................... 8 1.9 Summary ................................................................................................................. 9 2. Literature Review ....................................................................................................... 10 2.1 Introduction........................................................................................................... 10 2.2 Women in Higher Education Leadership ............................................................... 11 2.2.1 Policy Changes ................................................................................................... 12 xi 2.2.2 Support Structures .............................................................................................. 13 2.2.3 Recruitment Practices ......................................................................................... 15 2.3 Motherhood in Higher Education Profession ......................................................... 16 2.4 Women Administration, Leadership, and Motherhood ........................................... 20 2.6 Gender Expectations and Women's Leadership in Kazakhstani Higher Education . 22 2.5 Conceptual Framework ......................................................................................... 23 2.7 Summary ............................................................................................................... 25 3. Methodology ............................................................................................................... 26 3.1 Introduction........................................................................................................... 26 3.2 Design of the Study ............................................................................................... 26 3.3 Research Site and Sampling Strategy..................................................................... 27 3.4 Data Collection Instrument .................................................................................... 29 3.5 Data Analysis Approach ........................................................................................ 30 3.6 Ethical Considerations ........................................................................................... 32 3.7 Summary ............................................................................................................... 34 4. Findings ...................................................................................................................... 35 4.1 Introduction........................................................................................................... 35 4.2 Work-Life Conflict of Women Administrators ...................................................... 35 4.3 Self-Imposed and Socially-Constructed Expectations of Motherhood .................... 42 4.4 Benefits and Finding Joy ....................................................................................... 43 4.5 Challenges ............................................................................................................ 47 4.6 Role of Family and Other Networks in Offering Support ....................................... 48 4.7 Summary ............................................................................................................... 52 5. Discussion .................................................................................................................. 55 5.1 Introduction........................................................................................................... 55 5.2 Work-Life Conflicts of Women Administrators ..................................................... 55 5.3 Self-Imposed and Socially-Constructed Expectations of Motherhood .................... 64 xii 5.4 Benefits ................................................................................................................. 65 5.5 Challenges ............................................................................................................ 71 5.6 Role of Family and Other Networks in Offering Support ....................................... 72 5.7 Summary ............................................................................................................... 75 6. Conclusion .................................................................................................................. 77 6.1 Introduction........................................................................................................... 77 6.2 Revisiting Research Questions .............................................................................. 77 6.3 Limitations ............................................................................................................ 80 6.4. Implications for Theory and Practice .................................................................... 81 References ...................................................................................................................... 84 Appendix A .................................................................................................................. 102 Appendix B .................................................................................................................. 103 Appendix C .................................................................................................................. 105 Appendix D .................................................................................................................. 106 Appendix E ................................................................................................................... 107 Appendix F ................................................................................................................... 110 xiii List of Tables Table 1. General Demographics of Participants ............................................................... 28 1 1. Introduction 1.1 Introduction Steeped in tradition, universities may struggle to provide the necessary pathways for women to reach leadership positions (Allen et al., 2021). This lack of female role models creates a sense of isolation ("chilly climate") for aspiring women leaders, potentially discouraging them from pursuing leadership opportunities within academia. The late 1800s ushered in a new era for women in education. College doors finally began to creak open, paving the way for a long-overdue shift (Carmen, 2002). This progress continues today, with women steadily climbing the ranks of academic leadership. However, in the process of acquiring leadership ranks, women face significant roadblocks to moving into administrative leadership positions (Carmen, 2002). Administrators, in this study, refer to individuals such as deans heading academic units or faculties within a university, responsible for academic programs, faculty, and students, as well as department heads and faculty members tasked with managing faculty, courses, academic support services, departmental activities, and student instruction. In addition to this, there are conventional responsibilities that typically fall upon faculty members, including teaching, research, and community service. It is commonly observed that female faculty members, particularly mothers, often shoulder the primary burden of managing domestic household tasks (Dickson & Martina, 2018). Moreover, the requirement of assuming the role of the primary caregiver can present a significant obstacle for women, particularly when they occupy positions in the realm of senior administration within higher education (Okin, 2005). Numerous research studies have demonstrated that male faculty members, in contrast, tend to have significantly less involvement in these aspects of child-rearing (Dickson & Martina, 2018). The factors above may limit academic women’s potential to 2 aspire to positions of leadership by slowing their career advancement or even dropping their career aspirations (O'Laughlin & Bischoff, 2005). Balancing motherhood and a career in education can be a juggling act, filled with challenges for women educators. Yet, research also reveals a positive side to this dual role (Raddon, 2002). Raddon highlights the potential for empowerment and fulfillment that many of these women experience. This often-overlooked perspective sheds light on the sense of satisfaction that mothers in education find in navigating both responsibilities. My journey into academic motherhood began when I entered higher education in East Kazakhstan as an Assistant Teacher with a young daughter, aged only 11 months. I went through planning and teaching lessons, grading students’ paper-based or digital tasks, having extra duties as faculty, and studying for my master’s degree at the same time. Juggling two roles as a mom and faculty, I was bereft of energy to do either task well and often wondered about mothers' experiences in administrative roles, particularly in higher education. I am aspired to move to a senior-level leadership administrative position in the future and this aspiration led me to conduct a study that matters to me personally: I wanted to explore mother administrators' experience and understand why and how the demands of motherhood conflict with the demands of a senior-level administrative position. 1.2 Background Information Examining the historical trajectory of women in higher education offers valuable context for understanding their current presence in leadership roles (Sharma & Afroz, 2014). Historically, women faced significant limitations on their rights, including financial dependence on men, restricted voting rights, and limited access to education, business ownership, and property ownership. In this context, education emerged as a powerful tool for empowerment and advancement (Sharma & Afroz, 2014). 