This article presents some of the findings derived from a two-year qualitative study compromised of 51 semi-structured interviews with principals, subject leaders and classroom teachers belonging to three private K-12 schools in Beirut, Lebanon. In the context of investigating teacher leadership, this study highlights the aspects of the role of subject leaders in establishing and nourishing teacher leadership in their departments, particularly, three salutary research findings that portray how subject leaders impede or support such establishment are identified and explained. These are:(1) creating sub-cultures of professional collaboration and distributed leadership; (2) establishing bartered leadership structures; and (3) walking the talk of a shared system of teacher monitoring and evaluation.

Drawing upon empirical data, this article explores the concept of trust as a context for the establishment of teacher leadership. This article is part of a larger study that was carried out over a 2-year period and involved 21 teachers, 21 subject leaders and 9 principals belonging to three private K-12 schools in Beirut, Lebanon. Data was collected through semi-structured interviews. Findings suggest the pivotal role of trust in establishing higher levels of teachers' self efficacy, collaboration, commitment, collective vision and building a strong sense of belonging to the organization thus paving the way towards the establishment of teacher leadership. The article highlights how principals establish trust by (1) securing a considerate environment that encourages teachers to get involved in professional dialogues; (2) modelling specific leadership behaviours; and (3) making it possible for teachers to instigate ideas and programmes that result from reflective practice.

This study investigates the relationship between the leadership styles exhibited by almost 50% of the total population of public school principals (N = 651) in Lebanon and their attitudes and the level of use of technology for educational purposes in their schools. Data were collected by surveying school principals via two questionnaires. Moreover, one teacher from each participant public school (N = 651) completed a questionnaire pertaining to the level of use of technology in the school. Findings suggest the existence of positive correlation between the autocratic leadership styles of school principals and their negative attitudes towards the use of ICT for educational purposes. In addition, the results of the study accentuate another positive correlation existing between principals' attitudes towards the use of ICT for educational purposes and the level of its use by their teachers in schools. Recommendations for further research and implications for school leadership and training programs are provided.

This mixed methods study reports on the outcomes of a professional development model (PDM) developed by a K-12 private school in Beirut, Lebanon, after 3 years of its employment. Specifically, an evaluation of this PDM is provided with special emphasis on its potential of developing teacher leaders at school. The PDM embraces a constructivist approach whereby teachers train colleague teachers and some high school students provide ushering services during professional development events. Data was collected using focus group interviews with teacher trainers, surveying teacher trainees and asking student ushers to describe their most important gain from this model using a single statement. Findings of the study highlight resonant school gains from this PDM and underscore its potential in developing not only teacher leadership but also student leadership. The study provides important implications for professional development program designers

The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.