الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 67
grounded theory approach, the study conducted semi-structured interviews with 12 teacher trainers
and engaged with three school principals. The research reveals five central categories. Two
categories revolve around the evidence highlighting the progression of teacher leadership: (1)
accessing and utilizing research to enhance teaching and student learning, and (2) promoting
professional learning for continuous improvement. Additionally, three categories elucidate the
elements instrumental in facilitating the PDM's role in cultivating teacher leadership: reciprocal
empowerment, conceptual awareness, and collaborative metacognition. This model redefines
traditional top-down leadership structures, allowing teachers to actively mold their professional
development journey, creating a more collaborative and intentional approach to teacher leadership.
Key words: professional development, teacher leadership, school improvement, distributed
leadership.
(6) Alshaboul, Y. M., Alazaizeh, M. A., Sellami, A. L., Abu-Tineh, A. M., Ghamrawi, N., &
Shal, T. (2024). The perceived challenges to online learning during the COVID-19 pandemic: A
nationwide study of K-12 parental perspectives (Arab and other parents) in Qatar. Heliyon, 10(7).
This study aimed to explore self-reported challenges Arab and other parents encountered during
the sudden shift to online teaching and learning due to the COVID-19 pandemic. The researchers
investigated the likely effect of demographic and contextual factors on the perceived challenges
reported by parents. To achieve the study’s objectives, the researchers utilized a mixed-method
design involving a random sample of students’ parents (Arab and other parents) in public and
private schools in Qatar. The study’s sample consisted of 2781 parents who responded to the online
survey and 25 parents who participated in online semi-structured interview. The results derived
from this study identified several challenges like lack of social interaction with schoolteachers, lack
of motivation among children to participate in online classes and complete their homework, and
dealing with the technical problems encountered during the online learning experience. The results
further disclosed differences between Arab and other parents regarding the technologies and
devices used during online teaching and learning. Finally, the results revealed differences between
schools that do not organize additional activities in the curriculum compared to those that organize
such activities. The study recommends home-school communication in order to empower parents
and train them on how to manage effective learning at home and deal with children’s learning
behaviors. The study proposes developing parents’ technical skills for online earning and the
provision of material support for parents. Finally, it is important to raise a flag calling for revisiting
the current curriculum to enrich children’s schooling experiences and strengthen the bonds with
their schools.
(7) Ghamrawi, N., Abu-Shawish, R. K., Shal, T., & Ghamrawi, N. A. (2024). Destructive
leadership behaviors: The case of academic middle leaders in higher education. International
Journal of Educational Research, 126, 102382.
This phenomenological study investigates destructive leadership behaviours exhibited by academic
middle leaders in higher education, examining them through the lens of faculty members. Six
faculty members from six Arab States participated in three rounds of interviews to capture their
lived experiences. Data were supplemented by reflective journal entries, allowing researchers to
examine their preconceived notions of the phenomenon under study. A whole-part-whole approach
was utilized for data analysis. Findings illuminate specific instances of destructive leadership,
including micromanagement and control, vitriolic communication, a detrimental organisational
climate, and encroachment upon faculty members’ work-life balance. The study explores the
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
