INTRODUCTION. Due to the importance of pair leadership, the need of highlighting the role of teachers in middle leadership positions and the absence of a validated instrument to identify practices and be used in Spanish-speaking countries, the objective of this study is to report the validation and results of a Spanish adapted version of the Middle Leadership practice questionnaire designed by Highfield (2012). METHOD. Through different translation processes as well as validation by a panel of experts, the pilot questionnaire was applied to a sample of Chilean teachers (n= 402) at schools in Santiago, Chile. The validity and reliability of the instrument was calculated using Confirmatory Factor Analysis and the Cronbach’s Alpha test. RESULTS. The results reveal that the adapted questionnaire shows satisfactory levels of validity (CFI=.90; TLI=.90; RMSEA=.079; SRMR=.051) and reliability (Cronbach’s Alpha=.96), offering a tool in Spanish to measure Middle Leadership in similar contexts. DISCUSSION. The results of the questionnaire allowed determining that Chilean teachers differentiate 3 of the 5 Middle leadership practices present in previous studies and perceived 2 of them (focus on results and positive learning environment) as one. This questionnaire will make the identification of the most possible effective leadership practices within the school and promote them within teacher development.