The Skills and Knowledge Needed for Principals in Qatar's Independent Schools: Policy Makers', Principals' and Teachers' Perspectives

Autor/inn/en	Romanowski, Michael H.; Sadiq, Hissa; Abu-Tineh, Abdullah M.; Ndoye, Abdou; Aql, Mofeed
Titel	The Skills and Knowledge Needed for Principals in Qatar's Independent Schools: Policy Makers', Principals' and Teachers' Perspectives
Quelle	In: International Journal of Leadership in Education, 22 (2019) 6, S.749-773 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1508751
Schlagwörter	Foreign Countries; Principals; Leadership Qualities; Administrator Characteristics; Private Schools; Diversity (Faculty); Student Diversity; Parent School Relationship; Administrator Effectiveness; Teacher Administrator Relationship; Management Development; Decision Making Skills; Skill Development; Instructional Leadership; Qatar + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Führungseigenschaft; Private school; Privatschule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Katar
Abstract	Research 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01