EÖTVÖS LORÁND TUDOMÁNYEGYETEM EÖTVÖS LORÁND … file3 Acknowledgements I am deeply grateful...

1

EÖTVÖS LORÁND TUDOMÁNYEGYETEM EÖTVÖS LORÁND UNIVERSITY

Neveléstudományi Doktori Iskola PhD- School of Pedagogy

Vezetı/Head: Prof. Dr. István Bábosik

Saleem Omar Abu Abduh

Enhancing Education through Technology Az oktatás erısítése a technológia révén

Témavezetı/Supervised by:

Dr. Franz Shaffhauser

Tudományos bizottság/Scientific Committee:

elnök/chairman: Prof. Dr. Péter Medgyes

belsı bíráló/opponent 1: Dr. Éva Major

külsı bíráló/opponent 2: Dr. Attila Horváth

titkár/secretary: Dr. Sándor Lénárd

tag/member: Dr. Endre Barkó

tag/member: Dr. Hassan El-Sayed

tag/member: Dr. András Emıkey

2010

2

EÖTVÖS LORÁND UNIVERSITY

Faculty of Pedagogy and Psychology

Institute of Pedagogy

Thesis submitted in partial fulfillment of the requirements for the Degree of PhD

of Arts (Education) at Eötvös Loránd University

The impact of implementing the Qatari National Professional Standards and providing other on-site expert support on

building the competencies of school leaders

Submitted by

Yousif H. A. Al-Bassam B.A (King Fahad Petroleum & Minerals University –Saudi Arabia)

M.A (Education fromEötvös Loránd University- Budapest)

Advisor: Prof. Schaffhauser Franz

Examining Committee

2010

3

Acknowledgements

I am deeply grateful to Dr. Mohammad Saefan who spent hours poring over the drafts of

this study and offering insightful comments and enlightening suggestions. His patience,

understanding, and guidance were essential to the completion of this study.

My appreciation is due to Dr. Mohammad Noafal, who assisted me in analyzing the

questionnaire, and offering helpful comments and significant suggestions.

My special thanks and deep appreciation are also due to my Professor Dr. Schaffhaouser,

for his professional advice and continuous support during my studies, which have promoted

the quality of this study

My appreciation goes to Dr. Hasan El Syad for his generous assistance during my visits

stays in Budapest.

A special word of thanks should also go to all my friends for their invaluable cooperation in

data collection for this study.

I also extend my sincere gratitude to my mother, wife, brothers, and sisters, for their

support and encouragement.

4

Table of Contents

Contents Page Abstract.......................................................................................................................................1

Dedication ...................................................................................................................................4

Preamble .....................................................................................................................................5

Chapter One: Preliminaries & Background of the Study: ....................................................9

1.1 Rationale of implementing NPSSL & NPSST and providing on-site expert support for education staff in independent schools………………………………………….9

1.2 Problem of the study: …………………………………………………………………11

١:٣ Purpose of the study. …………………………………………………………………12

1.4 Questions of the study…………………………………………………………………12

1.5 Importance of the study:……………………………………………………………….13

1.6 Restrictions (Limitations of the study)………………………………………………..14

1.7 Hypotheses:……………………………………………………………………………15

1.8 Previous Studies:………………………………………………………………………15

1.9 Procedural definitions of terminologies:………………………………………………21

Chapter Two: Review of Related Literature ………………………………………………………..25

2.1 The Leadership Literature ……………………………………………………………...25

2.1.1 Introduction to Leadership ………………………………………………………...25

2.1.2 Somtheories on the concept of leadership………………………………………….25

2.1.3 Transformational Leadership....................................................................................27

2.1.4 Contingency theory………………………………………………………………...29

2.2 Review of Qatari National Professional Standard ……………………………….33

2.2.1 The Professional Standard of School Leaders……………………………………...33

2.2.2 Reflection vs. Application of NPSSl ………………………………………………34

2.3 Leadership and professional standards…………………………………………...37

2.4 Professional standards and attributes…………………………………………….37

2.5 Key areas of NPS for school leadership…………………………………………..38

2.5.1 Leading Strategically………………………………………………………………38

2.5.2 Leading Teaching and Learning……………………………………………………38

2.5.3 Leading the Organization…………………………………………………………..39

2.5.4 Leading People……………………………………………………………………..39

2.5.5 Leading in the Community…………………………………………………………39

5

2.6 Experiences Related to Professional Standards………………………………………..40

2.6.1 New Zealand Experience …………………………………………………………40

2.6.2 Professional Standards For The Superintendence “American Association of School Administrators 1993 “……………………………….44

2.6.3 Other standards were demonstrated in this study but, I will just give an idea so I have chosen standard number one and eight as an exampl………………………….45

2.7 Integrating, Implementing, and Measuring the Standard……………………………...46

2.7.1 Putting them into Practice …………………………………………………………47

2.7.2 Measurement and Evaluation of NPSSL: …………………………………………48

Chapter Three: Methodology and Processes...........................................................………..52

3.1 Population of the Study………………………………………………………………..52

3.2 Study tools……………………………………………………………………………..52

3.3 Study ratification and reliability……………………………………………………….54

3.3.1 Reliability of study tool…………………………………………………………….54

3.3.2 Reliability of the study tool………………………………………………………...59

3.4 General study processes:………………………………………………………………59

3.5 Study Design……………………………………………………………………….. …60

3.6 Statistical processing…………………………………………………………………..60

Chapter Four: Results of the Study ......................................................................................63

Chapter Five: Discussing the Results and Recommendations ............................................75

Discussing the Results…………………………………………………………………75

Recommendations……………………………………………………………………..84

References .................................................................................................................................90

References in Arabic…………………………………………………………………..90

References in English …………………………………………………………………91

Appendixes................................................................................................................................95

1

Abstract

In the Name of Allah the Most Beneficent the Merciful

The present study aims to investigate the impact of implementing the Qatari National

Professional Standards for school leaders (NPSSL) and other on-site expert support services

on building the competencies of school leaders. As a matter of fact, all of the professional

standards for school leaders that will be examined in this study belong to the standards that are

being used in Qatar which sometimes have some counterparts in other countries of the world.

