School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that seeks to ‘ensure inclusive and quality education for all and promote lifelong learning’ as per UNESCO 2030 agenda. This study provides a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions within the global thrive for meeting the demands of Agenda 2030 to achieve quality for public education. It utilized a research instrument developed by UNESCO’s Division for Policies and Lifelong Learning Systems in Paris. The study used personal interview surveying, also called face-to-face surveying, and was completed with high-level policymakers at the Ministry of Education and Higher Education (MOEHE). It consisted of four sections that addressed: (1) the regulatory frameworks governing school leadership; (2) the professional development opportunities offered to school leaders; (3) the degree the school leadership profession was attractive; and (4) the procedures followed to appraise school leaders. Findings underscore the critical role played by school autonomy, instructional leadership, and governance in responding to Agenda 2030. The discussion contributes to the global discourse in meeting the requirements of Agenda 2030.

学校领导被描述为利用与可持续发展目标 (SDG4) 相关的教育质量的关键目标，该目标旨在根据联合国教科文组织 2030 年议程“确保全民优质教育并促进终身学习”。本研究以案例研究的形式对卡塔尔国的学校领导进行了政策审查，并在全球范围内展开讨论，以满足《2030 年议程》的要求，实现公共教育质量。它使用了巴黎教科文组织政策和终身学习系统司开发的研究工具。该研究使用个人访谈调查，也称为面对面调查，由教育和高等教育部 (MOEHE) 的高层决策者完成。它由四个部分组成，涉及：(1) 管理学校领导的监管框架；(2) 为学校领导提供的专业发展机会；(3) 学校领导职业的吸引力程度；(4) 评估学校领导的程序。调查结果强调了学校自治、教学领导和治理在响应 2030 年议程方面发挥的关键作用。讨论有助于全球讨论满足 2030 年议程的要求。