K-12 educational leadership and administration in Qatar: Lessons learned

In the context of changing times, this chapter explores leadership and administration in Qatar, focusing on educational policies and practices in place. In so doing, the chapter examines a range of perspectives on how leadership for learning capabilities in the country is developing. As such, the aim is to identify areas that are key to helping school leaders and the Ministry of Education and Higher Education (MoEHE) school advisors, curriculum specialists, and the MoEHE department leaders improve teaching and learning. To attain this goal, the current study provides a review of education policies and utilizes semi-structured interviews conducted with school principals, educational leaders, policymakers, and teachers, in both formal and informal leadership roles in Qatar. Interview data are employed to elicit the views and opinions of educational leaders on the roles, practices, and expectations associated with educational leadership and administration policies and practices. Despite myriad trainings provided during successive educational reforms to date, confusion still surrounds the use of terms such as educational leadership and management, policies, and guidelines. MoEHE practices and guidelines tend to focus more on managerial roles. Educational leadership preparation programs do not require a new framework; rather, they need to focus on leadership for learning and leadership for action. In addition, there is a need to provide a supportive environment that enables school principals to promote teacher leadership and empower teachers through developing an ecosystem that involves teacher and student well-being and agency. Finally, the chapter concludes with salient lessons learned from the voices, experiences, and expectations of key school leaders and MoEHE officials.