الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 65
ﻧﻮرﻣﺎ ﻋﺒﺪ اﻟﺮﺣﻤﻦ ﻏﻤﺮاوي.د.أ
أﺳﺘﺎذ ﺑﻘﺴﻢ اﻟﻌﻠﻮم اﻟﺘﺮﺑﻮﯾﺔ – ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻗﻄﺮ
norma.g@qu.edu.qa
ORCID
0000-000205754-9657
Scopus ID
36023223000
(1) Shal, T., Ghamrawi, N., Abu-Tineh, A., Al-Shaboul, Y. M., & Sellami, A. (2024). Teacher
leadership and virtual communities: Unpacking teacher agency and distributed leadership.
Education and Information Technologies, 1-18.
This study explored the development of teacher leadership in collaborative online spaces, also
called virtual communities of practice (vCoP). Employing a phenomenological research design
with semi-structured interviews as the primary data collection method, participants were drawn
from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher
leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership.
Teacher agency empowers educators to proactively take control of their learning journey within
vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge
sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume
leadership roles within the vCoP, irrespective of their formal positions or seniority, involving
activities such as guiding discussions and organizing professional development. This harmonious
collaboration between teacher agency and distributed leadership fosters a collaborative and
inclusive environment within vCoPs, where teacher leadership thrive.
Key Words: teacher leadership, teacher agency, distributed leadership, virtual communities of
practice
(2) Shal, T., Ghamrawi, N., & Naccache, H. (2024). Leadership styles and AI acceptance in
academic libraries in higher education. The Journal of Academic Librarianship, 50(2), 102849.
This study explored the relationship between the leadership styles adopted by academic librarians
and their openness to artificial intelligence (AI). The purpose was to discern whether particular
leadership approaches influence librarians' attitudes and acceptance of AI technologies in higher
education. Data was collected from 50 librarians across four Arab countries. Two distinct
questionnaires were administered to the participants: the first focused on their perceptions of AI,
exploring attitudes, beliefs, and understanding of AI technologies, while the second implemented
the Multifactor Leadership Questionnaire (MLQ 5X) to assess the librarians' leadership styles.
Correlational analysis, inferential statistics including structural equation model, and regression
analysis were employed leading to explore the predictive power of various leadership styles on
librarians' openness to AI. Findings suggest that the implementation of AI in academic libraries is
most likely to occur under transformational leadership, with transactional leadership being
associated with suboptimal outcomes; a noteworthy association is observed between the perception
of ease of use and the adoption of laissez-faire leadership. The insights derived from this study hold
particular significance for the development of librarians' professional training programs, offering
valuable guidance on fostering adaptive leadership strategies that align with the evolving landscape
of AI integration within academic library settings.
Key words: AI, Leadership Styles, Academic Librarians
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