In this regard, all school leaders of independent schools receive in-depth training through

attending seminars and workshops to assimilate these standards for the sake of furthering their

school practices in leading the teaching and learning process.

The Supreme Education Council in the state of Qatar has established a nationwide set of

professional standards for school teachers and administrators, laying down common reference

points for educators as they develop their careers at independent schools. The National

Professional Standards for school leaders describe what school leaders and teachers need to

know, understand and be able to do. They also provide a clear vision of the performance,

knowledge, skills and dispositions that school administrators and teachers need in order to

uphold the learning approach called for with the introduction of the curriculum standards at

independent schools.

Accordingly, this study comes as an attempt to bridge this gap in the human knowledge

concerning the effect of the learning experiences (NPSSL) provide for school leaders, which

enhance everything that can improve the learning process. It will also examine whether

standards will also provide a common framework to describe tasks and professional

development throughout the career of leaders, and whether or not this will improve their

participation in Qatar’s education reform initiative, which in turn will improve the students’

learning quality. More elaborately, this study will be concerned with investigating the impact

of standards in providing a basis for more organized methods for managing performance and

helping leaders in deciding relevant aims, and evaluating the profession for the sake of

defining developing priorities and ensuring success. So to achieve this goal, a psychometric

2

questionnaire has been designed to measure the impact of the Qatari Professional Standards for

school leaders on the school leaders’ competencies in all administrative and technical aspects

of school work. The study sample includes (66) Male and (32) Female School Leaders of the

Qatari Independent Schools. It also addresses four major questions pertinent to ( 1 ) the extent

of applying the professional standards by the school leaders in their day – to – day activities, (

2 ) investigating the variable of gender, ( 3 ) examining the variable of academic

qualifications, and ( 4 ) studying the effect of experience years of school leaders. The results

of the study are as follows:

The first question is: To what extent do education leaders in Qatari independent schools

apply professional standards and all their sub- areas? The results show that the degree of

applying the NPSSL by the school leaders in all aspects of school work was great and that they

benefit a lot from these professional standards with their statements, performance indicators,

and self-assessment tools. This is clearly demonstrated in promoting their knowledge, skills,

and dispositions, when carrying out their official duties as leaders of school learning

communities in the state of Qatar, in various domain of school work ( leading the teaching and

learning process, professional development, leading change, links with the local community,

managing human and physical resources, and ensuring supportive leaning environment).

The second question is: Are there any statistical indicative differences at level ( á) in

the degree of professional standards application in the independent schools that can be

attributed to the variable of the school leader’s gender (male or female)? The results of test

(T) for the independent samples show that there are no significant differences between means

according to the variable of the education leader’s gender (male or female) at level ( á) on

the whole tool of professional standards and on each of its sub- areas. This is because the value

of (T) in each of the samples was not of any statistical significance.

The third question is: Are there any differences of statistical indications at level ( á)

of the professional standards application degree that are due to the variable of academic

qualifications of the school leaders (Bachelor and Masters and above,)?

The results of test (T) for the independent samples show that there are no differences of

statistical indicators between means according to the variable of the education leader’s

3

academic qualification at level (0.05≥α) on the whole tool of professional standards and on

each of its sub- areas.

The fourth question is: Are there any significant differences at level ( á) of the

professional standards application degree that are due to the variable of experience years (1 – 5

years, 6 -10 years, more than 10 years)? The results of One –way ANOVA analysis of

education leaders ‘ degrees in the sample of the study on each of the study tool areas and on

it as a whole, in accordance with years of experience, showed that there are no differences of

statistical indication.

In the light of the results of this study, the researcher’s recommendations are as follows:

1. Research studies should be carried out to investigate the relation between the

professional standards in Qatar compared to international professional standards ,like

those of New Jersey, for education leaders; non- cultural samples.

2. In – depth training programs should be designed for education leaders based on the

contents of the professional standards to ensure that giving them permanent license as

school leaders is adequate and appropriate and in accordance with the benchmark of

passing some courses or training modules to ensure the effectiveness of education

leaders’ performance.

3. Construction of standardized measures of the professional standards is highly

appreciated to enable education staff to reflect on their practices in accordance with

measures and to pass sound judgment on their leadership skill on scientific, well-

defined criteria.

4. The Qatari experience of implementing the national professional standards in the

independent schools should be expanded to include all Arab Gulf Countries, due to the

fact that such standards prove to be of great significance in building the leadership

competencies of school leaders.

4

Dedication

I dedicate this work to my beloved mother, wife and family who taught me the love and

reverence of useful knowledge and wisdom.

5

Preamble

In the Name of Allah the Most Beneficent the Merciful

The Almighty Allah has granted Man a great gift by sending the apostles and prophets to

remind us of the importance of harmony and consistency between the natural law, (Allah

created the universe accordingly disciplined and beautiful), and the human law which should

be adaptable to the human beings (group or individual). The more consistent and clear

distinction between natural law and humanitarian law, the more life will be happier and more

productive.

So, Allah says: "Lo! We have created everything by measure "Al-Qammar 49, That is

with an accurate measure in general, species, quantity and quality ...... etc., all creations -

physical or mental - mental or social – or behavioral were created by measure and a group of

factors and causes require the existence of the output or the creature. Truthfulness is a creature

formed by many law factors, causes and affects that impact on the creature. Just as the creation

of the fruit in the world of plants, which must be governed by laws .The, laws that man

benefited from and improved varieties and production?

