Exploring middle leaders’ perspectives and experiences of their leadership roles in Qatari government schools

Q methodology research

Dados Bibliográficos

ID22416840
AutoresMuna Al-Saqatri (0009-0003-1661-1666, Qatar University, autor correspondente), Youmen Chaaban (0000-0002-3708-3722, Qatar University)
Ano2026
Data de publicação2026-05-30
Open AccessSim
TipoARTICLE
PeriódicoManagement in Education (JOURNAL)
Identificadores do periódicoISSN: 0892-0206 • E-ISSN: 1741-9883
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/08920206261454565
OpenAlexW7162850677
IdiomaEN
Referências citadas32

This study examines how middle leaders in Qatari government schools interpret and enact their roles within a persistently centralised policy environment. Using Q methodology, 26 subject coordinators from seven schools sorted 41 statements designed to capture intrapersonal, relational and contextual influences on middle leadership. By-person factor analysis produced four shared viewpoints: (F-1) the pragmatic professional sustained confidence through self-directed learning while navigating compliance demands, (F-2) the constrained professional described administrative overload and limited authority that reduced time for core leadership work, (F-3) the autonomous professional emphasised judgements based on student needs and localised discretion, with less reliance on wider networks and (F-4) the collaborative professional relied on peer cooperation and collective routines as the basis of their influence. Across the viewpoints, an instructional leadership role remained visible, yet participants differed in how they constructed professional agency, mobilised relationships and experienced centralisation in curriculum and evaluation. The findings suggest that reforms relying on tighter mandates risk narrowing middle leadership into compliance routines. They also indicate that middle leaders’ improvement capacity can be strengthened by participatory decision structures, institutionalised collaboration and preparation for curriculum leadership that is matched with formal authorisation to contribute.

Centralisation · Corporate governance · Curriculum · Educational leadership · Leadership style · Middle management · Shared leadership · Q Methodology Applications · Qualitative Research Methods and Applications · Teacher Education and Leadership Studies