الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 15
tutoring than their lower-grade counterparts. Additionally, parental attributes, particularly their
educational levels, employment status, and involvement in their children’s schooling, were strong
determinants of household decisions to hire private tutors. The results also indicated that the
demand for private tutoring is strongly associated with the quality of teaching. The paper offers
relevant recommendations for policymaking and calls for future study and research.
(4) Seilami, A. L., Romanowski, M. H., Abu-Shawish, R. K., Bader, L., Al-Qassass, H. B.
(2022). Predictors of Parental Involvement in Their Child’s Education in Qatar. The International
Journal of Early Childhood Learning, 29 (2), 23-40.
.ﻋﺒﺪ اﻟﻠﻄﯿﻒ ﺳﻼﻣﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(5) Alshaboul, Y., Abu-shawish, R. K., Alazaizeh, M. A. (2022). Middle and High School
Students’ Attitudes toward Distance Education: The Case of Qatar. Journal of Positive School
Psychology, 6 (1), 6138 – 6153.
.ﯾﻮﺳﻒ اﻟﺸﺒﻮل.د.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ أ
(6) Karkouti, I. M., Abu-Shawish, R. K.& Romanowski, M. H. (2022). Teachers’
Understandings of the Social and Professional Support Needed to Implement Change in Qatar.
Heliyon. Elsevier Ltd., 8 (1), 2405-8440.
Currently, Qatar is implementing an educational reform to enhance teaching and learning in public
and private schools. The Qatar National School Accreditation significantly impacted Qatar's private
schools, requiring teachers to implement various mandated educational changes. Using House
(1981) types of social support, this qualitative, phenomenological study was designed to explore
teachers' understandings regarding the social and professional support they need to implement
educational change at an international school in Qatar. To help teachers engage in change, findings
revealed that educational leaders need to heed teacher wellbeing during educational reform,
educational change should be contextualized and tailored to the needs of teachers, and support
should be offered to reduce teachers' stress and facilitate the change process. Recommendations for
educational leaders trying to help teachers implement mandated educational change are provided
in light of the derived findings.
(7) Al Qadhi, S., Yousef, W., Hassan, M. A., & Abu-Shawish, R. K. (2022). Developing A
Framework in Higher Education for Teachers/Instructor Roles and Competencies that are Related
to the 21st Century: Meta-Analysis. Journal of Positive School Psychology, 11926-11935.
ﺳﺒﺄ ﻗﺎﺿﻲ.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(8) Abu-Shawish, R. K., Al Qadhi, S., & Yousef, W. (2022). Impact of Cognitive Coaching on
Self-Efficacy, Students, Classroom Management, And Instructional Practice in TEFL Teacher
Education. Journal of Positive School Psychology, 8017-8026.
The purpose of this paper is to explore the impact of cognitive coaching on ELT self-efficacy and
reflection skills in TEFL teachers. To mitigate these challenges, they need to be mentally ready to
serve their learners. One way of ensuring this cognitive readiness is by cognitive coaching. A
survey has been conducted using a structured questionnaire and an interview containing various
items that portray the Impact of Cognitive Coaching on Self-Efficacy, Students, Classroom
Management, And Instructional Practice in TEFL Teacher Education. The sample consists of 112
respondents, 12 teachers and coordinators for interviews; however, 100 teachers. Study based on
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