Therefore, The Holy Quran was explicit when Allah says: "Say (O Muhammad) Travel

in the earth and see how He originated creation, then Allah bringeth forth the later

growth ".This is an open verse where it refers explicitly to the consideration of the nature

laws, the soul, the society, and life in general according to a scientific approach, which is

commenced with observation and analysis… The issue and the hint here are in the question

"how is creation started? And the issue of quality that haunt the world because we all suffer

from false adjustments that the effects of 20/80 theory to humans, causing wars and disasters.

But do not worry God Almighty says that the knowledge of the laws of things is an important

factor in the adjustment of disorder to the health and vulnerability to power. Events creature is

not in vain, that is unavoidable but it is subjected to change and correct. Laws that established

lies and straying from the right path could be changed by the deviant back with our knowledge

of the laws.

6

Standards in education, whether curriculum standards or professional standards for

teachers or leaders had been used in similar laws that contribute in the development of

performance and quality and raising the level of professional, supervisory and leadership

skills. This is what we are saying is not just points of view, but things that entitle evidence and

proofs Allah Almighty says: "Say: Bring your proof” The Cow 111.

In fact, views are not enough but they must be demonstrated or proven, and the standards

and their indicators fall under the facts that we all strive to be adopted at the service of

education, and so we see beauty in everything, through the consistency between the laws of

Allah in our physical existence and the laws of Allah in Man, society and life.

The measure in the verse ""Lo! We have created everything by measure "is the

language of standards. The wisdom language. How beautiful it is! If we work and benefit

from the many beautiful gowns, which give us happiness and contentment: psychologically

and mentally, physically and morally, and individually and socially now and in the future.

Praise is to Allah for all of His gifts!

Since I am the Principal and Operator of Abu Baker Independent School in Doha-Qatar

for the last five years, I will be able to give a brief introduction regarding to the Education

Reform Initiative “ Education for a new era” being implemented in this country .

The educational reform in the state of Qatar has commenced, as rulers and educators

have noticed the need of this reform, in order to have a good result of a better educational

system. In this situation, the Heir Apparent H.H Sheikh Tamim bin Hamad Al Thani, who

happens to be the current Chairman of the Supreme Education Council, called all the citizens

in this country (Qatar) to partake effectively in transforming this initiative into a real success.

This is to support the educational reform that was initiated, which was later launched in the

country, with the objective of reforming the present school system, to make it more compatible

with the international standards.

While opening the forum titled “Education for a New Era” at The

Ritz-Carlton Doha in March15, 2004, which marked the official

launch of the reform initiative, Sheikh Tamim stated: “The first seeds

of education reform were planted a few years ago with the developed

school program. Then, since May 2001, after analyzing the findings

of the studies on our present school system, it was found that it suffers from centralization,

7

limitation of reform mechanism and limited prospects for improvement. More importantly, the

outputs of this system are inadequate for students and their families and do not meet the

requirements of development in our country.”

“After thorough evaluation and careful planning by all parties concerned with education, an

Emiri decree was issued in November 2002, establishing the Supreme Education Council and

the bodies affiliated to it, hence putting the reform effort into motion,” he added.

“The reform that we seek must be total and comprehensive involving all components of our

educational system — students, human resources, curricula and buildings. Moreover, we want

it to be continuous, and not to be subject to certain circumstances, and we want it to be

qualitative, renewable and capable of adaptation with all variables and requirements,” Sheikh

Tamim said.

“The new reform initiative is based on four principles - autonomy, responsibility,

variety and choice. Each of these represents a unique characteristic being introduced into the

Qatar school system. In the short run, the impact of the education reform plan will be deeper

and more comprehensive, as teaching in the ” independent schools” will be according to

international standards.

“Our school graduates will be able to compete for admission in most prestigious

universities and colleges, whether locally or abroad. In the long run, our citizens will achieve

the highest standard of efficiency and motivation and will be equipped with the necessary

skills and expertise for their success in their various jobs,” he said.

The success of the reform plan requires the contribution of every individual and family in the

Qatari society, he added.

“Today, I urge every one of you, citizens and leaders, to support this project which is the

project of all of us, and commit ourselves, individuals and groups, to undertake this great task

successfully. Once again I stress my deep conviction that through ‘education for a new era ‘

we will be able to establish an educational system that is not limited to learning only but will

motivate our students to be innovative and creative to ensure a bright and prosperous future for

our country, with God’s will,” Sheikh Tamim said.Source: The Peninsula-Doha-Qatar

8

School improvement is achievable. A good example is our school, Abu Baker Asedeeq

Independent School in Doha-Qatar that grabbed the 2008 Excellence Prize. This is the largest

educational prize (award) in the country. It is an annual award which honors, the school that

demonstrates the greatest from overall performance and its improvement in 8 major aspects in

the school environment. Also, our school won the 2007 Hamdan Bin Rashid Al Maktoom

Prize for the distinguished academic performance, which is the largest educational prize

(award) in the GCC countries.

9

Chapter One

Preliminaries & Background of the Study

1.1 Rationale of implementing NPSSL & NPSST and providing on-site expert support

for education staff in independent schools:

The main reason for implementing national professional standard is to increase the

effectiveness of professional preparation and development for school leaders and teachers. It is

primarily by engaging more teachers, school leaders and experienced principals in more

effective professional learning that standards can make a major contribution to improving

student learning.

Standards are often seen as a means to lift the professional status of teaching and school

leadership. National professional Standards are the gateway to gaining greater professional

self-direction.

The rational of implementing the national professional standards could be included in the

following three domains:

First, Teaching Quality: A strong and effective school education system is integral to

individual success, social cohesion, progress, and national prosperity. It is clear that teachers

as well as school leaders have to be more and more successful with a wide range of learners in

order to prepare future citizens with the sophisticated skills needed to participate in a

knowledge-based society. The sort of pedagogy needed to help students develop the ability to

think critically, create, solve complex problems and master complex subject matter, is much

more demanding than that needed to impart and develop routine skills. Thus teachers have to

be both knowledgeable in their content areas and extremely skilful in a wide range of teaching

approaches to cater for the diverse learning needs of every student.

