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المؤلفRomanowski M.H.
المؤلفSadiq H.
المؤلفAbu-Tineh A.M.
المؤلفNdoye A.
المؤلفAql M.
تاريخ الإتاحة2020-04-01T09:45:56Z
تاريخ النشر2019
اسم المنشورInternational Journal of Leadership in Education
المصدرScopus
الرقم المعياري الدولي للكتاب13603124
معرّف المصادر الموحدhttp://dx.doi.org/10.1080/13603124.2018.1508751
معرّف المصادر الموحدhttp://hdl.handle.net/10576/13707
الملخصResearch indicates that principals play a significant role in schools influencing student achievement and teacher effectiveness. This is particularly true in times of educational reform. Qatar has been engaging in a significant educational reform since 2004. This study examines the knowledge and skills needed for effective principals from the perspectives of policy makers, principals and teachers working in Qatar’s independent schools. Interviews with 3 policy makers, 21 principals and 82 teachers in focus groups indicated the knowledge and skills needed by principals are already embedded in the National Professional Standards for School Leaders but participants indicated a concern as to the degree these are implemented by principals in Qatar’s schools. More importantly, a large majority of all participants specified a need for principals to develop leadership knowledge and skills regarding working with diverse faculty, students and parents. Recommendations based on these findings are provided in order to develop more effective principals in the context of Qatar’s independent schools. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
راعي المشروعThis work was supported by the Qatar Foundation?s National Priorities Research Program [Grant No. 80055001]. This publication was made possible by a National Priorities Research Program Grant [No. 80055001] from the Qatar National Research Fund (a member of The Qatar Foundation). The contents herein are solely the responsibility of the authors.
اللغةen
الناشرRoutledge
الموضوعLeadership
Teacher
Teacher leaders
العنوانThe skills and knowledge needed for principals in Qatar’s independent schools: policy makers’, principals’ and teachers’ perspectives
النوعArticle
الصفحات749-773
رقم العدد6
رقم المجلد22
dc.accessType Abstract Only


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