Unpacking policy barriers to effective school leadership in the Arab region

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.