Moderating role of educational alignment in enhancing leadership performance amid technological complexity: evidence from GCC women in technology-based organizations

Purpose This study investigates the moderating role of educational alignment of Gulf Cooperation Council (GCC) women in middle and lower management positions within technology-based organizations (TBOs) in the relationship between technological complexity and leadership performance, drawing on the Individual Differences Theory of Gender and Information Technology (IDTGIT). Design/methodology/approach Data were collected through two questionnaires: one targeted GCC women leaders to assess technological complexity and educational alignment, and another to their subordinates to evaluate leadership effectiveness. Both questionnaires used a 5-point Likert scale with targeted questions. A total of 404 paired responses were analyzed using descriptive statistics and regression analysis. Findings The findings indicate that GCC women's leadership performance is “moderate” on average. Furthermore, they reveal that greater technological complexity significantly enhances their leadership performance, with educational alignment serving as a positive moderator in this relationship. Practical implications The study highlights the leadership capabilities of women in male-dominated, technologically complex environments, challenging prevailing negative stereotypes. It underscores the importance of implementing inclusion and diversity strategies aligned with GCC national visions that promote women's empowerment. These strategies are essential to support women in leadership roles and fully leverage their potential. Additionally, the findings suggest the need to integrate educational alignment into women's career development planning and to offer tailored training programs that bridge existing educational gaps. Originality/value This study extends IDTGIT, originally explaining women's participation in IT, by linking factors derived from its individual identity and individual influences constructs—technological complexity and educational alignment—to leadership performance within the underexplored context of GCC TBOs.