Abstract
This qualitative study was based in international primary schools in Eastern Germany, where middle managers worked at the intersection of bilingual education, cultural diversity, and Germany’s commitment to UNESCO’s Education for Sustainable Development (ESD) agenda. In these complex educational settings, these managers were increasingly expected to meet the leadership demands of the Fifth Industrial Revolution (5IR) which emphasise sustainability, digital transformation, people-centred innovation, and collaborative leadership. Whereas their roles were once limited to operational tasks, middle managers are now required to lead strategically and adaptively within evolving and multifaceted educational settings. The problem is exacerbated by the fact that many professional development programmes are outdated and often fail to equip middle managers with the competencies required for future-fit leadership. This study investigated how middle managers were adapting their roles and building the necessary skills to lead in evolving educational settings. The Capabilities Approach and the Future-Fit Leadership Framework were used to frame the broader discourse of how middle managers navigated technological integration, sustainability, and collaborative practices. Adopting an interpretivist research approach, the study used qualitative open-ended surveys and focus group discussions. Thematic analysis revealed eight themes: Visionary Strategic Foresight and Adaptiveness; Inclusivity for Shared Decision-Making and Collective Agency; Soft Skills and Attitudes; Technology Integration and Challenges; Evidence-Based Practice; Professional Development; Role Fluidity and Middle Leadership Identity; and Impact on Student Learning. Findings showed that middle managers took on increasingly dynamic and multifaceted roles that required adaptability, emotional intelligence, and strategic thinking. However, vague role definitions, inconsistent access to professional development, and limited institutional support often undermined their effectiveness. The study recommends clearly defined leadership structures, contextually relevant professional development, and formal mentoring to support middle managers in navigating educational transformation. These findings contribute to a broader understanding of educational leadership development and highlight the conditions needed to foster resilient, inclusive, and future-ready educational settings.