The literature on educational leadership has generally focused on general leadership theories and practices, often overlooking women leaders’ specific experiences and contributions. As a result, there is a lack of research that explores the personal narratives, resilience, determination and innovative approaches of successful women in educational leadership, particularly in schools. Therefore, this study, grounded in the theories of Resilience and Feminist Empowerment, adopts a constructivist research paradigm, offering a qualitative exploration of the lived experiences of women school leaders. Through purposive sampling, 15 participants (five principals, five deputy principals, and five departmental heads) from diverse school settings were selected based on their recognised achievements and willingness to share their personal stories. Data was collected using focus group discussions in which the topics were resilience, determination, and innovative practices. Thematic analysis was employed to analyse the data, involving transcription, coding, and theme development to identify key patterns and insights. The findings reveal that women school leaders juggle professional duties and societal expectations, facing extra burdens that many men do not face, which can affect their efficacy as leaders. They show resilience and persistence, overcoming systemic and personal challenges, often working beyond normal working hours without recognition. Leadership roles for women involve navigating gendered dynamics, lack of support and outright harassment, which highlights the need for solidarity among female leaders. The findings further demonstrate that effective leadership depends on support networks and mentorship, especially given the lack of formal induction and professional development initiatives by the Department of Basic Education. Gender biases, patriarchal norms, and stereotypes greatly hinder women’s leadership. Inconsistent and subjective implementation of gender equity policies weakens their effectiveness, necessitating better enforcement and commitment from the Department. The study highlights the ways in which resilience, determination, and innovative thinking are integral to women’s leadership styles, enabling them to overcome obstacles and drive transformative change in their schools. The study seeks to contribute to the broader discourse on gender and women in school leadership and management and inspire current and future female educators to keep breaking the glass ceiling.