Unpacking policy barriers to effective school leadership in the Arab region
<p dir="ltr">This study investigated the barriers hindering the development and implementation of school leadership policies in seven Arab countries: Egypt, Jordan, Kuwait, Lebanon, Qatar, Saudi Arabia, and the UAE. Drawing on qualitative data from interviews with high-level policyma...
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2025
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| Summary: | <p dir="ltr">This study investigated the barriers hindering the development and implementation of school leadership policies in seven Arab countries: Egypt, Jordan, Kuwait, Lebanon, Qatar, Saudi Arabia, and the UAE. Drawing on qualitative data from interviews with high-level policymakers and focus groups with public school leaders (N = 39), a thematic analysis identified five interrelated barriers. These include the McDonaldization of policy design, which imposes culturally misaligned standards; limited stakeholder engagement due to weak capacity-building and disconnected frameworks; corruption, which manifests in political interference and poor resource allocation; a fragmented policy ecosystem leading to reform fatigue and superficial compliance; and policy leadership instability, where frequent administrative turnover undermines continuity and long-term reform efforts. Together, these factors reflect a systemic misalignment between policy aspirations and implementation realities, calling for a rethinking of leadership policy frameworks to better reflect local contexts, foster inclusive engagement, and ensure sustainability in educational reform across the Arab region.</p><h2 dir="ltr">Other Information</h2><p dir="ltr">Published in: Management in Education<br>License: <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank">https://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1177/08920206251384067" target="_blank">https://dx.doi.org/10.1177/08920206251384067</a></p> |
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