Sense-making and middle leaders: Analyzing perceptions of role in the development of teacher leadership

Middle leaders (MLs) often face the challenge of fostering teacher leadership (TL) amid complex dynamics of power and role expectations. This study aims to examine how MLs in private schools in the Arab States Region navigate sense-making processes to promote TL within their contexts. Drawing on qualitative case studies and interviews, data reveal a complex discourse on TL that exposes tensions between formal roles and more inclusive, informal leadership positions. Findings indicate that MLs perceive TL development as dependent on both individual and collaborative efforts, carefully balancing centralized and distributed leadership approaches. Influenced by senior leadership and teacher agency, MLs demonstrate a critical awareness of micro-politics, particularly in managing informal power dynamics. The study highlights practical implications for school leadership, suggesting that addressing these informal dynamics is crucial for effective TL development and sustainable leadership practices in educational settings