Women in leadership positions in education often face a dual burden: fulfilling professional responsibilities while also managing domestic responsibilities. The study examines the nature and extent of the household responsibilities that women in positions of learning exercise and how these domestic roles affect their professional experience. Despite the increasing participation of women in higher education institutions, their participation in the management is still limited. The study focuses on understanding the socio-cultural, organisational and personal dynamics that shape this dual role, especially in relation to Pakistan. For the data collection of female administrators at the International Islamic University Islamabad and Fatima Jinnah Women's University Rawalpindi, a mixed methodology was used, with a self-developed questionnaire and a semi-structured interview guide. Universal sampling was used in the selection of sample. Quantitative data were analyzed through frequencies and percentages, while qualitative responses were thematically observed. Findings shows that women managers continue to tolerate an inconsistent part of domestic responsibilities, often without sufficient institutional support. Cultural expectations, family obligations, and work-related stress significantly affect their leadership performance and career progression. The study recommends targeted policy reforms, leadership training, and institutional support systems to help women efficiently balance their professional and domestic roles. Improving societal acknowledgement of women’s leadership potential is also important to develop more general and unbiased academic environments.