الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 70
(13) Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2023). The Rise and Fall of Teacher
Leadership: A Post-Pandemic Phenomenological Study. Leadership and Policy in Schools, 23(3),
662–677. https://doi.org/10.1080/15700763.2023.2197045
This study explored teacher leadership functions during and post-school disruption, due to COVID19 pandemic. Participants were recruited from three primary government schools in Qatar, and
included 12 teachers, three vice-principals (assistant principals) and three principals. A
phenomenological research design was employed using semi-structured interviews for data
collection. Findings suggest nine teacher leadership functions during school closure, two of which
only were sustained post-school reopening. The study argues that the regression in teacher
leadership functions relates to the failure in the internalization of teacher leadership cultural norms
and values. The study offers recommendations for policy and practice.
Key words: Teacher leadership, disruptive education, crisis education, distributed leadership.
(14) Ghamrawi, N., Abu-Tineh, A., & Shal, T. (2023). Teaching Licensure and Education
Quality: Teachers’ Perceptions. Sustainability.
This study surveyed 1008 teachers fromK–12 public schools in Qatar regarding a performance
based
teaching licensure that replaced its portfolio-based licensure. The survey, which was validated
using an exploratory factor analysis (EFA), consisted of four domains: (1) Clarity of licensure
procedures; (2) The perceived educational value of the license; (3) Personal gains from the license;
and (4) Teachers’ recommendations for improving the licensure. Findings revealed a complex
interplay of views, wherein teachers acknowledged the clarity of the licensure protocols and
recognized their potential benefits for education quality. However, there remained a disconnect
when it came to perceiving the protocols’ direct impact on the teachers’ own professional growth.
These insights serve as valuable resources for policymakers and stakeholders, emphasizing the
importance of aligning licensure policies with teachers’ needs and aspirations. Ultimately, the study
underscores the significance of continuous dialogue and reflection to shape a more effective and
meaningful teaching licensure framework. It contributes to the global discourse surrounding
teaching licensure, accentuating the paramount significance of fostering continuous dialogue and
introspection in crafting an efficacious and resonant licensure framework.
Keywords: teacher education; education quality; teaching licensure; teacher professional growth
(15) Ghamrawi, Norma; Shal, Tarek; Ghamrawi, Najah A.R. (2023). Exploring the impact of AI
on teacher leadership: regressing or expanding?. Manara - Qatar Research Repository. Journal
contribution. https://doi.org/10.1007/s10639-023-12174-w
This study aimed to investigate the impact of Artificial Intelligence (AI) on teacher leadership,
specifically examining whether AI is expanding or regressing teacher leadership, as perceived by
teachers who were using AI in their teaching practices. Using a qualitative research design, the
study employed semi-structured interviews to collect data from 13 teachers from five countries.
The data were then analyzed using thematic analysis. The findings of the study indicated that the
use of AI has the potential to both expand and regress teacher leadership. AI can expand teacher
leadership by providing tools for personalization, curriculum development, automating
administrative tasks, and supporting professional development. However, AI was also viewed to
be regressing teacher leadership, by narrowing the role because technology was taking over some
of its aspects. Five sets of competencies were suggested by teachers for teacher leaders to sustain
their roles in an AI era. The study concludes that the impact of AI on teacher leadership depends
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