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AuthorChaaban, Youmen
AuthorSawalhi, Rania
AuthorDu, Xiangyun
Available date2023-02-20T06:35:34Z
Publication Date2022-01-01
Publication NameProfessional Development in Education
Identifierhttp://dx.doi.org/10.1080/19415257.2021.1973070
CitationYoumen Chaaban, Rania Sawalhi & Xiangyun Du (2022) Exploring teacher leadership for professional learning in response to educational disruption in Qatar, Professional Development in Education, 48:3, 426-443, DOI: 10.1080/19415257.2021.1973070
ISSN19415257
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85113932892&origin=inward
URIhttp://hdl.handle.net/10576/40161
AbstractThe current study aimed to explore the way teacher leadership for professional learning was manifested during the disruption to education caused by the COVID-19 pandemic. Participants were recruited from three public and three private schools in Qatar, and included a total of 12 primary teachers and six school principals. A phenomenological research design was employed using interviews for data collection. The analysis of the data revealed eleven themes distributed across the five principles of leadership for learning, used as the theoretical framework in the study. Findings revealed participants’ engagement in many instances of leadership practices, which were focused on learning in the broadest sense, thus encompassing student learning, their own professional learning, and the learning of other teachers in their schools and communities. However, several factors emerged as constraining teacher leadership for learning in the different school contexts, which carry important implications for educational leaders, teachers, and systems in the aftermath of the pandemic.
Languageen
PublisherTaylor and Francis Group
Subjectdisruptive education
leadership for learning
Qatar
Teacher leadership
teacher learning
TitleExploring teacher leadership for professional learning in response to educational disruption in Qatar
TypeArticle
Pagination426-443
Issue Number3
Volume Number48
ESSN1941-5265
dc.accessType Full Text


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