http://journal.uob.edu.bh International Journal of Pedagogical Innovations ISSN 2210-1543 Int. J. Ped. Inn. 10, No. 1, (June 2025) 1. INTRODUCTION In the era of rapidly developing educational systems and the dynamic matrix of 21st-century learning demands, a question arises: who is the change agent within schools? Occupying a unique position, middle leaders (ML) bridge the gap between senior leadership’s strategic vision and teachers’ classroom realities. Their role extends beyond merely implementing top- down directives. As highlighted by Bennett et al. (2007), Brown et al. (2019), and Harris et al. (2019), MLs are tasked with identifying and addressing challenges that arise during the application of research-informed practices at the grassroots level. This positions them as the often-unseen catalysts of meaningful and sustainable educational transformation. In 2009, John Hattie introduced his groundbreaking Visible Learning (VL) theory, which culminated in 15 years and involved more than 50,000 studies and millions of students (Hattie, 2009). Such expensive research based on over 800 meta-analyses has expanded to include over 2,100 meta-analyses, underscoring the credibility and impact of VL. The theory highlights the importance of teaching effectiveness through reflective practices, professional development (PD), and data-driven strategies to enhance student outcomes. Successful implementation of VL relies on empowered teachers and collaborative environments, with MLs playing a pivotal role E-mail: amenahdaher@gmail.com, solomon.david@buid.ac.ae Received 09 Jan. 2025, Revised 23 Feb. 2025 Accepted 02 April 2025, Published 01 June. 2025 Amenah Ibrahim Daher 1 , Solomon Arulraj David 2 Department of Education, The British University in Dubai, Dubai, United Arab Emirates 1 Department of Education, The British University in Dubai, Dubai, United Arab Emirates 2 Abstract: This study investigates the role of middle leaders (ML) in empowering teachers to implement Visible Learning (VL) strategies within a selected private school in Dubai. While leadership practices significantly influence teacher empowerment and the successful adoption of research-informed strategies, this study aims to explore how MLs empower teachers through their practices and to identify effective strategies and challenges in implementing VL. A mixed-methods approach was employed, combining quantitative surveys of teachers’ perceptions with qualitative questionnaires directed at MLs to investigate their understanding of their role and highlight the effective strategies followed and the challenges faced. Teachers generally perceive MLs as effective in participative decision-making, leading by example, and communication, though discrepancies exist in areas like coaching and showing concern. The findings highlight the need for targeted professional development and support systems to enhance MLs’ capacity to foster teacher empowerment. The study asserts that MLs play a critical role in fostering a supportive environment that empowers teachers despite challenges in achieving uniform commitment across staff. Implications for practice suggest the need for focused professional development and support structures for MLs and recommend future research to explore these dynamics in diverse educational contexts. The research contributes to the existing literature on leadership and teacher empowerment, offering new insights into how MLs can influence VL implementation in schools. Keywords: Visible Learning, Middle Leaders, Teacher Development, Instructional Leadership The Impact of Middle Leaders Empowering Teachers Towards Visible Learning: A Study Among Teachers and Leaders at a Selected Private School in Dubai http://dx-doi.org/10.12785/ijpi/100102