الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 71
on how it is implemented and integrated into the education system. It highlights the importance of
continued research and training in this area to inform future education policies and practices.
Key Words: teacher leadership, artificial intelligence (AI), education technology
(16) Ghamrawi, Norma; Shal, Tarek; Ghamrawi, Najah A.R. (2023). Stepping into middle
leadership: a hermeneutic phenomenological study. Manara - Qatar Research Repository. Journal
contribution. https://doi.org/10.1080/13603124.2023.2248060
Several studies addressed the key role exhibited by middle leaders in improving schools, however,
little is known about novice middle leaders’ experiences during their first years of appointment,
particularly enabling and constraining factors. This study explored the stories of six middle leaders
across three years of stepping into their roles in K-12 settings. Following a hermeneutic
phenomenological methodology, semi-structured interviews were conducted with each middle
leader, once at the end of each academic year for three consecutive years. Data form 18 semistructured interviews, was analyzed using Gadamar (1990) interpretational analysis system.
Findings suggest that stepping successfully into middle leadership is contingent upon seven core,
high-leverage, impactful but interrelated constructs, bearing 23 subsidiary concepts; including role
clarity, personal qualities, trust, being ‘sandwiched’, versatile leadership, professional
development, and culture.
Key Words: middle leadership, school leadership, school improvement
(17) Ghamrawi N, Al-Thani H. Wellbeing leadership: Perceptions of pre-service school leaders.
Heliyon. 2023 Oct 29;9(11):e21706. doi: 10.1016/j.heliyon.2023.e21706.
This study explored pre-service school leaders’ self-perceived roles as future school leaders in
terms of securing the provision of wellbeing. Sixteen pre-service school leaders (participants from
MA Education Leadership programs) from 14 countries participated in semi-structured interviews.
Data was analyzed using theme-based analysis. Findings suggest that pre-service school leaders:
(a) exhibited a narrow understanding of the concept of wellbeing; (b) attributed the role of securing
students’ wellbeing mainly to school psychologists, counselors and teachers; (c) assumed a greater
personal role, if any, towards securing students’ wellbeing, compared to that of teachers, despite
showing more knowledge of how to address teacher wellbeing; and (e) did not receive any form of
capacity building addressing wellbeing leadership, as part of their leadership preparatory programs.
Key words: pre-service school leaders, school leadership, wellbeing leadership, higher education
teaching
(18) Ghamrawi, N., Naccache, H., & Shal, T. (2023d). Teacher leadership and teacher wellbeing:
Any relationship? International Journal of Educational Research, 122, Article 102261.
https://doi.org/10.1016/j.ijer.2023.102261
Teacher wellbeing and leadership are pivotal for effective education. This study examines the
interplay between teacher leadership and teacher wellbeing. Utilizing a positivist approach, data
was collected through surveys from 383 teachers across six countries. Statistical analysis including
structural equation modeling, regression analysis, and correlation assessments were conducted.
Findings imply a reciprocal relationship between teacher leadership and wellbeing in educational
contexts, with leadership exerting a marginally stronger positive impact on wellbeing. Optimal
wellbeing, encompassing positive physical, emotional, and cognitive states, equips teachers to
engage in effective leadership practices, foster collaborations, and contribute actively to improved
teaching and learning. Conversely, compromised wellbeing, stemming from heightened stress,
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