Research on school principals in the Gulf states: A systematic review of topics and conceptual models

Hammad, Waheed; Alazmi, Ayeshah Ahmed

doi:10.1177/0892020620959748

Cited by 15 publications

(19 citation statements)

References 45 publications

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“…Consistent with the findings of Hammad and Alazmi (2020), our results revealed that few studies have focused on topical foci such as preparation and development, school improvement, equality, social justice and cultural contexts. The results of this study are in line with those of other studies in the developing societies and imply that the Iranian scholars did not pay any attention to the impact of school leaders on students' learning (Bellibaş and G€ um€ uş, 2019;Hammad and Alazmi, 2020;Hammad and Hallinger, 2017). The disinclination to study the influence of leadership on student learning Research on school principals in Iran outcomes might be due to the less frequent use of the comprehensive conceptual models and quantitative methods in this literature (Hallinger, 2018).…”

Section: Discussionsupporting

confidence: 91%

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A systematic review of conceptual models and methodologies in research on school principals in Iran

Hosseingholizadeh

Sharif

Kerman

2021

JEA

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PurposeThis study aims to present a review of topics, conceptual models and methodologies in research on Iranian school principals over the past four decades.Design/methodology/approachThe study adopted a descriptive quantitative form of a systematic review of research to analyze topics, conceptual models and methodologies employed in 565 studies published by Iranian scholars in the national and international databases.FindingsThe content analysis of the studies revealed the increasing interest of the Iranian scholars in the two topical foci, namely, the school leadership models and principal profile, with a focus on the direct-effects (Model B) and the antecedent-effects (Model A). The evidence also suggests the disinclination of the researchers to study leadership concerning student learning outcomes. The most frequently used school leadership model in the Iranian schools has been transformational leadership, while the distributive/collaborative and instructional leadership studies were few. The scholars have mostly relied on a survey-based quantitative research approach, using correlation analysis techniques.Practical implicationsThe findings suggest that despite the increasing global acceptance of school leadership, its implementation in practice is inevitably shaped by the institutional policies and cultural values of different societies.Social implicationsThe findings of this study strengthen the supposition that the differences in school leadership across societies are influenced by various cultural and contextual factors.Originality/valueThis paper is the first systematic review of the empirical studies that present insight into topics, conceptual models and methodologies in research on school principals in Iran.

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Section: Discussionsupporting

confidence: 91%

“…Kılınç and Gümüş, 2020; Murphy, 2019; Walker and Qian, 2015; Wang et al , 2017), leadership roles/practices (e.g. Hammad and Alazmi, 2020; Walker and Qian, 2015), leadership models/styles (e.g. Murphy, 2019; Oplatka and Arar, 2017; Szeto et al , 2015; Wang et al , 2017), leadership antecedents (e.g.…”

Section: Introductionmentioning

confidence: 99%

A systematic review of conceptual models and methodologies in research on school principals in Iran

Hosseingholizadeh

Sharif

Kerman

2021

JEA

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“…Fulfilling this mandate, generally, Senior High Schools have compiled the Education Unit Level Curriculum, which is an operational curriculum and implemented in each educational unit. Besides, it functions as a guideline for implementing learning activities to accomplish particular goals of education [1].…”

Section: Introductionmentioning

confidence: 99%

The School Principals’ Role in Education Management at the Regional Level: An Analysis of Educational Policy in the Industrial Revolution 4.0

Fathurrochman¹,

Danim²,

Anwar³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The present study aimed to analyze the education policies in the era of educational reform. This policy is very monumental in the history of education in Indonesia, where enormous authority is given directly to schools. The schools can develop their respective innovations in developing a treatment for students in learning, the authority to determine the learning time, and the autonomy to compile their own learning textbooks according to the agreed curriculum. But the most important thing is to be able to produce outstanding students. Therefore, if student achievement decreases, society cannot blame the agreed policy. Furthermore, the local education offices have an important role in providing solutions to the educational problem in that area. Moreover, the principal has a significant role in education management at the region level, especially in the era of the Fourth Industrial Revolution, which demands all education actors have maximum competence and also compete with the global business and industrial world.

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“…Beside its insignificant contribution to the global educational scholarship, Arab educational research has also been criticized for some methodological and conceptual limitations. These include excessive reliance on quantitative research approaches and data collection techniques, an evident tendency to employ simple conceptual models that are unable to address the complex nature of educational phenomenon (see Hammad & Alazmi, 2020; Hammad & Hallinger, 2017; Hammad et al, 2020), in addition to focusing on irrelevant issues rather than addressing real problems facing schools and education systems in Arab societies (Sakran, 2010). The latter has led to what Karami-Akkary and El Sahib (2019) describe as “blind spots” in the Arab educational knowledge base.…”

Section: Educational Research In the Arab Region: An Overviewmentioning

confidence: 99%

Building Educational Research Capacity: Challenges and Opportunities From the Perspectives of Faculty Members at a National University in Oman

Hammad

Al-Ani

2021

Sage Open

Self Cite

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The purpose of this article is to explore the perceptions of faculty members regarding research capacity building in the field of Education. It particularly seeks to identify the challenges and opportunities associated with this practice from the perspectives of these members. The study adopted a qualitative research design, using focus group interviews to collect data from a sample of faculty members in the College of Education at a national university in Oman. The results revealed the existence of some challenges that hampered educational research, including time constraints, the lack of a collaborative research culture, the lack of research training, and the absence of a clear research agenda. The analysis also identified a number of capacity building opportunities such as a research-supportive environment, the availability of research funding, and the role of research groups. The study concludes with some recommendations to improve educational research capacity both in Oman and in the Arab region in general.

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Research on school principals in the Gulf states: A systematic review of topics and conceptual models

Cited by 15 publications

References 45 publications

A systematic review of conceptual models and methodologies in research on school principals in Iran

A systematic review of conceptual models and methodologies in research on school principals in Iran

The School Principals’ Role in Education Management at the Regional Level: An Analysis of Educational Policy in the Industrial Revolution 4.0

Building Educational Research Capacity: Challenges and Opportunities From the Perspectives of Faculty Members at a National University in Oman

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