Perceptions of teacher leadership in the Arab region: A comparative analysis of three countries

Waheed Hammad*, Rania Sawalhi, Aisha Salim Al-Harthi, Faisal Alamri, Hosam Morad

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


This study compares teachers’ perceptions of teacher leadership in three Arab countries: Qatar, Oman and Egypt. Using the Teacher Leadership Inventory tool, the study examined the factors and demographic variables associated with teacher leadership in the selected countries. Specifically, the study explored the four factors identified by the TLI: Sharing Expertise (SE), Sharing Leadership (SL), Supra-Practitioner (SP), and Principal Selection (PS) and investigated if teachers’ perceptions of these factors would differ based on their country, gender and school type. Three sets of data were collected from the selected countries, and the respondents were teachers working in primary and middle public schools. Means, standard deviations, t-test and one-way ANOVA were used to analyze the data. The results showed the overall level of teacher leadership to be moderate, with Sharing Expertise being the highest ranked factor, followed by Sharing Leadership, Supra-Practitioner and Principal Selection. The study also found both similarities and differences between the three countries. For example, the Qatari sample provided the highest scores on all TLI factors, followed by Egypt and Oman. Differences were also noted based on school type and gender. Implications emerging from the results are discussed and suggestions for improvement are provided.

Original languageEnglish
JournalEducational Management Administration and Leadership
Publication statusPublished - Apr 27 2023


  • Arab
  • Comparative study
  • Egypt
  • Oman‌
  • Qatar‌
  • Teacher empowerment
  • Teacher leadership

ASJC Scopus subject areas

  • Education
  • Strategy and Management

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