3 The push for gender equality has ignited a wave of educational research across various fields. This newfound focus has prompted a deeper dive into women's historical roles in education (Rajkhan & Kenzhegulova, 2021). Empowered by this renewed interest, women are now more vocal about the key factors that still impact their rights within higher education. Despite significant strides towards leadership positions, women remain vastly underrepresented across various sectors, including government, politics, business, and higher education (Carli & Eagly, 2016). This imbalance is particularly evident in Kazakhstan. As of 2023, women are entirely absent from top administrative roles in key institutions like the Prosecutor General's Office, Ministry of Internal Affairs, and Financial Monitoring Agency (Vlast.kz, 2023). Representation remains low in other areas as well, with only a fifth of high-level positions in local government bodies ("Maslikhat") and the presidential administration filled by women. Similarly, government membership and deputy minister positions show a concerning lack of gender parity, with women holding only 15.4% and 11.1% respectively (Vlast.kz, 2023). While there has been a gradual increase in women leading universities, their numbers still fall short of achieving true parity (Ross & Green, 2000). Historically, women in academia have encountered a unique set of obstacles on their path to leadership roles. These challenges often stem from a combination of factors, including juggling family responsibilities, navigating a system that may prioritize traditional leadership styles, and limitations in career advancement opportunities (Fried & Zeger, 2009). Research by Fried & Zeger (2009) highlights the persistent issues of lower salaries, appointments to less prestigious positions, slower promotions, and higher turnover rates for women in academic leadership. Additionally, Dominici et al. (2009) point to the 4 perceived conflict between child-bearing and career progression as a further barrier to women's advancement within higher education. Consequently, gender bias can persist in certain academic environments, and the absence of a supportive workplace and personal life settings can make it harder for female administrators to overcome these challenges (Chugh & Sahgal, 2007). In Kazakhstan, cultural norms and expectations place pressure on women to marry and have children at specific times. As a result, women often lack the desire to pursue leadership positions, as they may feel inadequate when presented with opportunities, and occasionally decline promotions (Kuzhabekova, 2021). Yet, there are also overlooked aspects, such as the satisfaction and positivity experienced by women juggling dual roles. 1.3 Statement of the Problem According to Banker and Banker (2017), a critical research gap exists regarding women's leadership across all levels and sectors within higher education (p. 249). Their work highlights the need for further investigation into this topic. Hill and Wheat (2017) further emphasized the need to explore the factors shaping women's career trajectories and leadership ambitions. They suggested that researchers delve deeper into both personal and professional influences on these choices (p. 2106). Studies on mothers in academia often mention the burden of "working mother's guilt" (McCutcheon & Morrison, 2016). This guilt stems from outdated ideas about women being the main caregivers, no matter their job. These societal expectations, as Kark & Eagly (2010) point out, are a big reason why women haven't climbed the leadership ladder in universities as quickly as men. Balancing childcare and family needs with career advancement can be a constant struggle for women. Research by Johnson (2017) even shows a connection between women presidents at universities and being less likely to get married, having fewer children, and needing to change their careers to fit 5 family demands. This situation becomes even trickier when you consider the pressure of having children at a certain age while also needing strong professional credentials. Ultimately, these stereotypes, as Kark & Eagly (2010) highlight, create a major hurdle by limiting how society sees women's potential to be leaders compared to their male colleagues. Eagly (2012) further elucidates that childcare and familial duties constitute foundational factors contributing to the limited empowerment and authority experienced by women in the workforce, thereby constraining their prospects for career advancement, impeding their pursuit and attainment of promotions, and placing a cap on their overall professional success. Eagly and Carli (2007) introduced the metaphorical concept of a labyrinth to symbolize the formidable hurdles women encounter in their journey toward leadership positions. This labyrinth serves as a representation of the intricate challenges and impediments that women confront as they strive to ascend the hierarchical ladder in leadership roles. The aforementioned factors possess the capacity to impede the professional progression of academic women, potentially hampering their pursuit of leadership positions or even prompting a decline in their career aspirations (O'Laughlin & Bischoff, 2005). However, there are often neglected facets, such as the contentment and positive experiences of women managing dual responsibilities, which have been inadequately explored in research endeavors. There is a huge need to comprehensively examine the individual and occupational determinants that shape the trajectories of women's careers and learn pivotal factors influencing the progression of women in leadership within higher education. 6 1.4 Purpose of the Study This study aims to illuminate the experiences of women administrators at one medium-sized multi-profile educational institution in East Kazakhstan who combine the dual roles of administrator and mother. Since more and more women participate in the administration of institutions and hold faculty positions, my study focused on investigating the challenges and opportunities women at a regional university in East Kazakhstan faced in balancing professional and family responsibilities. 1.5 Research Questions The central research question addressed by this study is: How do mother administrators at a regional university in East Kazakhstan balance their roles in motherhood and higher education senior-level administrative positions, while considering gender biases and advocating for the development of supportive structures? In order to answer this central question the following sub-questions were designed: 1) What are the benefits and challenges of combining the dual roles of motherhood and higher education administrator at a regional university in East Kazakhstan? 2) Do the mother administrators experience gender-biased challenges? And if they do, how do they describe them? 3) What are the implications for developing supportive structures for mother administrators in Kazakhstan? The next section of this chapter discusses the research design and explains the reasons for its choice. 7 1.6 Methodology I decided to apply a qualitative case study design to gain a deeper understanding of the challenges and opportunities faced by women administrators who are also mothers. Semi-structured in-depth interviews were used to collect the data. The participants were chosen using a purposeful sampling strategy. Such a design allowed participants to share their lived experiences, and helped me investigate the complexities of their experiences, thus offering rich insights that might not be captured by more quantitative methods. The details of the methodology will be discussed in the corresponding chapter. 1.7 Significance of the Study Studies on women in higher education leadership are delving into the qualities and experiences that make them successful leaders (Shepherd, 2017). This research is particularly relevant as universities strive for gender parity in administration, yet progress remains uneven. While recruitment efforts have undeniably increased the number of women in leadership roles (Shepherd, 2017), a significant gap persists, especially at the executive level. This suggests the need for a more comprehensive approach than just recruitment. As Phipps and Prieto (2021) argue, achieving true gender balance requires offering women equal opportunities for advancement at all levels of the organization. These opportunities allow women to develop the essential skills and experience needed to be influential and inspiring leaders. Ultimately, by fostering a more inclusive leadership landscape within higher education, universities can harness the power of diverse perspectives to drive positive change (Phipps & Prieto, 2021). This study dives deep into the experiences of women leaders in higher education, like deans, department heads, and others who play a crucial role in running universities (Carli & Eagly, 2016). By examining their journeys, we can gain valuable insights into the 8 challenges they face as they climb the career ladder in academia. These insights can be a game-changer for college and university leaders at all levels, from presidents on down to those who aspire to leadership positions in the future. Understanding these challenges can help leaders create a more inclusive environment where women can thrive (Trigg, 2006). By offering detailed insights, this study may become a resource for nurturing the next generation of women administrators. Understanding the diverse backgrounds and influences on women administrators is crucial for measuring and comprehending the factors influencing their ascent at administrative levels. While acknowledging the underrepresentation of women at the highest echelons of higher education, it remains imperative to disseminate this information across various layers of organizations within the realm of higher learning. 1.8 Outline of the Thesis This research dives into the experiences of women in leadership roles in higher education. The opening chapter sets the stage by providing essential background information, outlining the central issue of female underrepresentation in leadership, and defining the study's objectives and research questions. It then clarifies the design of the study. Chapter Two delves into existing research, exploring factors about mother administrators and their advancement in leadership positions within the university. Following this, Chapter Three details the research methodology employed in the study. The heart of the research unfolds in Chapters Four and Five, where the findings gleaned from the research are presented. Finally, Chapter Six brings the study to a close by summarizing the key findings, drawing conclusions and exploring the practical implications of the research, and offering recommendations for further investigation. 9 1.9 Summary This study examines the challenges faced by women in East Kazakhstan's regional universities as they strive for leadership roles. Entrenched gender norms have historically limited women's career advancement opportunities. Despite progress, they remain underrepresented in senior administrative positions across various sectors. The research focuses on the experiences of mother administrators, exploring how they navigate dual roles, address gender biases, and advocate for supportive structures. Through a qualitative case study, the study aims to uncover the nuanced challenges and opportunities these women encounter on their journey toward leadership roles. This exploration contributes to the ongoing conversation on gender equality and inclusivity in academic leadership. 