الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 22
“leadership waste” while improving organizational efficiency through the development of
appropriate CPD strategies to ensure that leaders in education are supported and developed from
within. The chapters’ findings essentially support the argument that for leaders to function
successfully, they should not only have a rather strong vision of where they are headed and what
they strive to accomplish, but they should also be capable of engaging all stakeholders in this
mission. This strengthens the argument for developing relational, and transformational leadership
paradigms within the literature. Therefore, the first step toward a sustainable higher education
system is the role of a leader in education who is not confined to a managerial position only but
whose knowledge, bureaucracy, and skills are incorporated within the educational institution.
(13) Mosleh, R., Qadhi, S., Al-Ahmadi, A. M., & Jalalah, R. A. (2023). Unveiling Novice
Teachers' Teaching Competencies: Challenges and Pathways to Professional. Journal of Namibian
Studies: History Politics Culture, 33, 5067-5103. ISSN: 2197-5523
Qatar University, the only government university in the country, holds a prominent position as one
of the leading institutions in Qatar. The institution plays a vital role in producing graduates who
can meet the workforce demands of the country. The significance of teachers in any nation cannot
be overstated, as they are responsible for educating and guiding the future generation, shaping them
into successful individuals who contribute positively to society. Therefore, the quality of the
teaching program offered at Qatar University significantly impacts the overall state of the education
system in the country. This study addresses the teaching program's criticality and employs a mixed
research approach to answer critical questions. These questions include exploring how novice
teachers perceive their attainment of the necessary competencies through teacher preparation
programs and identifying their challenges when applying these competencies in their teaching
practices. The findings suggest that novice teachers encounter specific challenges in implementing
the competencies acquired through their teacher preparation programs. These findings emphasize
the importance of ongoing support and professional development for novice teachers in bridging
the gap between their training and actual classroom implementation. By addressing these
challenges, teacher preparation programs can better equip novice teachers to navigate the
complexities of the teaching profession, thereby enhancing their overall effectiveness as educators.
(14) Romanowski, M. H., & Qadhi, S. M. (2022). Teach for Qatar: Teachers’ challenges and
resources in Qatar’s government schools. Sage Open, 12(2), 21582440221099523.
https://doi.org.10.1177/21582440221099523
Launched in 2014, Teach for Qatar (TFQ) is a local non-governmental organization under Teach
For All (TFALL) that recruits and prepares graduates and professionals as teaching fellows in the
Qatari government schools. This qualitative exploratory study used semi-structured interviews to
identify TFQ Fellows’ challenges they faced and the resources available during their teaching in
Qatar’s Government Schools. Findings indicate that these TFQ Fellows experienced similar
challenges that TFALL participants face worldwide and regional, including unreal expectations,
unexpected workloads, and unmotivated and unprepared students. It was reported that TFQ
provides a comprehensive and valuable resource and support system that enabled these individuals
to complete their 2-year commitment. The discussion offers additional insights into the TFQ
program and how these findings might benefit teacher education programs and programs like TFQ.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