Thus, quality teaching is at the centre of schooling systems and school effectiveness, and

recognition of the critical relationship between teachers and learners highlights the need to

better define and communicate what constitutes good teaching (National Reference Group for

Teacher Standards Quality and Professionalism, 2003).

Second, Career aspirations and achievements: Professional learning is central to career

development and standards that can be used to support the development of career pathways.

10

Central to this is a fully functioning system of professional learning for Qatar’s leaders and

teachers with recognition and reward for teachers who demonstrate advanced competencies

and continued professional development.

The value of leaders teachers engaging with professional standards as a strategy for

continuing professional learning which is directed and controlled by them, is well supported.

In Qatar, there is some evidence that teachers and leaders. engagement in implementing

national professional standards, contributes to their professional growth, and that engagement

with professional standards can help teachers plan, structure and facilitate their ongoing

professional learning. Therefore, deciding the impacts of these implementations are so

important to evaluate it.

Third, The importance of a national approach: The local and national impacts of

economic and cultural globalization have raised a series of major, unprecedented questions for

Qatari education: specifically, how will we educate our citizens to live together in difference;

and further, how will we prepare our students to engage with, critique, analyze, and understand

a globalised nation and world?

The issue of leader and teacher quality is an issue of national significance that can only be

fully addressed through the shared commitment and support of Qatar government. The

overlapping responsibilities of leaders and teachers preparation also necessitate a cooperative

approach to developing and supporting teacher quality. The national professional standards

will facilitate national agreement on and consistency around what constitutes quality teaching

and national collaboration in supporting quality teaching. These broad purposes provide the

rationale for implementing NPS:

1 National standards will support the achievement of the National Goals of Schooling by

identifying the knowledge, understanding, skills and values that all Qatari teachers should

hold or aspire to in order to improve student learning outcomes.

2 Teachers are the greatest resource available to students, schools and communities. The

internationalization of education requires of Qatar a national approach to education to

ensure the quality of education in all schools.

3 The mobility of teachers, students and parents in contemporary society requires nationally

consistent approaches to recognizing and affirming the quality of leaders and teachers

working within and across jurisdictions.

11

Students, parents and the community need to be assured that all leaders and teachers have

attained minimum standards. With this in mind, this study comes as an attempt to bridge this

gap in human knowledge concerning the effect of the learning experiences NPS provide for

school leaders, which enhance everythingthat can improve the learning process. It will also

examine whether standards will also provide a common framework to describe tasks and

professional development throughout the career of leaders, and whether or not this will

improve their participation in Qatar’s education reform initiative, which in turn will improve

the students’ learning quality. More elaborately, this study will be concerned with

investigating the impact of standards in providing a basis for more organized methods for

managing performance and helping leaders in deciding relevant aims, and evaluating the

profession for the sake of defining developing priorities and ensuring success.

1.2 Problem of the study:

Schools struggle with supporting leaders and teachers in their efforts to become more

effective in their jobs. While staff development is thought of as a way to improve leaders and

teacher quality, research has shown that traditional models of staff development prove

ineffective and isolated. As a result, pedagogists believe that the implementation of national

professional standards is a new way to improve leaders and teacher quality.

A lot of the most recent studies have addressed how to implement the national professional

standards by leaders and teachers , but the problem facing us today is the lack researches that

show the impacts of implementing these national standards on leaders competencies. In

addition to the lack of clear understanding of the role and impacts of implementing the Qatari

national professional standard on building the competencies of school leaders, this present

study will demonstrate the mechanisms through which school leaders can promote their

leadership skills and school management strategies with direct reference to the Qatari National

Professional standards for school leaders.

So this study will try to show the impact of implementing the national professional

standards and other on-site expert services provided by the supreme education Council on

leaders competencies in leading the teaching and learning process effectively.

12

1.3 Purpose of the study.

While almost everyone talked about the importance of implementing and adopting the

national professional standards by schools to carry out their strategies to improve the quality of

educational services provided for students in schools, no one has attempted to scrutinize the

effect of such professional standards on the school leaders’ technical and administrative

competences. This study comes as an attempt to examine the relationship between the

performance of leaders and implementing the national professional standards in the


So one purpose of this study is to follow the implementation process of these standards

and to describe, identify and measure their impact on leaders’ behaviors and competencies .

The second goal of this study is to demonstrate these impacts using several statistical methods

and to test the hypotheses that there is a relationship between the effective leadership

characteristics of leaders and the successful implementation of national professional standards.

The researcher will endeavor to show how the findings of this study will help schools

understand the impacts of implementing of the national professional standards on improving

the learning outcomes.

1.4 Questions of the study.

National professional standards are a vehicle for school reform and involve effective

leading and teaching practices which can have an impact on students and teachers. For this

study, to investigate the impact of implementing professional standards on Leaders

competencies, several questions were developed by the researchers:

• Question #1: What is the degree of the implementation of national professional

standards and their relevant domains as demonstrated by educational school leaders of

the independent schools in the State of Qatar?

• Question #2: Are there significant statistical differences of NPSSL on the school

leaders’ competences attributed to the variable of sex ( male and female school

leaders)?

13


leaders’ competences attributed to the variable of academic qualifications ( B.A, MA,

PhD)?


leaders’ competences attributed to the variable of the years of experience 1-5, 6-10,

more than 10 years)?

1.5 Importance of the study:

The importance of this study also emerges from the fact that attempting to help schools in

Qatar to understand the different positive effects of implementing the national professional

standards on building the leaders’ competencies will demonstrate the rationale of adopting the

whole professional development project of the Qatari National Professional Standards of both

teachers and school leaders, which will definitely improve the school leaders’ positive

attitudes towards these standards.