10 2. Literature Review 2.1 Introduction The road to leadership in university administration is often filled with hurdles. The very challenges women face in this arena can, paradoxically, propel them towards success. Family circumstances and educational backgrounds play a significant role in shaping these complex journeys. Focusing on the challenges women from various backgrounds face in administration can provide a richer understanding of their experiences. Studies by Gmelch & Wolverton (2002) reveal a persistent web of challenges women administrators encounter. These include marginalization, being seen as a token rather than valued for their skills, feelings of isolation, lack of support networks, limited access to mentorship, and facing stereotypes, double standards, heightened scrutiny, and constant doubts about their competence. Despite significant progress, persistent "glass ceiling" continues to hinder women's advancement to leadership positions in higher education administration (Gmelch & Wolverton, 2002). This literature review aims to uncover the diverse experiences of women as they navigate these complex pathways. It explores the interplay between family circumstances, educational background, and societal expectations, revealing their impact on women's leadership paths. By carefully examining the persistent obstacles and the inspiring forces that drive them forward, we can gain valuable insights into the factors that shape women's roles in academia. This investigation not only highlights the challenges they encounter but also identifies opportunities to break down systemic barriers and create a more inclusive environment for women in leadership positions across institutions of higher learning. 11 2.2 Women in Higher Education Leadership The increasing number of women in leadership positions globally represents a significant advancement towards gender equality (Sandon, 2006). This trend offers a twofold benefit: firstly, it enhances global leadership by bringing in diverse perspectives and experiences. Women leaders often prioritize collaboration, communication, and fostering inclusive environments, which can foster innovation and address complex issues from a more holistic viewpoint (Smith, 2021). Secondly, it helps dismantle societal biases that have historically questioned women's capabilities in leadership and management roles. By demonstrating their competence and effectiveness in these positions, women leaders serve as powerful role models for future generations, chipping away at the perception that leadership is a solely male domain. However, the journey towards genuine gender parity in leadership is not without its challenges. Women leaders may still face implicit bias, stereotyping, and a lack of access to mentorship opportunities compared to their male counterparts (Jones & Bozer 2018). These challenges can hinder their career advancement and limit their potential impact. Sandon's (2006) research underscores the significant challenges women confront in attaining leadership positions. To elucidate these impediments, a comprehensive analysis of both external and internal factors hindering their advancement is crucial (Adingar, 2004; Chugh & Sahgal, 2007; White, 2003). A woman's leadership potential transcends her individual characteristics; Sandon (2006) emphasizes the pivotal role of the environmental context in which she operates. However, addressing the underrepresentation of women in leadership roles requires a multifaceted approach. UNESCO (2002) outlines several key strategies that 12 universities can implement to achieve this goal. These strategies can be categorized into three main areas: policy changes, support structures, and recruitment practices. 2.2.1 Policy Changes At the institutional level, legislative measures promoting gender equality in leadership positions send a clear message of commitment. Furthermore, establishing dedicated "equal opportunity offices" provides a central point of contact, oversight, and support mechanisms for women seeking leadership roles (UNESCO, 2002). While Kazakh women make significant contributions to higher education in various capacities (Kuzhabekova, 2021), their presence in leadership roles, particularly at the highest levels, remains limited. The author highlights women's engagement in teaching, administration, research, and policy development within Kazakhstan's higher education system. However, data from the National Bureau of Statistics (NBS, 2020) paints a contrasting picture. In 2019, women held only 24% of management positions and 32% of university presidencies (rectors). This indicates a significant gap between women's overall participation and their representation in leadership roles, especially at the highest levels. Moreover, despite acknowledging the need for greater female participation in leadership roles, Kazakhstan faces challenges in translating this goal into action. Kuzhabekova (2021) also identifies the policy-action gap as one of the key barriers. She points out that the 2017-2019 vision implementation plans, while recognizing the issue, lacks concrete measures specifically addressing the underrepresentation of women in higher education management. This gap between stated goals and implemented actions hinders progress. Research suggests that women's participation in organizations has a demonstrably positive impact on organizational culture (Babaee, 2005; Gopal, 2008). Their presence can contribute to a more ethical and positive work environment in several ways. In the above- 13 mentioned studies, the authors suggest that women leaders tend to prioritize ethical behavior and decision-making within organizations. This can lead to a more transparent and trustworthy work environment. Research also indicates that women in leadership roles can foster improved internal communication and a culture of innovation within institutions (Babaee, 2005; Gopal, 2008). This can be attributed to their collaborative leadership styles and focus on diverse perspectives. In the international arena, India reflects a global trend of underrepresentation of women in senior leadership positions within academia (Banker & Banker, 2017). Research by Banker and Banker (2017) and Ghara (2016) reveal a stark disparity that a significant majority of women in Indian academia (around 66.22%) find themselves stalled in mid-level management roles. In contrast, a much smaller percentage (around 6.67%) holds high-ranking positions such as dean or vice-chancellor. Data from Azman (2021) reveals a concerning gender gap in leadership positions within Malaysian public universities. Despite women making up a significant portion of government-appointed board members (42%), their representation in top leadership roles remains low. This means that a significant portion of the knowledge and skills within the higher education workforce is presently not fully utilized (Azman, 2021). 2.2.2 Support Structures Equipping women with the necessary skills and confidence is crucial. Designed for women leaders, targeted training programs can address areas like leadership development, negotiation tactics, and public speaking. Additionally, mentorship programs can connect aspiring women leaders with experienced mentors who can offer guidance and support (UNESCO, 2002). Fostering gender-sensitive management practices within universities creates a more inclusive work environment. This can involve promoting flexible work 14 arrangements, unconscious bias training for faculty and staff, and creating a culture that values diverse perspectives. Jackson and Harris (2007) emphasize the critical role of role models and mentors in guiding and supporting women on their leadership journey. A woman's motivations for pursuing leadership positions can be influenced by societal expectations and role models and the way women approach decision-making processes may be shaped by societal pressures and leadership stereotypes (Sandon, 2006). Universities can significantly contribute by fostering dedicated mentorship programs and supportive networks specifically designed for aspiring women leaders. These programs can provide valuable guidance, equip women with the necessary skills to navigate challenges, and foster a sense of belonging within the leadership pipeline. Research by Wilson (2009) identifies family responsibilities, particularly for mothers, as a major hurdle for women seeking leadership positions. Universities can address this challenge by implementing work-life balance policies that offer flexibility, such as flexible work arrangements and subsidized or on-site childcare options (Wilson, 2009). These policies create a more inclusive work environment that acknowledges the realities of personal lives. This, in turn, allows women to excel in leadership roles without sacrificing their family commitments. Universities in Kazakhstan struggle to achieve gender parity in leadership positions. A significant obstacle lies in the entrenched cultural norms and biases within these institutions. Research by Kuzhabekova (2021) sheds light on this issue. One factor is unconscious bias, where both male colleagues and some women themselves may inadvertently favor men for leadership roles. Additionally, cultural expectations around childcare often influence women's career choices, potentially hindering their advancement (Kuzhabekova, 2021). 15 Kuzhabekova's research (2021) provides valuable insights into the underrepresentation of women in Kazakhstani university leadership. By categorizing the factors into cultural norms, organizational practices, and institutional structures, the research reveals the multifaceted nature of this challenge. Notably, Kuzhabekova's study suggests that some male colleagues may hold the unsubstantiated belief that women prioritize motherhood over career ambitions. This perception can create a less supportive environment for women aspiring to leadership roles. They may face implicit or explicit discouragement or be seen as less dedicated due to perceived family obligations. 