Towards Preparing Middle Leaders to Perform Instructional Supervisory Functions: The Case of a Lebanese Private School

Abstract

This study examined the middle leaders’ role, their instructional supervisory functions, the nature of the challenges they faced, the enabling organizational factors, and their learning needs as they transition into their new role. The study also aimed to develop a plan for an induction program to prepare middle leaders for their supervisory functions in the selected school. The study adopted a qualitative single case-study design and employed the constant comparison method for data analysis. Data included semi-structured individual interviews and focus group interviews, relevant school documents, and journal notes. The results of the study show that the participants’ perceptions regarding their role and functions transcend the cultural context and confirm what was found in the Western literature on middle leadership and instructional supervision namely, the context-related conception of the middle leaders’ role and its complexity, and the types of instructional supervisory functions they are expected to perform. However, the study results reveal other role and function-related aspects that are shaped by the local and organizational contexts. The study findings also helped to develop an understanding of the challenges and the enabling factors emanating from the unique demands of a school serving multiple curricula. Based on the study results, recommendations for practice were suggested in the form of a plan for an induction program and recommendations for future research were proposed. The design characteristics for the proposed induction program include (1) the content covering competencies and skills that can support the targeted middle leaders in performing their supervisory functions, (2) the approach that aligns with the way practicing professionals learn, and (3) the practices and strategies that are in-line with the approach.