Understanding Teacher Leadership in Oman’s Centralized Education System: Q Methodology Research

Developing teacher leadership in schools is a multifaceted process shaped by cultural, interpersonal, and institutional conditions. This study explores shared teacher viewpoints on teacher leadership in Omani government schools, with attention to conditions that support or constrain its enactment. Using Q methodology, 43 teachers sorted a 44-statement Q sample developed from a conceptual framework informed by local and international teacher leadership literature. Q factor analysis identified three distinct viewpoints that capture how teachers understand teacher leadership and the conditions they associate with it: (1) leading by the crew’s cadence, which frames leadership as collaborative, practice-centered influence strengthened through collegial and principal support (2) leading by the conductor’s score, which emphasizes formal appointment, regulated authority, and ministry-aligned participation in improvement; and (3) leading without rocking the boat, which prioritizes trust, legitimacy, and relational influence while avoiding conflict with hierarchical norms. Several consensus statements also indicated areas of shared agreement across viewpoints. The factors are interpreted in relation to prior research, and implications are offered to inform policy and school-level practices aimed at strengthening teacher leadership in Oman.