Developing a sustainable leadership model for Jordanian schools through participatory and expert engagement

Abstract

This study addresses the need for culturally grounded leadership models in Jordanian schools, where centralised governance and socio-political hierarchies limit institutional innovation and equity. The research aims to develop a sustainable leadership model that reflects both global sustainability principles and the contextual realities of Jordan's primary and secondary education system. A participatory workshop with 50 private school leaders and a follow-up focus group with 10 national education experts were conducted to identify and refine key model components. Thematic analysis revealed five interrelated elements: vision-driven leadership, an engaged school community, inclusive school operations, community-rooted leadership, and a culture of professional growth. These components reflect a blend of ethical leadership, distributed governance, and context-responsive practice. The model offers a theoretically informed framework for policy reform, capacity building, and advancing school-based leadership development in constrained systems. While grounded in private school perspectives, the model's relevance extends to broader educational reform efforts in Jordan and potentially across the Middle East and North Africa region. Further empirical testing is recommended.