Abstract
This study explores how Heads of Departments (HoDs) in Kazakhstani schools construct their leadership identities through relational practices and interactions with senior leaders and teachers. It investigates how relational dynamics contributes to the professional learning processes. A qualitative, embedded multiple-case study approach was adopted, involving six HoDs across two schools. Data were gathered through interviews, document analysis, and non-participant observations. The findings suggest that, in light of recent school reforms, interactions between HoDs and senior leaders have become more collaborative. Senior leaders served as role models and mentors, while recognition from superiors and relational trust from colleagues acted as identity grants, fostering the leadership identity development and professional growth of HoDs. However, cultural assumptions about age and experience, as well as tensions between accountability and collegiality, posed certain challenges. This study contributes to understanding how relational dynamics not only shapes leadership identity but also functions as critical mechanisms of professional learning for middle leaders in hierarchical systems. It offers practical insights for policy makers and school leaders seeking to design professional learning structures that support middle leadership roles. The findings urge to rethink HoDs’ responsibilities, ensuring their potential is maximised to support educational reforms and enhance teachers’ professional learning.