الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 66
(3) Ghamrawi, N., Abu-Tineh, A., Shal, T., Al-Shaboul, Y. M., & Sellami, A. (2024, January).
Illuminating the obscure: Teacher leaders confronting the adverse impact of their subject
leaders/coordinators. The Educational Forum (pp. 1-17). Routledge.
This phenomenological inquiry explored the often-overlooked negative aspects of subject
leadership's influence on teacher leadership development, unveiling instances where subject
leaders' actions inadvertently hinder progress. Through in-depth semi-structured interviews, this
study illuminates the lived experiences and perspectives of 11 teachers who stepped down from
teacher leadership roles due to the adverse impact of their subject leaders. Findings suggest that
subject leaders impede teacher leadership when they adopt a top-down approach instead of
fostering close collaboration with their fellow teachers. This hindrance may manifest through
micromanagement, favoritism, a lack of integrity, insufficient recognition, disregard for teacher
expertise, and subpar communication. The study recommends that educational institutions
prioritize leadership training for subject leaders while fostering a culture that values and nurtures
teachers' diverse talents, thereby creating an environment conducive to teacher leadership
development.
Keywords: subject leadership, middle leadership, teacher leadership, teacher education, school
improvement
(4) Ghamrawi, N., Ghamrawi, N. A., & Alshaer, A. (2024). Academic middle leadership: An
exploration of Arab women's professional identities in higher education. Management in
Education, 08920206241234769.
This study explored the professional identities of four Arab women holding academic middle
leadership roles in higher education within the Arab States Region. Employing a narrative inquiry
approach and guided by the Dynamic Systems Model of Role Identity (DSMRI), the research
investigates how these women leaders perceived their career trajectories and navigated their role
identities. The study sheds light on the multifaceted nature of their identity negotiations, influenced
by a complex interplay of circumstances, social processes, critical incidents, key individuals, and
opportunities. Notably, the study brings attention to the pervasive challenges faced by these
women, not only externally but also from internalized biases ingrained within the system,
perpetuated even by fellow women. The intricacies of these identity negotiations are further
contextualized within micro-political processes and the inherent asymmetrical distribution of
power in organizational hierarchies, marked by androcentric dominance, lack of trust, and interwomen conflict. Despite these challenges, the narratives suggest that women in these roles actively
embrace collaborative and inclusive leadership styles, potentially enhancing their effectiveness in
navigating the complexities of higher education leadership.
Key words: Arab women, academic middle leadership, professional identities, Higher education
(5) Ghamrawi, N., Shal, T., & Ghamrawi, N. A. (2024). Cultivating teacher leadership:
Evidence form a transformative professional development model. School Leadership &
Management, 1-29.
This study delves into the transformative impact of a professional development model (PDM)
across three affiliated private schools in Beirut, Lebanon, spanning three years, with a primary
focus on nurturing teacher leadership. At the heart of this PDM, teachers assumed the role of
trainers, guiding their colleagues during dedicated professional development days. Employing a
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
