This qualitative study examined how practicing principals across seven Arab states experienced leadership preparation amid rapid educational change. Based on interviews with sixteen principals, the study reveals a stark misalignment between formal curricula—perceived as outdated, managerial, and theory-heavy—and the dynamic demands of school leadership today. Participants found greater relevance and growth within global virtual networks, marked by autonomy, peer exchange, and contextual responsiveness. A recurring tension emerged: universities provided credentials, while virtual spaces fostered leadership capacity. These findings challenge prevailing assumptions and urge a reimagining of preparation models that are adaptive, grounded, and digitally attuned.
Ghamrawi et al. (Mon,) studied this question.