The skills and knowledge needed for principals in Qatar’s independent schools: policy makers’, principals’ and teachers’ perspectives

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

“…In this study, nationality appears to be the most prominent defining criterion for diversity. This aligns with Romanowski et al's (2018) findings demonstrating that principals in Qatar were aware of diversity and issues arising in from diversity in schools, but their conceptualization of diversity was limited to differences in nationalities, cultures and religions. The focus on nationality seems to be a unique feature of the Qatari system.…”

“…Also, Qatar’s principal selection process does not currently include a formal assessment after one year as a principal, however school counsellors ‘visit new principals weekly and experienced principals bi-weekly. Recommendations are written for improvement and assistance is provided to support the principal in his/her work’ (Romanowski et al, 2018: 14).…”

“…In Qatar, principal preparation programmes have fluctuated over the past decade during the education reform. Currently, principals are required to complete a programme titled Tamkeen that includes two levels; Principal Core Level One (PC1) that centres on strategic leadership, monitoring progress and leading change, and Principal Core Level Two (PC2) that includes advancing strategic leadership, developing student achievement and developing a culture of continuous learning (Romanowski et al, 2018). Romanowski et al (2018) states, 'The goal of PC1 and PC2 is to enable principals to manage and lead change among individuals and groups and delegate tasks' ( 14).…”

“…Currently, principals are required to complete a programme titled Tamkeen that includes two levels; Principal Core Level One (PC1) that centres on strategic leadership, monitoring progress and leading change, and Principal Core Level Two (PC2) that includes advancing strategic leadership, developing student achievement and developing a culture of continuous learning (Romanowski et al, 2018). Romanowski et al (2018) states, 'The goal of PC1 and PC2 is to enable principals to manage and lead change among individuals and groups and delegate tasks' ( 14). Within the programme, principals receive instruction about policies and school operation and new principals are given a mentor to help them during the first semester or longer if required (see Romanowski et al, 2018 for details regarding the principal preparation process in Qatar).…”

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

“…In this sense, principals are the ones that generate the organizational conditions for the teachers to implement these active learning methodologies. Furthermore, authors such as Hallinger, Liu, and Piyama [44] or Romanowski, Sadiq, Abu-Tineh, Ndoye, and Aql [45] indicate that factor such as principals' beliefs or their knowledge may influence the use of active methodologies in their schools and that more research is needed in the field addressing principals' knowledge and beliefs towards active learning. Hence, given the proven potentiality of active learning methodologies and the importance of principals' role in their implementation at their schools, principals' attitudes, beliefs and knowledge regarding active learning methodologies were analyzed in this research.…”