2.2.3 Recruitment Practices Achieving gender equality in leadership positions remains a complex challenge across various sectors, including higher education (Wise et al., 2003).While the number of women in leadership roles has increased, a significant gap persists at the executive level (Shepherd, 2017). This necessitates a multi-pronged approach that addresses both recruitment practices and the broader societal context. Unconscious bias against female candidates can be a significant barrier during recruitment. Research by UNESCO (2002) emphasizes the importance of implementing standardized criteria and blind evaluation procedures to mitigate this bias. Standardized rubrics that clearly define the required qualifications and desired leadership qualities can ensure a fair and objective evaluation of all candidates, regardless of gender. Additionally, utilizing blind resume reviews, where identifying information is removed during the initial screening process, can further minimize bias based on name or gender (Gangone, 2008; Marshall, 2009). The composition of selection committees significantly influences recruitment outcomes. Shepherd (2017) highlights the importance of prioritizing diverse selection committees that reflect the demographics of the applicant pool. This can ensure a wider 16 range of perspectives are considered during candidate evaluation and reduce the potential for groupthink that may favor candidates similar to existing leadership. Beyond mitigating bias, universities can also implement proactive strategies to attract qualified female candidates.This can involve highlighting successful women leaders within the university in recruitment materials and showcasing their contributions to the institution (Jackson, 2000). Partnering with organizations focused on women's leadership development can be another effective strategy to connect with a wider pool of qualified female candidates (Chugh & Sahgal, 2007). Additionally, advertising leadership positions at conferences or events specifically geared toward women in academia can increase visibility and attract women who may not actively be searching for new opportunities (Gopal, 2008). It is important to acknowledge the potential for unconscious bias in search algorithms used to advertise or screen resumes. Universities can mitigate this by utilizing gender-neutral language in job postings and implementing tools that remove identifying information from resumes during the initial screening phase (Jackson, 2000). Beyond attracting qualified women, fair and inclusive recruitment practices also play a key role in retaining them as leaders. Signaling a commitment to gender equality right from the start fosters a more supportive environment for women in leadership positions. This, in turn, can lead to higher job satisfaction and a greater likelihood of women staying on as leaders within the institution. 2.3 Motherhood in Higher Education Profession Research suggests that women in academia often face a challenging dilemma: balancing a successful career with motherhood (O'Meara et al., 2008). Baker (2010) explores various factors impacting women's decisions regarding motherhood and career. First of all, external influences such as educational opportunities have an impact on 17 mothers in academia. Secondly, supportive or challenging workplace environments can impact decisions about motherhood. In addition to external factors, personal considerations also play a role. For instance, the dynamics within a woman's personal relationships and family can influence decisions about motherhood. Also, some women prioritize career advancement, while others prioritize family life (Baker, 2010). A study by Madsen (2006) revealed a surprising lack of women in top leadership positions within universities. This gap in representation also exposes a shortage of research on the experiences and backgrounds of these successful female leaders. But instead of discouraging further exploration, this lack of data should be a wake-up call. We need more research to understand the key factors that help women climb the ladder in higher education administration. William and Pillai's (2004) research adds another hurdle to the already challenging path for women in leadership. Their work highlights the extra challenges women face when it comes to balancing family life, regardless of whether it involves children, elderly parents, or spouses. These responsibilities demand a lot of time and attention, creating a delicate balancing act between personal commitments and career aspirations for women administrators. This juggling act can significantly impact their ability to move up within the ranks of higher education William and Pillai (2004) coined the term "maternal wall" to describe a major obstacle women face in higher education leadership. This refers to the stereotypes and biases that hold mothers back from leadership positions. Their research explores how this plays out in real life. First, women reported experiencing negative assumptions about their abilities after taking maternity leave, which can hurt their performance evaluations. 18 Second, the lack of female role models in higher education administration makes it harder for women to see a path forward. Balancing the demands of motherhood with the pressure of university leadership is a constant struggle for women in academia. This isn't just an issue in one place; studies from all over the world show the same challenges (Bittman & Pixley, 1997; Craig & Bittman, 2008; Craig, 2006; Edlund, 2007; Kitterd & Pettersen, 2006; Potuchek, 1997). Studies by Burns et al. (2020) suggest that this dual role of mother and leader can significantly impact a woman's psychological well-being. Mothers, even when employed full-time, often carry the primary burden of household chores and childcare. This creates a time management challenge for women juggling these responsibilities alongside their academic careers. A career in academia presents unique challenges, particularly for mothers (Basset, 2005; Bracken et al., 2006). These challenges stem from the high level of commitment required for success including time-intensive pursuits. Academic careers often involve pursuing advanced degrees and conducting research, both of which necessitate significant time investments. Also, publication and presentation pressure may exist. Maintaining a steady output of publications and presentations is crucial for career advancement, placing a constant demand on a researcher's time. These demanding aspects of academia can create significant obstacles for women trying to balance motherhood with their professional pursuits (Basset, 2005; Bracken et al., 2006). Aini and Hernawati (2016) highlight a global trend towards shared domestic responsibilities. In contrast, Kazakhstan demonstrates the persistence of more traditional gender roles, as evidenced by the saying "Men make houses, Women make homes" (Kuzhabekova, 2021). This proverb suggests a societal expectation that women take 19 primary responsibility for domestic tasks. Kuzhabekova (2021) emphasizes the potential gap between the evolving concept of gender equality and the realities of family life in Kazakhstan. This highlights a potential disconnect between how societal norms and expectations impact the way women navigate motherhood and professional careers in academia. Furthermore, Azman (2021) highlights that female academics navigate the dual pressure of fulfilling traditional domestic roles within the family while simultaneously pursuing successful careers. This creates a significant challenge for women seeking leadership positions, which often require additional time and dedication. However, while acknowledging the challenges, researchers like Ward and Wolf- Wendel (2005) emphasize that dedication, strong support systems, and effective time management strategies can enable women to achieve success in both their professional and personal lives. While balancing motherhood and a career in academia presents challenges, research suggests that achieving a work-life balance can offer positive outcomes for both individuals and families (Raddon, 2002). Women may experience greater career satisfaction when they feel their personal lives are not neglected. Work-life balance can allow for shared financial responsibility within families, reducing pressure on individual partners. Additionally, balancing responsibilities can foster mutual respect for each partner's professional aspirations. Moreover, Raddon (2002) suggests that balancing work and family may allow women to serve as positive role models for their children and develop greater empathy for their students. This can create a more supportive learning environment. While the challenges of balancing motherhood and an academic career are significant, research also highlights potential benefits and motivations for women pursuing both. Ward and Wolf-Wendel (2004) delve into the potential benefits of 20 balancing these dual roles. Their research focuses on understanding the positive aspects of managing motherhood and a career in academia. This perspective can contribute to understanding the motivations of female academics who choose this path. It is important to acknowledge the complexities involved. Despite the challenges, numerous success stories exist of successful women leaders (Madsen, 2006). Many women have navigated these obstacles and reached leadership positions in academia, demonstrating the possibility of achieving both professional and personal goals. 2.4 Women Administration, Leadership, and Motherhood More women are stepping up to leadership roles these days (e.g., Adrienne, 2014), which is a great sign for workplace equality. But even with this progress, there's still a long way to go to achieve true balance. Studies show women's careers often don't advance as quickly as men's (e.g., Adrienne, 2014). This raises important questions about the challenges women face on their path to leadership. And these challenges are likely to differ depending on where they are in the organizational ladder (e.g., Adrienne, 2014). More research is needed to understand the specific hurdles women encounter at different leadership levels. The concept of successful leadership is complex and can be influenced by gender in two key ways differing expectations and varying definitions of success. Research by Eagly and Johnson (1990) and Loden (1985) suggests that expectations for leadership styles and behaviors often differ depending on whether the leader is a man or a woman. For example, stereotypically masculine traits like decisiveness and assertiveness might be seen as more desirable in leaders, while stereotypically feminine traits like empathy and collaboration might be valued less (Eagly & Johnson, 1990; Loden, 1985). Research suggests that men and women leaders may hold differing views on what constitutes success in their roles (Eagly & Johnson, 1990; Loden, 1985). These contrasting interpretations can lead to a variety of leadership styles within organizations. However, 21 this diversity can be a positive force, potentially fostering a richer and more multifaceted leadership landscape. A growing number of women are aspiring to leadership roles within organizations, reflecting a positive trend toward gender equality in the workplace (e.g., Adrienne, 2014). However, despite these strides, achieving parity remains a critical goal. Research suggests that women's career advancement continues to lag behind that of men, and the challenges they face can vary depending on their position within the organizational hierarchy (e.g., Adrienne, 2014). Gmelch (2000) observes that many college administrators lack formal leadership training. This highlights a broader issue within academia: the seemingly unplanned approach to leadership development. Gmelch notes that "the socialization of academic leaders seems to be left largely to chance" (p. 217). This suggests a lack of structured programs or mentorship opportunities to support aspiring leaders in developing the necessary skills and knowledge. While individuals may find success through various pathways, research does identify common themes associated with achieving leadership success in academia (Gmelch (2000). While the specific challenges faced by women in academia may differ from those encountered by men, research suggests that several key qualities contribute to successful leadership across various contexts. Wolverton et al. (2009) conducted a comprehensive review of leadership literature and identified some of these essential qualities. First of all, effective leaders often possess strong personal attributes such as passion, dedication, and a deep commitment to their work. These qualities can motivate and inspire others. Also, leaders who are self-aware understand their strengths and weaknesses. They also possess a strong sense of self-confidence, which allows them to make decisions and navigate challenges effectively (Wolverton et al.,2009). 