The results of this study provided data on how often the leaders practices of national

professional standards were exercised, as perceived by the leaders themselves and their

observers. These data could be used to identify what skills are important when we want to

apply the NPS.

The Supreme Educational Center (SEC) may also benefit from this study. The results

provided them with a better understanding of how leaders view their own practices of NPS.

The data could assist SEC officials in addressing the training of school leaders, including the

leadership practices leaders should employ. SEC officials could also use the data in this study

to identify which activities engaged in by school leaders are associated with the practices of

NPS.

With this interpretation in mind, the school leaders themselves might also benefit from this

study. The results provided them with a better understanding of their own NPS practices and it

provided feedback generated not only from their own perspectives but also from the

viewpoints of other leaders. These data might enable school leaders to assess their status as

leaders and identify goals they aspire to achieve with respect to developing leadership abilities

and competences.

14

The present study will also have significance for future research. This study examined how

school leaders rated their own NPS practices. Future studies could look at the leadership

practices of leader over time. Such a longitudinal study could expand the information available

on whether skill development continues to occur or not. The current study employed

quantitative methods of data collection to analyze the NPS practices of school leaders. Future

studies could utilize qualitative methods to gain a deeper understanding of the NPS practices

of these students. Such data would enrich the knowledge of the education staff about the NPS

practices.

1.6 Restrictions (Limitations of the study)

As with all researches, the present study has some initial limitations. One concerned the

data collection process. The participants were aware that they were part of this study and they

were made acquainted with the rationale and methodologies of the study. Consequently, the

school leaders’ responses are reliable and valid.

Moreover, self-reported data may also be an integral part of the study limitations, which

could also have an effect on the sincerity of responses. This may have influenced the findings

of the study.

Another limitation was also related to the study population and sample. In this regard, the

study is sought to monitor the progress of a newly formed professional learning community at

the independent schools but can only recommend steps for continued improvement. There are

no concrete formulas for success of a learning community recommended in this study.

Willingness to continue the progress of this work is ultimately in the hands of the leaders and

their commitment to the schools.

A third limitation of this study was related to the instrumentation. It is possible that the

participants did not understand or misinterpreted items on the instruments. If this occurred, the

findings may have been skewed.

Despite these limitations, the present study was worthwhile. It provided significant

information on impacts of the implementation of national professional standards on leaders,

specifically by level of experience, sex, and academic qualifications.

15

1.7 Hypotheses:

In this study, four null hypotheses were tested for significance level at 0.05 margin of

error.

Hypothesis 1: Implementing the national professional standards will have a

positive impact on the educational learners competencies.

Hypothesis 2: There is no significant difference regarding the impact of sex variable of the

educational leader on the application of national professional standards.

Hypothesis 3: There is no significant difference concerning the impact of academic

qualification variable (BA , Master and above ) of the educational leader on the application of

national professional standards.

Hypothesis 4: There is no significant difference regarding the impact of experience variable of

the educational leader on the application of national professional standards.

1.8 Previous Studies:

In this part of the study, some light will be shed on the most recent studies related to

analyzing the leadership competencies of school leaders and their effects in promoting the

leading outcomes in their schools. In this regard, (Shafi, 2001) conducted a study to investigate

the administrative practices of the elementary school's principle in the UAE. It adopted the

descriptive approach to identify the management skills of the principle of the elementary

school in light of the modern concept of management. It identified the actual administrative

practices of the elementary principle of the school in the United Arab Emirate by applying a

questionnaire to a sample of the elementary principles of schools and then conclude

recommendations and propositions, which may be useful in the development of these practices

in line with the conditions of the UAE. The deliverables of the study showed the difficulty of

using advanced technology in the training of the teaching staff, lack of authority granted to the

leader, the reduced role of the leader in administrative works, weak linkages with the local

community, the low availability of human resources to assist in training, recruitment and the

lack of accountable, smart, and different training programs offered for elementary schools'

principles.

(Askar, 2003) conducted study with the goal of verifying the effectiveness of the choice of

primary school principals as perceived by schools' principles and management supervisors in

16

Riyadh. The study aims at defining the differences between the responses of the study sample,

according to the variable of educational qualification, specialization, and years of experience,

in addition to naming the difficulties facing the selection process. To achieve the objectives of

the study, upon verifying the psychometric characteristics of a questionnaire, it was used for

data collection; the sample consisted of 380 managers, and 21 educational supervisors. Study

deliverables showed that there are ten basic criteria against which the selection of the

principles of primary schools is made, namely they are educational qualification, candidate's

qualifications grade, job performance assessment, years of experience, passing the personal

interview. Furthermore, the results showed no statistically significant differences between the

responses of management supervisors and managers of school at the primary school level,

benchmarking variables (educational qualification, specialization, and years of experience).

Pérusse, Goodnough, Donegan, & Jones, 2004 conducted a study that aimed to explore the

level of awareness of workers and schools' principles of the professional standards for school

counseling programs. The sample consisted of 1000 mentor teachers who were selected from

members of the National Guidance council. The sample included 500 principles, selected

randomly of the members of the National Association of managers of secondary schools. Other

500 managers were selected from members of the National Association of managers of

primary schools. All have received a questionnaire on the national occupational standards for

school counseling programs. The respondents were asked to express their views on the degree

of exercise, and a variety of tasks, for which the respondent is requested to produce a statement

as to whether each task is appropriate or not, and then is required to indicate the degree of

importance of each of the given set of tasks based on the literature of education. The results of

the study indicated statistically significant differences between the guides of the elementary

school and those of the secondary school in the degree of awareness of the professional

standards of school counseling programs; elementary school counselors showed more interest

in the field of personal and social development, meanwhile, those from the secondary school

showed interest in the field of professional development. The results also showed the absence

of any significant differences between the responses of the four categories of the sample of the

appropriateness of each of the given tasks on school counseling and guidance. It was generally

established the existence of significant differences between the responses of elementary school

17

counselors and managers, and secondary school counselors and managers on most areas of the

tool.

