Definitions of Educational Leadership -- Arab Educators' Perspectives

Autor/inn/en	Sellami, Abdel Latif; Sawalhi, Rania; Romanowski, Michael Henry; Amatullah, Tasneem
Titel	Definitions of Educational Leadership -- Arab Educators' Perspectives
Quelle	In: International Journal of Leadership in Education, 25 (2022) 5, S.767-786 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sellami, Abdel Latif) ORCID (Amatullah, Tasneem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2019.1690701
Schlagwörter	Arabs; Instructional Leadership; Teacher Attitudes; Specialists; Discourse Analysis; Sociocultural Patterns; Principals; Administrator Attitudes; Educational Researchers; Western Civilization; Technology Transfer; Educational Practices; Teacher Characteristics; Educational Policy; Decision Making; Foreign Countries; Language Usage; Indigenous Knowledge; Qatar + Suchen Sie Ihr Suchwort? Arab; Araber; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerverhalten; Diskursanalyse; Soziokulturelle Theorie; Principal; Schulleiter; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Technologietransfer; Bildungspraxis; Politics of education; Bildungspolitik; Decision-making; Entscheidungsfindung; Ausland; Sprachgebrauch; Katar
Abstract	This study aims to provide a general overview of how educational leadership is defined by Arab educators and education specialists in the Arab region, concentrating on the State of Qatar. The study builds on insights from socio-cultural theory and critical discourse analysis, viewing language as a social practice and thus treats leadership as a form of discursive practice. The study draws on grounded theory and adopts a socio-cultural perspective employing semi-structured interviews conducted with school principals, teachers, educators, educational leaders, educational researchers, and members of the community in Qatar. The results concluded from this study disclose discording views of educational leadership and how it is defined, owing to borrowing the concept from Western educational system models, either by using these terms verbatim or as they are lost in translation. This discord reflects a lack of clarity in using the relevant educational leadership concepts and has arguably led to differences in educational practices and educators' dispositions and perspectives. Finally, the study concludes with valuable recommendations for educational policy and decision-making and some suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01