الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 48
(26) Chaaban, Y., Sellami, A., Sawalhi, R., & ElKhouly, M. M. (2021). Exploring perceptions of
pracademics in an Arab context. Journal of Professional Capital & Community, 7(1), 83—97.
https://doi.org/10.1108/JPCC-11-2020-0091
. ﯾﻤﻦ ﺷﻌﺒﺎن.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(27) Sellami, A., Kayan Fadlelmula, F., Abdelkader, N., & Al-Thani, M. (2021). A critical review
of research on STEM education in Qatar. The International Journal of Humanities Education,
20(1), 19-37. DOI:10.18848/2327-0063/CGP/v20i01/19-37.
In the light of the mounting national promotion, encouragement, and support of the skillsets that
are critical to the knowledge economy in Qatar, the present article offers a critical review of the
current body of literature that examines science, technology, engineering, and mathematics
(STEM) in this Arabian Gulf state. Over the past few decades, there has been a proliferation of
writing on STEM in different countries, especially those in the West, and research conducted in
this area has significantly advanced our knowledge and understanding of the scope, complexity,
and importance of this field. However, work done on STEM in the Gulf Cooperation Council
(GCC) region and the
Arab world more broadly has been received little reflection and critique. This article sets out to
critically review STEM-related literature in Qatar, using salient electronic bibliographic databases
and specific selection criteria to conduct the search for relevant publications on the topic, including
journal articles and conference papers. This review discusses gaps in theory and flaws in
methodology.
(28) Sawalhi, R. & Sellami, A. (2021). Factors influencing teacher leadership: The voices of
public-school teachers in Qatar. International Journal of Leadership in Education. Taylor &
Francis. https://doi.org/10.1080/13603124.2021.1913238
This quantitative study used Teacher Leadership Inventory (TLI) to survey the views and
perceptions of public (government-funded) school teachers on factors that influence teacher
leadership in Qatar. The survey sample was 2,969 participants in public (government) schools in
Qatar. The results revealed significant differences for TLI in four factors (sharing expertise, sharing
leadership, supra-practitioner, and principal selection). Thus, whereas teachers’ qualification and
nationality emerged as significant for sharing expertise, the leadership position and nationality were
significant for sharing leadership. The results further revealed the significance of years of
experience, gender, degree level, and nationality for supra-practitioner and leadership position,
nationality, and years of experience for principal selection. The paper concludes with relevant
recommendations for policy makers and educators and suggestions for further research to explore
salient aspects of teacher leadership in further detail.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