Furthermore, Brown, (Brown 2005), conducted a study that aimed to provide an overview

on various methods used in performance management, which is currently being implemented

in primary schools in England. The study combined between the approach of documentary

analysis, and feedback analysis; recording the outcomes of the interviews with elementary

school teachers, headmasters, deputy principled, and school management. The results provide

information on the following aspects of performance management in primary schools: the

meaning of performance management and its objectives in primary schools, education and

training, performance management and the formulation of the content and objectives of

management performance, measuring the performance of managers and teachers, the

implications of performance management for teachers and professional development, and

perceptions about the appropriateness and reality of performance related pay.

Al Hodhaiby 2007 conducted a study, which aimed to identify the necessary leadership

skills for educational supervision in Saudi Arabia, the importance of skills availability and

extent of exercise from the point of view of school management supervisors and managers of

educational supervision. It further aimed at identifying the different views of study community

members according to the following variables: educational qualification, years of experience in

the current work, and training courses. The researcher used descriptive screening analytical

method and the questionnaire as a tool to collect information from members of the study, 479

members, comprised of managers and supervisors of educational supervision of school

management. The questionnaire consisted of 88 fields of competence, distributed on 11 area,

namely: human skills, intellectual, planning, organization and coordination, implementation of

efficiencies, follow-up and supervision, assessment, communication and decision-making. The

most important results of the study included: the existence of significant differences

statistically among the members of the study due to the variable of years of experience in the

current work in determining the degree of importance of leadership skills to the managers of

educational supervision, educational supervision and managers exercise a (high) degree of

leadership skills, and occupies the first area, on the humanitarian Instruction ranked first in

terms of importance and practice, and there are differences between members of a community

study to determine the degree of practice for managers of educational supervision, and there

18

are differences in determining the degree of practice according to the variable of years of

experience in their current work.

In this context, (Catano, Williamsburg, & Strange, 2007) conducted a study, which

combined quantitative and qualitative approaches. It aimed to examine the tools to assess and

evaluate school leaders and so develop standards for leaders and schools' principles in the state

of Atlantis in the United States. It targeted the determination of the degree of importance of

leadership and management behaviors of school managers, and exploring the degree of

conformity of assessment tools with the features of educational leadership and management

educational leadership. It also measure degree of alignment between assessment tools and

professional standards in the state. Deliverables revealed that school sector focuses on

educational leadership, organizational management and community relations and the role of

main assessment tools to reflect the common aspirations of managers in the departments of

Education and determine the state and professional standards.

Al-Balbisi, 2007, conducted a study to know the degree of exercising leadership functions

by the principles of public secondary schools in the governorates of the West Bank from the

perspective of the teachers and managers themselves, and the impact of each of the variables

(province, sex, educational qualification, the school site, practical experience, specialization,

function) their exercise of leadership functions, during the academic year 2006/2007. The

number of managers and principles was 627, meanwhile, the number of male and female

teachers of public secondary schools in the governorates of the West Bank was 8280 teachers.

The study was conducted on a sample of 107 principles, representing 20% of the study sample

and 635 teachers. Two formats of the questionnaire were used; the first to principles and the

second to teachers. The questionnaire consisted of 62 paragraphs, and yielded the following

results:

The degree of exercising leadership functions by the principles of public secondary

schools in the governorates of the West Bank was high; achieving 78.2% of total response

degree.

19

The order of fields of exercising leadership functions by the principles of public secondary

schools in the provinces of West Bank came as follows:

• First place: the administrative field (88.8%), a very high rate

• Second place: the relationship with the local community (79.6%), rate

• Third place: students' fields (79.2%, a high rate

• Fourth place: the technical field, where the percentage of response was (78.2%), a high

rate

• Fifth place: teachers (74.2%), a high rate

• Sixth place: human relations (73.8%), a high rate

No statistically significant differences at the level of function (α = 0.05) in the degree of

exercising of leadership functions by the principles of public secondary schools in the

provinces of West Bank due to the variable sex, except in the area of human relations, where

the difference lied in favor of males


exercise of leadership functions yb the principles of public secondary schools in the provinces

of West Bank due to the variable function can only be in relations with the community where

the difference was in favor of managers


exercise of leadership functions by the principles of public secondary schools in the provinces

of West Bank due to the variable of educational qualification, and the school site


exercise of leadership functions to the principles of public secondary schools in the provinces

of West Bank due to the variable only practical experience in the administrative area where the

difference was in favor of those with experience period, exceeding 10 years.

With regard to the impact of training on school administartors, Al-Shihry, 2008, made a

study, which aimed to determine the professional competence of the administrators of school

management, and to identify the degree of exercise from the point of view of managers of

schools and school management supervisors themselves. It targeted the identification of

training needs in the light of the exercise of their professional and competence skills. The

20

study worked towards identifying the differences between the population of the study in

accordance with the variables of the study.

Researcher used a descriptive survey approach, consisting 81 paragraphs, distributed over ten

areas, namely: planning, organization and coordination, implementation, follow-up, personal

qualification, assessment, communication, human relations, professional development,

creativity, technical, and educational supervision. The population of the study consisted of 16

supervisors and 58 principles of secondary school in the departments of education of Mahayel,

Osayir, Al-Makhwah, Rijal Almaa. The most prominent deliverables of the study reflected the

high importance of competent professional administrators to the school administration.

Competence of personal skills educational supervision, came on top of the importance scale,

while management efficiencies and coordination came in the bottom of this scale. There was

not statistically significant differences in determining the degree of importance between

schools' principles and school administration supervisors. Meanwhile there was statistically

significant differences in determining the degree of importance among the study sample

according to the variable of the type of qualification for qualification up, and changing training

courses for those who have received more tournaments and administrators of school

management skills of professional practice them moderately, as it came efficiencies in

communication and human relations in the first order in terms of practice, while the area of

technical efficiencies came in last place in terms of practice, and show a statistically

significant differences in determining the degree of practice between schools' principles and

moderators of school management for school administration, administrators, and the presence

of statistically significant differences in determining the degree of practice among members of

the study due to the variable of years of work experience and changing the current training

courses.