22 2.6 Gender Expectations and Women's Leadership in Kazakhstani Higher Education Despite an increase in the number of women administrators, their overall representation in leadership roles within higher education remains inadequate (Wise et al., 2003). This ongoing gender gap necessitates further research to explore the challenges women face and identify pathways to leadership. This chapter focuses specifically on the role of gender expectations in shaping women's experiences in Kazakhstani universities. Culturally entrenched expectations regarding gender roles significantly influence women's career trajectories in Kazakhstan (Kuzhabekova, 2021). This chapter supports this notion, revealing that deeply ingrained societal norms prioritize childcare and domestic responsibilities as women's primary domain. This expectation often impacts career planning decisions that limit women's pursuit of leadership positions, particularly for those of childbearing age. Furthermore, the traditional concept of "kelin" (daughter-in- law) reinforces the notion of women's primary responsibility within the family unit, potentially hindering their professional ambitions. This research also sheds light on the presence of internalized stereotypes among women in Kazakhstani universities. A significant portion of women believe that men are inherently better suited for leadership roles due to a perceived advantage in "big-picture thinking." This internalized stereotype can have a detrimental effect on women's confidence and self-perception as leaders (Kuzhabekova, 2021). She states that in some cases, it can lead women to undersell their qualifications, overcompensate for perceived shortcomings, or engage in self-criticism that may negatively impact their performance evaluations compared to male colleagues. In turn, this creates a cyclical challenge, where women may be evaluated lower due to the very stereotypes they are working to overcome. The Kazakhstani government recognizes the importance of increasing women's participation in leadership roles, particularly within social and political spheres 23 (Kuzhabekova, 2021). This commitment is reflected in their "Conception for Family and Gender Policy for 2017-2030," which sets an ambitious target of 30% female representation in leadership positions by 2030. However, Kuzhabekova (2021) identifies a crucial gap in implementation. While the government's plan outlines this goal, it lacks specific actionable steps for promoting women in leadership roles, both generally and specifically within higher education. To address this shortcoming, she emphasizes the need for a clearly defined action plan tailored to the higher education sector. Furthermore, she underscores the value of research-based knowledge on women's experiences in academic leadership positions to inform the development of such a plan. In essence, Kuzhabekova highlights the government's goal of increased female leadership while identifying the need for a more concrete and research-informed implementation strategy within higher education. By acknowledging and addressing the complex interplay of cultural expectations, internalized stereotypes, and gender bias within university structures, Kazakhstani higher education can pave the way for a more inclusive leadership landscape. Further research is crucial to gain a deeper understanding of these factors and their impact on women's leadership aspirations. Through targeted interventions that challenge traditional gender norms and dismantle structural bias, universities can empower women to thrive in leadership roles and contribute meaningfully to the future of Kazakhstani higher education 2.5 Conceptual Framework Examining women's experiences in leadership positions requires considering relevant theories that explore how societal expectations and perceptions can influence evaluations. The social role theory examines how societal expectations around gender 24 influence behaviors. This theory suggests that leadership roles have traditionally been associated with masculine qualities. This creates a situation where women, who may not always embody these stereotypical traits, might be perceived as less qualified for leadership positions (Eagly & Karau, 2002). Building on social role theory, Eagly, and Karau's (2002) role congruity theory delves deeper into how perceptions of fit between an individual and a particular role can impact their evaluation. This theory suggests that people tend to evaluate leaders more favorably when their characteristics align with stereotypical leadership traits. In the context of academia, where leadership roles might be seen as requiring traditionally masculine qualities, this can pose challenges for women seeking leadership positions. The role congruity theory offers a valuable lens for understanding the underrepresentation of women in leadership roles, particularly within academia. The theory suggests that traditional management practices and norms, often unconsciously biased towards masculine leadership styles, can inadvertently exclude women. These practices may not recognize or value the leadership qualities that women possess (Eagly & Karau, 2002). The lack of female representation is particularly evident in prestigious research institutions where the number of women in senior positions remains low (Carter, 2014). This highlight a potential disconnect between the growing number of women pursuing leadership roles and their attainment of leadership positions in academia. Even after achieving leadership positions, women often face steeper hurdles than their male counterparts. Research suggests that women may need to demonstrate exceptional skills and capabilities to be perceived as equally valuable contributors within an organization (e.g., Sebastiyan., 2015). This phenomenon sometimes referred to as the 25 "glass ceiling" or the "double bind," highlights the ongoing need to address gender bias in the workplace. Gmelch and Wolverton (2002) posit that women and minority deans entering leadership roles are driven by a genuine desire to succeed and make a positive impact on their institutions. Their chapter, titled "Women and Minority Deans and the Keys to Success," establishes this aspiration to improve colleges as a foundational premise. 2.7 Summary This chapter explores the experiences of women navigating leadership roles within higher education. Despite progress, women still face a glass ceiling, encountering marginalization, stereotyping, and a lack of mentorship. Balancing work and family life adds another layer of complexity. However, women leaders are crucial for academic institutions. They bring diverse perspectives and leadership styles, fostering inclusivity and ethical decision-making. To overcome underrepresentation, a multi-pronged approach is needed. This includes policy changes promoting gender equality, targeted support structures such as training and mentorship programs, and fair recruitment practices. Additionally, a supportive family environment empowers women and fosters leadership aspirations in girls. The next chapter will explain in detail the methodology I applied to conduct this study. 26 3. Methodology 3.1 Introduction The previous chapter provided a comprehensive review of the literature on working mothers. Building upon that foundation, this chapter delves into the methodology of the current research. As Hammond and Wellington (2014) emphasize, "a research study's value can only be assessed by understanding its methodology." In this chapter, I outline the research design chosen to address the specific research questions outlined earlier, followed by the steps taken to select participants, collect data, and analyze the information gathered. The first section of this chapter details the research design and the research site. The second section focuses on the sampling procedure and how participants were selected for the interviews. The subsequent sections will delve deeper into the specific research methods used and the strategy for data analysis. Finally, the chapter will discuss the data collection process, and measures taken to ensure the trustworthiness of the findings and conclude with a summary. Ethical considerations have been into the research design from the outset, not as an afterthought. This proactive approach ensures potential issues are identified and addressed early on; preventing problems later in the research process (Bryman & Bell, 2007). By adopting this proactive and participant-centered approach, the researcher was able to ensure their studies are conducted ethically and responsibly. 