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.
Al-Saqatri et al. (Sat,) studied this question.
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