Militello, Warren, Fusarelli, & Alsbury, 2009, made a study with the aim of exploring

how schools' principles practice professional standards. Study population consisted of 61

participants, who were selected from school principles in North Carolina; 31 males and 30

females. A professional standard survey was applied, requesting the respondent to classify 33

phrases as per his/ her practice on a scale ranging between (- 4) and (+ 4). Deliverables

indicated the presence of three models that aligned with the responses of school principles; 48

21

responses out of 60 aligned with one of these models. Accordingly, it enabled the

identification of activities and daily practices of the principal of the school and found the gap

1.9 Procedural definitions of terminologies:

It is of great importance to give some procedural definitions of the most commonly used

terms in this study to acquaint the readers with the basic concepts introduced herewith.

Competence: The national standards allows for the establishment of a mechanism and

process that signifies professional competence or formal and full entry to the profession.

Professionally competent leaders and teachers have demonstrated successful teaching

experience. They effectively monitor, evaluate and plan for learning and are able to tailor

teaching programs to meet the needs of individuals and groups within the class.

Professionally competent leaders and teachers have a record of effective and ongoing

professional learning. They work collegially and in teams to further enhance their professional

practice, and take greater responsibility in collaboration with others for identifying and

addressing their own learning needs. They are effective members of a school and its broader

community and interact effectively with stakeholders.

Accomplishment: Consistent with the priority of recognizing leaders and teachers quality

and supporting the development of leaders and teachers, the national standards allows for

recognition of teachers who are highly accomplished and highly regarded by their peers.

Leaders and teachers at this level are highly proficient and successful practitioners. They are

recognized by other leaders and teachers as having in-depth subject knowledge and

pedagogical expertise. They keep abreast of and contribute to professional learning and

contribute to the professional learning of others. These teachers are advocates for the

profession and their schools. They communicate effectively to diverse audiences and interact

professionally with the community.

Leadership: A framework, which facilitates a culture of recognition and quality, should

also enable professional leaders to be identified. Within a profession, and among the most

accomplished of professionals, some individuals will have the capacity and the willingness to

22

apply their professionalism in ways that are transformative for their profession, for students

and the community. Such teachers have a record of outstanding teaching and are committed to

enhancing the quality of teaching and learning. They are committed educators who can

articulate a vision of education to their students, peers, the profession and the wider

community.

These teachers are knowledgeable about the latest developments in pedagogy and can

apply those developments to unique student contexts. They have outstanding interpersonal and

leadership skills, underpinned by principles of fairness, compassion, integrity and equity. They

recognize the talents of others and promote and encourage those people to achieve their

potential. They apply critical analysis and problem solving skills to educational matters, and

engage in ongoing professional learning and facilitate and support the professional learning

needs of others. They communicate effectively with the community to support the

development of the school and promote student learning.

Professional Elements: The career dimensions of the national standards can be described

through specific aspects of teachers’ work. The categories outlined below have been drawn

from a mapping of a range of activities, nationally and internationally. These categories are

interdependent and overlapping. In practice, no leaders or teacher activity will be applied in a

way that draws on any area independently of the other. In addition, the extent or complexity of

achievement may not be captured in a two dimensional category. But neither a framework for

standards nor standard statements are intended to or capable of capturing the complexity of

practice. They are intended as common and recognizable reference points for professional

engagement.

Professional knowledge: Leaders andteachers know and understand the fundamental

ideas, principles and structure of the disciplines they teach. They know and understand the

links to other content areas and are able to integrate learning across and between content areas.

They know how to effectively teach that content, and understand the prompts and barriers to

learning likely to be encountered by students.

In addition, effective leaders or teachers have a detailed understanding of how young

people learn and their role in facilitating that learning. They know and understand and can

23

articulate a range of philosophies of learning. They critically evaluate the range of teaching

and learning theories and know how to apply them where appropriate. They know and

understand and take account of the diverse social, cultural and special learning-needs

background of their students and the influences these have on teaching and learning. Effective

teachers structure learning to take account of these differences.

Professional practice: Leaders and Teachers communicate effectively with the students

and establish clear goals for learning. They possess a repertoire of inquiry techniques and

teaching strategies, and use a range of tools, activities, and resources to engage their students

in learning. They select and organize the content in logical and structured ways to meet

learning goals. They are adept at managing the range of behaviors and situations that occur in

the classroom and establishing a climate where learning is valued and fostered. Leaders create

safe and supportive learning environments and recognize and are attentive to their child

protection and welfare roles.Teachers plan for learning, and utilize a range of formative and

summative assessment techniques to report on learning and to inform their planning. They

understand the need to evaluate their teaching and the importance of providing both formal and

informal feedback to students as a stimulus to learning.

Professional values: Leaders and Teachers are committed to their own development and

continually analyze, evaluate and enhance their professional practice. They understand that the

contexts in which they work are continuously evolving and changing and the need to adapt and

respond to these changes. They work closely with parents and careers to acknowledge that the

education of students is a shared enterprise.

They uphold high professional ethics with regard to their own conduct and that of others,

and respect their students and value their diversity. They act professionally at all times in their

dealing with their students, peers, members of the profession and members of the community.

Professional relationships: Teachers engage with diverse student populations

representing equally diverse communities. They meet these challenges by forming professional

relationships at all levels of the community. It is within this context that teachers design and

manage learning experiences for individuals and groups of students that value opportunities to

actively engage with other members of their profession and their wider school communities.

