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AuthorRomanowski M.H.
AuthorSadiq H.
AuthorAbu-Tineh A.M.
AuthorNdoye A.
AuthorAql M.
Available date2020-04-01T09:45:56Z
Publication Date2019
Publication NameInternational Journal of Leadership in Education
ResourceScopus
ISSN13603124
URIhttp://dx.doi.org/10.1080/13603124.2018.1508751
URIhttp://hdl.handle.net/10576/13707
AbstractResearch 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.
SponsorThis 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.
Languageen
PublisherRoutledge
SubjectLeadership
Teacher
Teacher leaders
TitleThe skills and knowledge needed for principals in Qatar’s independent schools: policy makers’, principals’ and teachers’ perspectives
TypeArticle
Pagination749-773
Issue Number6
Volume Number22
dc.accessType Abstract Only


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