A systematic review of conceptual models and methods used in research on educational leadership and management in Arab societies

Hammad, Waheed; Hallinger, Philip

doi:10.1080/13632434.2017.1366441

Cited by 55 publications

(66 citation statements)

References 75 publications

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“…It is worth noting that the observation about lack of evaluation was made by only one participant as part of her comment on her training experience, and not in response to a direct question about evaluation. However, the observation is supported by evidence from recent reviews suggesting the scarcity of research focused on evaluating leadership preparation programs, not only in Oman but also in the Arab region at large (see Hammad & Hallinger, 2017;Karami-Akkary & Hammad, 2019).…”

Section: Discussionmentioning

confidence: 93%

Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman

Al-Kiyumi

Hammad

2020

SAGE Open

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This article reports on findings from a larger research project examining instructional supervision in the Sultanate of Oman. It sought to explore how teacher supervisors perceived their preparation for the current education reforms. To realize this objective, the study adopted a qualitative research design. Data were collected using semistructured interviews with a sample of teacher supervisors in the Muscat Educational Supervision Directorate. The findings indicate that the supervisors considered their preparation to be inappropriate, reasoning that most of the training programs provided were short theoretical conferences or lectures with no or a few opportunities for practice. The supervisors expressed their need for more adequate and sufficient training to enable them to undertake their new supervisory roles.

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Section: Discussionmentioning

confidence: 93%

Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman

Al-Kiyumi

Hammad

2020

SAGE Open

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“…Como dicen Hammad y Hallinger (2017), "por primera vez una masa crítica de investigadores ha comenzado a estudiar la diversidad de las prácticas de liderazgo y gestión escolar más allá de los tradicionales centros de estudio angloamericanos" (p. 435). Así, al mismo tiempo que en Chile, empiezan a desarrollarse investigaciones en China (Walker, Hu & Qian, 2012), en las sociedades árabes (Hammad & Hallinger, 2017), en los países africanos (Hallinger, 2018) o en el sudeste asiático (Hallinger & Bryant, 2013).…”

Section: Discusión Y Conclusionesunclassified

Una década de investigación empírica sobre el liderazgo educativo en Chile. Una revisión sistemática de los artículos publicados en revistas indexadas (2008-2019)

Weinstein

Muñoz

Sembler

et al. 2019

Cal Edu

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En la última década, en Chile se ha puesto en marcha una serie de políticas destinadas a fomentar el liderazgo educativo. Sin embargo, poco se sabe acerca de las características de la investigación que se ha realizado en esta temática. Esta revisión topográfica analiza de manera sistemática los artículos en torno al liderazgo educativo en Chile, que cuentan con una base de investigación empírica y que fueron publicados en revistas indexadas en el período comprendido entre 2008 y 2019. Los resultados muestran que se han publicado 47 artículos, con un aumento sustantivo desde el año 2016 en adelante. Dichos artículos han sido publicados por un grupo de 85 autores, no obstante, la mayoría de ellos solo ha publicado un artículo. Las investigaciones se caracterizan por ser mayoritariamente descriptivas y cualitativas, siendo escasas las que han realizado muestreo de tipo aleatorio o que han explotado los datos secundarios existentes. Un 40% de los artículos declara no haber contado con recursos para desarrollar su investigación. Los focos de investigación más estudiados han sido los directores, así como las escuelas municipales. Las publicaciones se han concentrado en revistas latinoamericanas e indexadas en Scopus. La caracterización realizada permite considerar al campo de estudio como emergente, sugiriéndose un conjunto de medidas que permitirían su consolidación.

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“…Therefore, Saudi higher education is in dire need of qualified academic leaders with the required level of LC to hold important leadership positions. However, minimal studies are conducted in Saudi Arabia to identify the competencies of academic leaders (Albutti, 2014;Almaki, Silong, Idris & Abd Wahat, 2016;Hallinger & Hammad, 2019;Hammad & Hallinger, 2017;Radwan, Abdul Razak, & Ghavifekr, 2020). There were only a few studies that identified leadership competencies of academic leaders in Saudi higher education (Albutti, 2014;Almaki et al, 2016;Radwan et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Leadership Competencies Based on Gender Differences Among Academic Leaders from the Perspectives of Faculty Members: A Scenario from Saudi Higher Education

Radwan

Razak

Ghavifekr

2020

IOJEL

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This study aims to identify the level of academic leadership competencies in selected Saudi higher education institutions (SSHEIs). It also seeks to investigate gender differences in academic leadership competencies (ALC) in SSHEIs. This study employed quantitative method to collect the data. The researchers used a questionnaire consisting of 29 items. The questionnaire was randomly distributed among faculty members in the SSHEIs in Jazan Province. There were 550 questionnaires distributed, 496 of them were received for analysis using SPSS (V.23). The data were analysed using descriptive statistics and an independent sample T-test. The findings indicated that academic leaders had a very high level of leadership competencies (LC) which reflect on the very high level of personal skills (PS) and high level of required skills (RS) of academic leaders. The findings also revealed that there is a significant gender difference in the mean score regarding the ALC in higher education. The findings implied that male academic leaders had more LC compared to female academic leaders. The current results are valuable for higher education in terms of providing evidence of the level of LC and gender differences of leadership competencies in the SSHEIs. Accordingly, the findings will contribute to the body of knowledge regarding leadership in higher education. The findings also will be beneficial for policymakers, academics leaders, and the officials of higher education. The theoretical and practical implications of the study as well as recommendations were also discussed.

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A systematic review of conceptual models and methods used in research on educational leadership and management in Arab societies

Cited by 55 publications

References 75 publications

Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman

Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman

Una década de investigación empírica sobre el liderazgo educativo en Chile. Una revisión sistemática de los artículos publicados en revistas indexadas (2008-2019)

Leadership Competencies Based on Gender Differences Among Academic Leaders from the Perspectives of Faculty Members: A Scenario from Saudi Higher Education

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