3.2 Design of the Study A qualitative approach, specifically through in-depth interviews, was chosen for this study to explore the lived experiences of mother administrators at a regional university in East Kazakhstan. Unlike quantitative research, which focuses on measuring 27 variables and generating numerical data, qualitative methods delve deeper into the "why" and "how" of participants' experiences (Creswell, 2014). This approach is particularly well-suited to answer our research questions, which aim to understand the complexities of balancing motherhood and administrative roles, such as potential gender-based challenges and the need for supportive structures. Ultimately, qualitative research, particularly through interviews was chosen based on a literature review that demonstrated its effectiveness in addressing the research questions at hand. This study employed a case study design, focusing on a regional university in East Kazakhstan, to explore the research question and its sub-questions in detail. While a universally agreed-upon definition remains elusive, prominent case study researchers highlight key characteristics of case study design (Yin 1994; Merriam 1998; Miles & Huberman 1994). A case study delves into a specific unit within its real-world context, making it ideal for exploring a contemporary issue like this one (Yin, 1994). As Stake (1995) noted, "Case study is defined by interest in individual cases," making it suitable for in-depth exploration of the experiences of mother administrators at this university. 3.3 Research Site and Sampling Strategy This qualitative research study was conducted at a mid-sized (approximately 1,800 students and staff) multi-profile educational institution in a small city in East Kazakhstan. This study employed purposeful sampling to select participants. This approach involves strategically choosing individuals who possess specific characteristics relevant to the research questions (Onwuegduzie & Leech, 2007). In this case, participants were chosen based on three key criteria: position, experience, and maternity status. The study focused on women in leadership roles, specifically deans heading academic units/faculties, department heads, and faculty members responsible for managing faculty, courses, and student services. These positions were chosen as they represent various leadership levels within the university. Participants were required to have at least five years of experience 28 in their current roles and all participants were mothers. This selection process ensured that participants had the relevant experience and perspectives to provide valuable insights into the research topic. A purposeful sample of five women from these leadership positions (deans, department heads, and general managers) were interviewed face-to-face. The research focused on a single department within a multi-profile educational institution in the region. While there were nine administrators within the chosen department, I interviewed five, aiming to achieve data saturation (Onwuegduzie & Leech, 2007). This refers to the point at which no new insights emerge from additional interviews, indicating sufficient data has been collected (Onwuegduzie & Leech, 2007). The sample size was determined considering the size of the university department and the number of administrators available. This approach ensured a manageable workload for data analysis while still capturing diverse experiences relevant to the study. The following table (Table 1) presents the details about the interview participants. To protect their identities, I use codes instead of their real names. Table 1 General Demographics of the Participants Participants Participants ‘codes Age Level of education Years in administrative position Children Participant 1 P101 43 Ph.D. 8 4 Participant 2 P102 46 Ph.D. 11 2 Participant 3 P103 41 Ph.D. candidate 8 3 Participant 4 P104 37 Ph.D. 5 4 Participant 5 P105 52 Ph.D. 15 3 29 Ultimately, this foundation of data collection allows for the development of significant conclusions about the experiences of women administrators balancing work and family life. 3.4 Data Collection Instrument Qualitative research heavily relies on interviews as a primary data collection method (Oakley, 1998). Interviews provide a platform for in-depth conversations, documented through recordings or detailed notes, between me and the mother administrators. While various interview formats exist, I opted for semi-structured interviews. This approach offers a balance between flexibility and structure (Yin, 2011). It allowed me to have a predetermined set of open-ended questions that I consistently asked across individual interviews (Creswell, 2007). This ensured that core research questions were addressed while also allowing the conversation to flow organically based on the participants' experiences. Additionally, I could ask probing questions that emerged naturally during the interview to gain deeper insights (Yin, 2011). Conducting the Interviews Data collection for this study employed a combination of online and face-to-face interviews. Online interviews were conducted using Google Meet, chosen for its user- friendliness, scheduling flexibility, and features like session recording and note-taking, which aided in subsequent transcription. The interview protocol consisted of ten open-ended questions designed to elicit rich insights on the research topic. Participants were encouraged to discuss their lived experiences, including both the challenges and joys of navigating work-life balance with their dual roles as mothers and administrators. Individual interviews lasted approximately 30 40 minutes and were conducted in settings chosen for participant comfort, such as personal offices or coffee shops. It is important to note that interviews were conducted in both Kazakh and Russian languages to accommodate participant preferences and ensure clear communication. This flexibility ensured all participants felt comfortable sharing their experiences openly. 3.5 Data Analysis Approach Following the exploration of data collection methods, this section delves into the qualitative data analysis process employed in this study. The core objective was to meticulously examine participant responses, specifically focusing on the unique benefits and challenges faced by mother administrators in East Kazakhstan as they navigate work- life balance. Here, I will outline the sequential steps undertaken in the analysis. To arrive at generalizable insights those contribute to the understanding of the phenomenon under investigation. Qualitative data analysis involves a systematic process of examining and interpreting textual data, such as interview transcripts, to reveal both the explicitly stated and underlying meanings within the participants' experiences (Maxwell & Chmiel, 2014). This approach goes beyond surface-level interpretations, delving into subjective experiences and social constructs. The aim is to discover and describe recurring themes or patterns that emerge across the data (Creswell & Creswell, 2018). By systematically comparing and contrasting data points from various interviews, the analysis seeks to identify patterns and connections within the participants' narratives. This comparative approach allows for the triangulation of findings, enhancing the overall credibility of the analysis (Flick, 2014).Having explored the interview methods used to gather data; I analyzed the rich information gathered from the mother administrators. My 31 main goal was to understand their experiences in balancing work and family life at a regional university in East Kazakhstan. Thematic analysis, as outlined by Creswell (2012), served as the primary method for analyzing the interview data. This approach provides a systematic and flexible framework for identifying, analyzing, and interpreting recurring patterns of meaning within the data (Ayres, 2008). Its adaptability to various theoretical frameworks (Braun & Clarke, 2006) made it well-suited to address the research questions guiding this study. First, I carefully read through all the interview transcripts. Since some interviews were conducted in Kazakh and Russian, I had them meticulously translated into English for consistent analysis. Then, I started coding them. This means I went through the transcripts line by line, highlighting key ideas and organizing them into categories. As I did this, broader themes began to emerge. Each theme represented a significant pattern I found in the data, and I assigned a code word to each one for easy reference (Miles & Huberman, 1994). The coding was not a one-time activity. As Saldaña (2015) suggests, I kept going back and refining the codes as I learned more from the data. This back-and-forth process helped me develop more nuanced themes, giving me a deeper understanding of the mothers' experiences and the valuable insights they shared (Ayres, 2008). While thematic analysis offered a powerful tool for identifying patterns, I remained mindful of the importance of preserving the connection between the data and its original context, as emphasized by both Ayres (2008) and Maxwell (2011). To address this, I incorporated elements of case study methodology (Yin, 2018). This allowed me to consider the unique contextual relationships within each participant's experience while presenting the identified themes. This process of coding, refining themes, and considering context laid the groundwork for interpreting the findings and drawing meaningful conclusions about the 32 experiences of these mother administrators. The following chapter will present the key themes that emerged from this in-depth analysis of the data. 3.6 Ethical Considerations Ethical considerations are fundamental to responsible research. Failure to address these considerations can jeopardize the entire study and potentially harm participants (Bryman & Bell, 2007). Two crucial principles guide ethical research: voluntary participation and informed consent (Bryman & Bell, 2007). First things first, participation should always be voluntary. No one should be pressured or forced to take part in a study. On top of that, participants have the right to bow out at any point, no questions asked. This ensures they have complete control over their involvement. Next up, informed consent is a key concept in ethical research. Participants need to be fully in the loop about the study's goals, how the research will be conducted, any potential risks and benefits, and how their data will be used. This information should be clear and easy to understand, allowing participants to make a well-informed choice about whether or not to participate (Bryman & Bell, 2007). Furthermore, the way how researcher communicates with participants throughout the research process should be respectful and professional. This includes avoiding the use of offensive, discriminatory, or any language that could be construed as insensitive or upsetting (Bryman & Bell, 2007). Considerate wording in all research instruments, such as questionnaires, interview guides, and focus group prompts, to ensure a positive and inclusive research experience for all participants. Privacy and anonymity are paramount in protecting participants from potential harm. Researchers must take steps to ensure that the data they collect cannot be linked back to specific individuals. This may involve anonymizing interview transcripts, 33 removing identifying information from questionnaires, and storing data securely (Bryman & Bell, 2007). Thus, maintaining participant confidentiality and anonymity is an essential component of ethical research, particularly when conducting interviews. While the researcher was initially aware of participant identities due to the interview format, several steps were taken to safeguard their privacy. The informed consent form explicitly stated that all participant information would be kept confidential. This means that no identifying details, such as names or affiliations, will be shared in the research findings. Data collection procedures ensured a separation of participant identities from their responses. This involved using unique codes or identifiers instead of names during the interviews. These codes cannot be traced back to specific individuals, further protecting confidentiality. All participant data was stored securely using encrypted databases or secure servers. Access to this data was restricted to authorized personnel only, minimizing the risk of unauthorized access. Prior to data analysis, any personally identifiable information (PII) such as names, addresses, phone numbers, or other identifying details was removed from the data. Participant names were replaced with pseudonyms or unique codes throughout the research process. Finally, to ensure the highest level of anonymity, all identifiable information will be destroyed after data collection is complete. These measures collectively guarantee that participants cannot be identified through the research findings. Following the completion of the interviews, I transcribed all responses into electronic documents and stored them on separate drives. All data collection activities were conducted by the researcher and the data was secured in a safe location. To ensure 34 confidentiality, I employed encryption methods and password-protected files for data storage. Access to the data was further restricted to authorize personnel only. Upon completion of the research project, all interview recordings will be permanently deleted to safeguard participant privacy. Furthermore, the study utilized a coding system to anonymize any sensitive participant information, and this data will not be shared with any third parties. These comprehensive measures ensure the anonymity and confidentiality of participants throughout the research process. 3.7 Summary This research project adopted a qualitative case study approach, employing in- depth interviews with five women administrators who are also mothers at a regional university in East Kazakhstan, to investigate the challenges and opportunities they face. Purposeful sampling ensured participants met specific criteria related to their position, experience, and maternity status. Data collection involved a combination of online and face-to-face interviews, utilizing open-ended questions to gather rich insights. Thematic analysis was employed to systematically identify patterns of meaning within the data, resulting in a comprehensive understanding of the experiences of mother administrators in East Kazakhstan. Ethical considerations were integrated into the research design from the outset, ensuring participant well-being and research integrity. This study sheds light on the challenges and benefits of balancing motherhood with administrative responsibilities in a higher education context, offering valuable insights for universities seeking to support working mothers in leadership roles. The next chapter will present the findings generated through the methodology. 35 4. Findings 4.1 Introduction This chapter presents the analysis and findings of a qualitative study that sheds light on each participant's journey to leadership, the challenges they encountered, and the strategies they used to overcome them. It also examines the support they received from their workplace and families, as well as their advice for fellow mother administrators who aspire to leadership roles within organizations. The findings are based on the responses to ten interview questions of five female leaders, who currently hold leadership positions in their respective organizations for more than five years. In this chapter, the experiences of five women who hold senior-level administrative positions are presented. The researcher found it beneficial to gather data from these women administrators, who are also mothers, in order to gain a more comprehensive understanding of the issue through multiple real-life perspectives. This chapter outlines the main findings from five semi-structured interviews organized according to the key themes that emerged from participants' responses: 1. Work-Life Conflict 2. Self-Imposed and Socially-Constructed Expectations of Motherhood 3. Challenges 4. Benefits and Finding Joy 5. The Role of Family and Other Networks in Offering Support 4.2 Work-Life Conflict of Women Administrators Research suggests that a large majority (80%) of working women experience challenges in managing these competing demands (Deepa, 2018). This often translates 36 into feelings of inadequacy in fulfilling childcare responsibilities. Due to work commitments, mothers may rely on alternative childcare arrangements, such as grandparents or hired caregivers (Yesilyaprak, 2015). Managing the balance between personal and professional life emerged as the main theme of this study, regarding the dual role of mothers and administrators. However, the word "balance" was not the case, since work-life balance means giving up family time in favor of work. In fact, the findings were not about work-life balance but rather work-life conflict. All five women participants in this study had to choose between priorities. After the data analysis, several topics emerged and were classified as follows and each category will be discussed in subsequent subsections ● Sacrifice ● Lack of work-family life boundaries 4.2.1 Sacrifice The study identified a central theme in the participants' experiences: managing work-life balance. All five women acknowledged the significant challenges they faced in this area, describing making sacrifices in terms of quality time with their families, especially during the early stages of their careers, when administrative demands were intense. This required a high degree of adaptability in their professional development, as they needed to skillfully manage their professional, family, and social responsibilities. While some women received support from their families and friends, others turned to external solutions like childcare providers to address their childcare needs. Through interviews with all five participants, two different aspects of sacrifice were identified: 1. absence in children's important life events; and 2. the inability to form emotional connections. 37 4.2.2 Absence in Children’s Important Life Events In order to understand the main finding of "Work-Life Conflict," the researcher found it necessary to ask participants about the least satisfactory and challenging aspects of balancing their work and family life, and whether they believed it was the primary obstacle to their career. All participants acknowledged that at least once, they felt guilty for being "bad mothers" and for being absent during important life events for their children. Participant P101 stated: Always, almost! Yes, especially when a child is ill, and you need to be there for them, but responsibilities must be delegated to another person. It is challenging to leave a child, and it breaks your heart, making you feel like a terrible mother. Participant P101 was not the only one who experiences mixed emotions. Another participant's (P104) comment was: "I remember a few years ago, I had to organize an urgent call with faculty and missed my son's first matinee at kindergarten. I felt upset because some people said he was looking for me with hopeful eyes." The participants' narratives emphasize the intricate intersection of professional demands and familial responsibilities. While recognizing the practical need to delegate caring responsibilities during a child's illness, they express a profound inner conflict and sense of inadequacy at not being able to provide personal care. Additionally, the story about the absence of a significant family event due to work commitments emphasizes the emotional strain of reconciling career goals with family priorities. These accounts illustrate the multi-faceted emotional landscape of working parents, where feelings of guilt and regret often accompany the inevitable trade-offs between professional ambitions and cherished family moments. 38 4.2.3 The Inability to Make Emotional Connections In addition to missing important life events for children, the theme of not being able to establish emotional connections was also identified as one of the key characteristics of sacrifice. In the context of the challenges they face in managing two roles, some participants reported that they struggled to connect emotionally with their children. The respondent, P105, replied: When the children were toddlers, my mother-in-law was the main person who took care of them. At that time, I felt like I was the luckiest person in the world, but now, when they are almost adults, I cannot have emotional conversations with them. After work, I come home tired and so do they. How lucky is that?" Another participant gave a similar response, stating: Outsourcing some household chores makes life easier and more balanced. However, outsourcing children's full-time care to nannies can be dangerous for the emotional bond between them and their parents. You can never fully recover the emotional connection with your children who have been cared for by nannies or caregivers. (P103) Participant (P104) claims that problems will be fewer once children grow up, but this is not true. She challenges the idea that parenting becomes easier as children get older, instead arguing that the need for emotional connection and parental attention increases with age. 4.2.4 Lack of Work-Family life Boundaries The evening routines described by P104 emphasize the struggle to find meaningful time for family interaction in the midst of exhaustion and competing demands. 