Exploring Possibilities for Leadership Development in Qatar’s Government Schools: A Qualitative Study

This study explored how school principals in Qatar’s governmental schools perceive and experience their leadership development. We employed a qualitative phenomenological approach with semi-structured interviews conducted with 10 principals, all of whom have substantial experience in education and school leadership. Thematic analysis identified three main themes: (1) pathways to leadership, (2) formal and informal leadership development and (3) overcoming challenges to principalship. Findings showed that participants acknowledged the role of structured career progression and ministry-sponsored programs, yet they also emphasized the importance of experiential learning, mentorship, peer collaboration and personal initiatives. Several challenges related to transitioning to the principalship, systemic and policy inconsistencies, and limited induction support were also highlighted. To overcome these barriers, participants focused on the need for more practice-based, context-sensitive leadership development. Based on these findings, we offer a grounded and adaptable blueprint for leadership development possibilities that can inform leadership policy and practice.