In many countries around the world there has been a growing recognition of the important role that middle leaders play in driving sustained instructional improvement in schools (Farchin & Turbin, 2018; Hirsh and Bergmo-Prvulovic., 2019; Javadi et al., 2017; Lipscombe et al., 2020a). Recent research has identified the role of middle leaders, including staff development, managing students, administration, organizing people, managing curriculum, staff supervision, and leading learning and change (De Nobile et al., 2024). It is also recognised that middle leaders occupy a unique and important position between senior leaders and classroom teachers, influencing educational development across various spheres (Grice, 2019; Lipscombe et al., 2021).

Effective principal support is crucial to ensure that middle leaders are supported and developed to enable them to effectively carry out their important roles (De Nobile, 2021; Farchin & Tubin, 2019). Principals can provide resources, clarify role expectations, and create a supportive environment that empowers middle leaders to lead effectively (Grootenboer, 2018). However, there is a dearth of research exploring specifically how principals support middle leaders' development in practice. Understanding principals' strategies and practices in nurturing and empowering middle leaders is essential for developing coherent leadership development programs and fostering a collaborative leadership culture within schools.

Purpose of the Study

This study aims to investigate the specific strategies and practices employed by principals to support the development of middle leaders in their roles. By exploring principals' perspectives and experiences, the study seeks uncover effective approaches to cultivating middle leadership capacity and addressing the challenges faced by middle leaders. 

Research Questions

Overarching question:

• How do principals support the leadership development of middle leaders in schools?

Sub questions:

• What specific programs or practices have they noted as being the most beneficial to support middle leaders in their work?
• What challenges have they identified regarding the support of middle leaders in schools?

Theoretical Framework

The concept of instructional leadership has become increasingly central to the role of school principals in recent years. Shaked (2024) provides a comprehensive overview of this shift, highlighting how principals have transitioned from primarily administrative roles to becoming key drivers of instructional quality and student achievement.

Historically, principals focused on managerial tasks such as maintaining facilities, enforcing policies, and overseeing day-to-day operations (Glanz, 2021). However, the contemporary educational landscape demands that principals take on a more active role in shaping the instructional environment. This shift has placed instructional leadership at the forefront of principals' responsibilities (Murphy et al., 2016; Hallinger et al., 2020).

Effective principals now recognise that prioritising instruction is crucial for student success, despite the myriad administrative duties they still manage (Neumerski et al., 2018). They focus on enhancing teaching quality and fostering a learning-centered school culture (Glickman et al., 2017). However, the complexity of this role has led to a recognition that instructional leadership should not be the sole responsibility of principals.

Recent research suggests that distributing instructional leadership responsibilities is more effective (Leithwood et al., 2020). This is partly due to principals' time constraints and the specialized knowledge required across various academic subjects (Bush, 2023). Consequently, middle leaders are increasingly viewed as essential partners in instructional leadership, contributing significantly to school improvement efforts (Lipscombe et al., 2023).

The importance of middle leadership in enhancing school effectiveness is well-established (Gurr, 2019). Building on this understanding, this study aims to explore the interplay between principals' instructional leadership and the development of middle leadership within schools. By examining this relationship, the research seeks to provide insights into how schools can strengthen their leadership structures to promote high-quality teaching and positive student outcomes.

When there is limited knowledge available on the studied topic, qualitative research methods are best suited since they collect and analyze non-numeric data to comprehend the behaviors and experiences of the studied individuals. (Merriam and Tisdell, 2016). This qualitative study employed semi-structured interviews with a purposive sample of 14 principals who had at least five years of experience. All the participating principals were known to have programs in place to support middle leadership development. The interviews aimed to explore the principals' perspectives and experiences in identifying and developing middle leaders within their schools. This research utilised semi-structured interviews to investigate the impact principals have on middle leaders within schools. While the interviews followed a predetermined framework with specific topics, the interviewer maintained flexibility, allowing for deviations from the original script. This approach enabled the interviewer to adapt to participants' responses and incorporate their feedback, ensuring a more comprehensive exploration of the subject matter. Follow-up questions were asked, and additional topics were incorporated as needed (Merriam and Tisdell, 2016). The interviews, which lasted for about an hour on average, were all recorded and transcribed verbatim. The data analysis process followed the framework outlined by Gould et al. (2008), employing content and constant comparative analyses (Glaser & Strauss, 2017). Initially, a vertical analysis examined individual participant statements, followed by a horizontal analysis to identify themes across participants (Kuckartz & Rädiker, 2019). Both researchers independently created master lists of themes from their horizontal analysis, including relevant quotes to connect themes to the data. The researchers jointly verified and categorised themes, establishing hierarchical categories of greater generality. This process resulted in dimensions and subcategories related to the types of roles, their importance, characteristics, and support offered to principals. Differences in theme labelling were discussed until consensus was reached, enhancing the trustworthiness of interpretations (Creswell, 1998) and reducing researcher bias (Gerdes & Conn, 2001). The final step involved quantifying themes at each hierarchical level and connecting them to individual participants. This ensured that the generated themes reflected a consensus among participants rather than relying on a single individual's perspective or insight.

While previous research has identified the pivotal role of middle leaders in driving instructional improvements and enhancing student learning outcomes, there has been less of a focus in the literature exploring how principals support middle leaders' development in practice. This study contributes to the growing body of knowledge on middle leadership by uncovering effective approaches to cultivating middle leadership capacity and addressing the challenges faced by middle leaders. The thematic analysis of the interview transcripts revealed that the principals intentionally identified, supported, and developed middle leaders based on their personalised needs. The findings highlighted the principals' willingness to embrace and support flexible leadership arrangements, such as part-time roles, promoting equity of access for all teachers regardless of their personal circumstances. The findings also highlighted specific leadership approaches that are conducive to middle leadership development.

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