الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 69
advancement opportunities, job satisfaction, and other dimensions of being an educator. This
survey research examines one hundred and sixty-seven Qatari teachers’ perceptions about Qatar’s
current career advancement system and several related dimensions, such as professional
development, professional competency, professional licensure system, and career advancement
standards essential for sustainability. The findings demonstrate that Qatari teachers are dissatisfied
with the current career advancement system, significantly influencing job satisfaction and career
retention. In contrast, the influence on professional competencies enhanced for career
advancement, obtaining a professional license for career advancement, and career advancement
standards were insignificant. It is recommended that Qatar establish an improved career
advancement system with career advancement initiatives that meet the needs of Qatari teachers to
improve job satisfaction and retention.
Keywords: teachers; Qatar; career advancement; job satisfaction; career retention; professional
development; professional competency; professional licensure
(11) Ghamrawi, N., & Abu-Tineh, A. (2023). A flat profession? developing an evidence-based
career
ladder
by
teachers
for
teachers–A
case
study.
Heliyon,
9(4).
https://doi.org/10.1016/j.heliyon.2023.e15037
This case study aimed at developing a research-based career ladder for public school teachers in
Qatar, in an attempt to combat the flatness of the teaching career. Six focus groups interviews, each
involving 3–5 teachers from governmental schools comprised the study sample. Data was analyzed
using theme-based analysis. Findings suggest the legitimacy of a multi-directional career path for
teachers, rather than the current linear career system, in order to support their resilience and
wellbeing. A data-driven teacher career ladder is presented, discussed, and debated.
Keywords: Teaching career path Professionalizing teaching Professional growth Teacher
resilience School improvement
(12) Ghamrawi, N. Toward agenda 2030 in education: policies and practices for effective school
leadership. Educ Res Policy Prac 22, 325–347 (2023). https://doi.org/10.1007/s10671-023-093418
School leadership has been described as a key target for leveraging the quality of education in
relation to sustainable development goal (SDG4) that seeks to ‘ensure inclusive and quality
education for all and promote lifelong learning’ as per UNESCO 2030 agenda. This study provides
a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions
within the global thrive for meeting the demands of Agenda 2030 to achieve quality for public
education. It utilized a research instrument developed by UNESCO’s Division for Policies and
Lifelong Learning Systems in Paris. The study used personal interview surveying, also called faceto-face surveying, and was completed with high-level policymakers at the Ministry of Education
and Higher Education (MOEHE). It consisted of four sections that addressed: (1) the regulatory
frameworks governing school leadership; (2) the professional development opportunities offered
to school leaders; (3) the degree the school leadership profession was attractive; and (4) the
procedures followed to appraise school leaders. Findings underscore the critical role played by
school autonomy, instructional leadership, and governance in responding to Agenda 2030. The
discussion contributes to the global discourse in meeting the requirements of Agenda 2030.
Keywords: Instructional leadership · Agenda 2030 · Educational reform · School leadership ·
School improvement · Education quality
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