39 The children were young, and now they are grown up. Now, even more attention needs to be paid to children. In the evening, I try to establish contact with the children by asking them about their studies and friends, but it's only a short conversation, we talk for about half an hour or an hour. Then, each of us goes back to our rooms to work on deadlines. After a long day, they are tired, and I am also tired. And there is hope for the weekend. This idea leads to the finding that all participants of the study acknowledged the necessity of making sacrifices in family quality time while navigating their administrative roles, particularly during the early stages of their careers. Juggling between roles and prioritizing the work that emerged as a factor contributing to their career progression, necessitating adept management of their professional responsibilities. Furthermore, the participants' responses shed light on the profound impact of sacrificing emotional connections while balancing work and family roles. One key theme that emerged was the unintended consequence of outsourcing childcare and household tasks, which, while initially seeming like a solution to managing multiple responsibilities, ultimately erodes the emotional bond between parents and children. (P104) 4.2.5 No Flexibility in the Workplace In today's workplace, the lack of flexibility in scheduling and policy presents a significant challenge for employees trying to navigate their professional and personal responsibilities effectively. This challenge is demonstrated by the experiences shared by participants in this study. For instance, Participant 102, who is in an administrative position revealed the need to rely on a nanny to handle childcare duties because of the demanding nature of their job. 40 You have to delegate these responsibilities to your babysitter and husband. Only after six o'clock in the evening when we all get together at home do I try to pay attention and show love to my family, but not always with perfect energy. (P102) This highlights the crucial role of workplace flexibility in allowing individuals to balance family obligations with professional commitments. Another participant stated: "I wish that an organization would allow me to start work one hour late, or leave one hour early before closing, or sometimes work from home" (P103). These desires reflect a growing understanding of the need to meet the diverse needs of employees in today's fast-paced work environment. This response demonstrates the need for workplace flexibility to support employees' efforts to effectively fulfill both their professional and family responsibilities. For example, Participant P102, who has an administrative position, expressed the need to delegate childcare responsibilities. Similarly, Participant P103 expressed a desire for flexible working arrangements such as adjustable start and finish times or the possibility of working from home, which could facilitate a better balance between work and personal life. 4.2.6 Additional Workload When examining the work-family life boundaries of women administrators, the additional workload emerged as a significant aspect of this category. Participants' responses showed that additional working hours and workload led to mother administrators experiencing emotional and psychological challenges. P105 said: Of course, there are times when I feel exhausted because, apart from university work, we, as faculty and administrators, mainly work with paper. We write papers both at work and take those papers home. Despite the fact that student evaluation 41 is done online, we still make notes on paper during the day, transfer them to a computer at home, do additional homework, and meet another deadline. Furthermore, participant P104 did not hesitate to share her work hours: "What difficulties, you say? I work from 9:00 a.m. to 5:00 p.m. At work, if there is an online meeting, I usually stay at the university until 6:30 p.m.” The analysis of the work-life boundaries of women administrators reveals a pronounced impact of increased workload on their well-being. In particular, the data illustrates how the combination of extended working hours and a significant paper-based workload generates emotional and psychological challenges, particularly for mothers who are administrators. The testimony provided by P105 illustrates the extensive nature of their responsibilities, which encompass tasks both within and outside official working hours. This narrative reflects the ongoing effort required to balance professional obligations with familial duties, as exemplified by the constant transfer of paper-based work from the workplace to home environments. Consequently, these findings emphasize the need for organizational interventions designed to reduce the stress experienced by women leaders, such as implementing streamlined digital processes and providing tailored support mechanisms. Moreover, Participant P104 provides insight into the reality of extended work hours, particularly when online meetings extend beyond regular working hours. This highlights the need to reconsider policies that allow for alternative work schedules, remote work options, and an understanding of personal commitments, which can contribute to a more supportive and inclusive work environment for all employees, especially working mothers. 42 4.3 Self-Imposed and Socially-Constructed Expectations of Motherhood In the complex world of modern motherhood, the interaction between self-imposed and socially constructed expectations creates a tapestry that shapes the experience and perceptions of women. As they navigate between the dual worlds of work and family, these expectations create tension and challenges inherent in balancing the maternal role. Through the lens of our research participants, I examined the nuances of these expectations and shone a light on the challenges of navigating these dual realities. Among the participants, a common thread emerged: reliance on delegation and support systems for managing the demands of domestic and care giving roles. These strategies, as mentioned in the previous sections, ranging from outsourcing household tasks to hiring nannies or requesting assistance from extended family members, are pragmatic responses to the intricate web of maternal responsibilities. However, participants such as P101 and P105 reveal a deeper level of complexity, articulating feelings of self-criticism, societal pressure, and guilt when perceived deviations from traditional maternal roles occur. These narratives underlined profound questions surrounding the definition of "good motherhood" and societal values placed on maternal versus paternal roles. Participant P104 stated about motherhood: “Motherhood is a very significant part of a child’s life. A mother is like colored pencils in a child’s world.” Her poignant analogy of a mother as "colored pencils in a child's world" captures the significance attributed to maternal presence and influence within familial dynamics, further highlighting the weight of societal expectations on mothers. In contrast, Participant P103 advocates for a strict separation between work and family below: Therefore, work and family are separate. After leaving home, you need to focus on work and put your family first. After missing a step at work, it's best to forget about it and spend time with your loved ones. 43 Participant P103 expresses the view that professional setbacks should not negatively impact family interactions. This perspective underscores the inherent conflict between career ambitions and familial obligations, a crucial consideration for mothers today who navigate the delicate balance between these competing demands. However, among these pragmatic approaches and philosophical perspectives, Participant P105's insightful reflection reveals an acute reality: the unintended consequences of ignoring maternal duties amid the daily demands of parenthood. Their admission that they sometimes experience emotional outbursts or lack of attentiveness to children's needs demonstrates the toll of relentlessly pursuing maternal perfection, exacerbated by fatigue and multifaceted thoughts. As I embark on this exploration of self-imposed and socially constructed expectations regarding motherhood, it becomes clear that the narratives of my research participants reflect the broader societal discussion surrounding maternal roles with poignancy. 4.4 Benefits and Finding Joy 4.4.1 Future Career Progression Participant P103’s thoughts about career advancement possibilities: Of course, when you come to work, you try to meet the job requirements. Not only do you work, but you also pay attention to your own development. You write projects and participate in projects. You are traveling abroad for academic, or relaxing for personal purposes. (P103) When examining the participants' perspectives it revealed that mother administrators strive not only to fulfill their professional obligations but also to derive personal satisfaction and joy from their efforts. Future career progression is categorized as one part of the main theme "Benefits and Finding Joy" drawing on the perspectives of the 44 research participants as they navigate the delicate balance between career progress and pursuing personal fulfillment. Participant P101 emphasizes the intrinsic value of taking responsibility in the workplace, arguing that by embracing personal responsibility, individuals can experience a sense of fulfillment and purpose in their roles as senior-level administrators. This view implies that by aligning professional responsibilities with personal strengths, and values, people can find meaning in their work and enjoy contributing to their organizations' goals. Similarly, Participant P102 emphasizes the importance of responsibility in the workplace. They suggest that by gaining experience and fulfilling duties in a timely manner, individuals can experience a sense of accomplishment and pride in their professional achievements. This suggests that individuals can derive satisfaction from their contributions to their fields by actively engaging with work and demonstrating competence. 4.4.2 Financial Family Support Working mothers are employed women who contribute to the family income through paid work. Financial family support was another category that was analyzed in this study. This paragraph highlights the crucial role of financial help in supporting families, particularly in aiding mothers who bear significant responsibilities. Research suggests that working mothers can contribute positively to their families in several ways. From an economic standpoint, their employment can provide financial security and access to benefits for their children (Yadaf & Kumar, 2018). Additionally, studies have shown that working mothers may experience a higher sense of satisfaction and well-being compared to stay-at-home mothers, potentially due to the challenges they overcome in balancing work and family life (Apriani & Risnawaty, 2020). This enhanced well-being can, in turn, create a more positive and supportive home environment for their families. 45 The majority of participants agree that financial support is essential for them to effectively fulfill their family duties. As an unexpected case Participant P101's mention of adherence to labor regulations as being sufficient highlights an implicit expe