Principal selection for Qatar’s government schools: Policy makers’, principals’ and teachers’ perspectives

Abstract

Research indicates that principals are critical in school reform since the implementation of policies and practices is to a large extent determined by the role that principals play in educational change. This study examines the principal selection process used in Qatar for the government schools and identifies knowledge and skills necessary for effective principals from the perspectives of policy makers, principals and teachers working in these schools. Qualitative interviews were held with three policy makers, 21 principals and 82 teachers in focus groups. Findings provide insight into the principal selection process and demonstrate that principals should develop their decision-making skills, should advance as instructional leaders and, since government schools are very diverse, principals must be able to manage issues of nationality, culture and equality. Recommendations are offered to improve the principal selection process for principals working in Qatar or other countries in the Gulf Region.

Pathways to the school principalship: An international scoping review

“…However, in other jurisdictions, no teaching experience is required and candidates from outside the school system are allowed, whether because of administrator shortages or because of assumptions about the value of business or other ‘real world’ experience. Romanowski et al (2020) note that teaching experience is not required in Qatar but both teaching experience and school middle leadership experience are expected in the UAE. Flessa et al ( 2018) delineates the varying policies in 7 Latin American countries; in 6 teaching experience is required.…”

Principal authentic leadership and teacher engagement in Kuwait’s educational reform context

“…In Kuwait, which has a high-power distance culture, principals should promote high standards of authentic leadership and act as role models. This indicates that the MOE should emphasize a candidate’s authentic leadership qualities in their hiring practices for new principals (Romanowski et al, 2020). Additionally, the MOE should initiate effective training and professional development practices for building PAL.…”

Teachers’ understandings of the social and professional support needed to implement change in Qatar

“…Since the MEHE operates in a centralized system, it has full authority and power to implement school change. Principals and teachers in Qatar face a barrage of top-down new educational policies and practices they are required to implement ( Romanowski et al., 2019 ; Nasser, 2017 ). However, policymakers in Qatar often disregard the importance of engaging teachers in policy and decision-making and set unrealistic expectations, create burdening workloads and ambiguous guidelines, all in the name of change ( Romanowski et al., 2013 ; Zellman et al., 2009 ).…”