Trust Me: Your School Can Be Better—A Message from Teachers to Principals

Ghamrawi, Norma

doi:10.1177/1741143210393997

Cited by 62 publications

(59 citation statements)

References 21 publications

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“…Finally, some aspects of moral and transformational forms of leaders appear also in two works that mentioned teacher leadership. The first article highlighted the concept of trust in the establishment of teacher leadership in Lebanon (Ghamrawi, 2011). The principals establish trust by: (1) securing a considerate environment that encourages teachers to get involved in constructive dialogues; (2) modelling specific leadership behaviours; and (3) making it possible for teachers to initiate programmes that emanate from reflective practice.…”

Section: Educational Leadership In the Arab World 289mentioning

confidence: 99%

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

Oplatka

Arar

2017

Review of Education

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As most of the scholarship about educational leadership and management refers to developed countries, our aim in this review is to systematically collect, document, scrutinise and critically analyse at time of writing date research on educational leadership in Arab countries and to identify the key strengths and weaknesses in the research literature. Based on a systematic review of 48 articles, it was found that the vast majority of research on Arab educational leadership focused on either identifying patterns of leadership styles and orientations and the barriers faced by educational leaders in applying some of the leadership models originated in Western scholarship, or on exploring and examining leaders’ managerial perceptions and practices both in times of routine and reforms. Our analysis identified several theoretical, conceptual and methodological limitations contributing to and, in many cases, impeding researchers’ ability to predict or explain the nature of Arab educational leadership.

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Section: Educational Leadership In the Arab World 289mentioning

confidence: 99%

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

Oplatka

Arar

2017

Review of Education

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“…In all cases, the literature of education supervisors' role and scheme of work may be synthesized into eight areas presented in figure 2. Figure 2 suggests that the education supervisor (From: Ghamrawi (2010Ghamrawi ( , 2011Ghamrawi ( , 2013aGhamrawi ( , 2013b)) 1-Leadership role: which entails distributing leadership, creating cultures and sub-cultures conducive to learning and growth. 2-Activating role: which make the education supervisor responsible for the collaborating and catalyzing teachers to work towards enriching the curricula with all the activities that are conducive to active learning and student-centered classrooms.…”

Section: Roles Played By Supervisorsmentioning

confidence: 99%

Differentiated Education Supervision Approaches in Schools through the Lens of Teachers

Ghamrawi

Shal

2019

Int J Innov Educ Res

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The purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.'s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested. AbstractThe purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.'s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested.

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“…The terms school principals and leaders are used interchangeably through the text as it is expected for school principals to act out as school leaders for the purpose of developing and nurturing character education programs (Ghamrawi, 2011).…”

Section: Objectives Of the Researchmentioning

confidence: 99%

Perception of Character Education: The Case of Lebanese School Leaders

Ghamrawi¹,

Ghamrawi²,

Shal³

2015

OJL

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This study explored the perception of Lebanese public school leaders pertaining to character education, and their expected role within its development and effective implementation. The sample included 153 randomly selected public school principals from all the Lebanese districts (Mouhafazat). The purpose is to provide a general overview of their understanding, expectations, their knowledge of character education prescribed in the Lebanese curriculum goals, and their opinion as to the principal's role in addressing character development. The study was quantitative in nature and utilized a survey instrument that consisted of 39 items classified into 12 domains of character. The first domain targeted the knowledge of school principals pertaining to the character development goals within the Lebanese curriculum, besides their perception of school's educational mission. The other eleven domains were developed based on "The Eleven Principles of Effective Character Education" constructed by the character education partnership organization (CEP, 2014). SPSS 18.0 for windows was employed to calculate the mean and the standard deviation of responses in order to determine the perceptions of the Lebanese public school leaders related to character education. Findings suggested that Lebanese public school principals were generally not fully aware of the character goals outlined in the Lebanese curriculum and the school's educational mission concerning building students' character. Their perception on effective character education unmatched a wide scope of the eleven principles of character education. The study recommends a reform of character education in the Lebanese public schools involving the school principals as leaders of change.

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Trust Me: Your School Can Be Better—A Message from Teachers to Principals

Cited by 62 publications

References 21 publications

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

Differentiated Education Supervision Approaches in Schools through the Lens of Teachers

Perception of Character Education: The Case of Lebanese School Leaders

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