They work productively with colleagues and other professionals to enhance the learning of

their students, and understand and value the importance of close links between the school,

24

home and community in the social and intellectual development of their students. They

understand and foster the critical relationship between them and the student. This is a

relationship that is underpinned by trust, respect and confidence.

Profile Keeping: Members shall establish and maintain proper profile necessary to a

professional practice and as an evidence for this practice.

To recap, this chapter addresses some important issues pertinent to this study and its

rationale, methodologies, studies related to leadership skills, and the structure and design of

the study. In the next chapter, a survey of the related literature will be introduced to highlight

the contributions this study will provide for the scholars worldwide regarding the impact of

implementing the NPSSL in the state of Qatar.

25

Chapter Two

Review of the Literature

2.1 The leadership Literature

2.1.1 Introduction to leadership:

The role of leadership at any educational level is exponential to its success within the

community. In today's modern world, where education is so crucial to the workforce,

leadership in vocational education and training is critical, both internally and externally among

educational institutions. Leadership should extend way beyond the reach of the classroom.

Administrative leadership roles are intrinsic elements necessary to foster community trust and

solidarity.

Leadership, at the administrative level, trickles down to empower all school departments.

The administration of an institution is responsible for keeping the wheels of vocational

education and training spinning. It is through administrative leadership that ground rules and

expectations are set into motion, for both school and students. Because vocational education

and training institutions cater to a wide age range of individuals, including older adults

returning to school after extended periods of absence looking to learn a new career,

administrative leaders must present prospective students a balanced curriculum with clear-cut

expectations and results. Offering the community a service that delivers what it promises.

Leadership, in the classroom, providing an atmosphere that empowers the students to

embrace his future and feel good about his choice of vocation falls on those most closely in

contact with student--his teachers and advisers. It is the responsibility of the educational

provider to, not only teach a vocation, but supply guidance and support along the way. The

classroom is at the very core of life experience for the student. He is being prepared for his life

in the workforce, as a productive person.

2.1.2 Some theories on the concept of leadership

Interest in leadership increased during the early part of the twentieth century. Early

leadership theories focused on what qualities distinguished between leaders and followers,

26

while subsequent theories looked at other variables such as situational factors and skill level.

While many different leadership theories have emerged, most can be classified as one of eight

major types:

A. “Great Man” Theories:

Great Man theories assume that the capacity for leadership is inherent – that great leaders

are born, not made. These theories often portray great leaders as heroic, mythic, and destined

to rise to leadership when needed. The term “Great Man” was used because, at the time,

leadership was thought of primarily as a male quality, especially in terms of military

leadership.

B. Trait Theories:

Similar in some ways to “Great Man” theories, trait theory assumes that people inherit

certain qualities and traits that make them better suited to leadership. Trait theories often

identify particular personality or behavioral characteristics shared by leaders. But if particular

traits are key features of leadership, how do we explain people who possess those qualities but

are not leaders? This question is one of the difficulties in using trait theories to explain

leadership.

C. Contingency Theories:

Contingency theories of leadership focus on particular variables related to the environment

that might determine which particular style of leadership is best suited for the situation.

According to this theory, no leadership style is best in all situations. Success depends upon a

number of variables, including the leadership style, qualities of the followers, and aspects of

the situation.

D. Situational Theories:

Situational theories propose that leaders choose the best course of action based upon

situational variable. Different styles of leadership may be more appropriate for certain types of

decision-making.

E. Behavioral Theories:

Behavioral theories of leadership are based upon the belief that great leaders are made, not

born. Rooted in behaviorism, this leadership theory focuses on the actions of leaders, not on

27

mental qualities or internal states. According to this theory, people can learn to become leaders

through teaching and observation.

F. Participative Theories:

Participative leadership theories suggest that the ideal leadership style is one that takes the

input of others into account. These leaders encourage participation and contributions from

group members and help group members feel more relevant and committed to the decision-

making process. In participative theories, however, the leader retains the right to allow the

input of others.

G. Management Theories:

Management theories (also known as “Transactional theories”) focus on the role of

supervision, organization, and group performance. These theories base leadership on a system

of reward and punishment. Managerial theories are often used in business; when employees

are successful, they are rewarded; when they fail, they are reprimanded or punished.

H. Relationship Theories:

Relationship theories (also known as “Transformational theories”) focus upon the

connections formed between leaders and followers. These leaders motivate and inspire people

by helping group members see the importance and higher good of the task. Transformational

leaders are focused on the performance of group members, but also want each person to fulfill

his or her potential. These leaders often have high ethical and moral standards.

From the most important leadership theories are the transformational theory and

contingency theory. So we will mention them in more details:

2.1.3 Transformational Leadership: The essential ideas of leadership are about power and its utilize and apply, about control of

resources, and how they are disposed, initiatives in social interpretation, and shaping of

meaning and the place of individuals in the context of social control options. And the most

significant challenge of leadership is to build and sustain an organizational culture that focuses

on continual improvement of educational programs, teachers’ capacities and skills, and student

learning. The school administrator as the primary instructional leader is insufficient to meet

these challenges and, as a result, several experts advocate the dispersal of leadership authority

28

within a school. For a lot of organizations, the challenge became a question of how to arrange

transformational change while concurrently building employee morale and commitment.

In the late 1970’s an approach to studies of leadership emerged which engaged a number of

researchers to investigate the extent to which a new theory of leadership behavior.

Transformational leadership is a desirable style for school leaders involved in

improvement efforts because it raises the level of awareness of workers so that they come to

value organizational goals and strategies to achieve those objectives. Burns (1978)

characterized transformational leaders and distinguished them from managers because of their

special ability to bring about organizational innovation and change. Transformational leaders

change organizational culture by introducing new beliefs and goals and by changing how

group members define their roles

Transformational leadership is a type of leadership style that leads to positive changes in

those who follow. Transformational leaders are generally energetic, enthusiastic and

passionate. Not only are these leaders concerned and involved in the process; they are also

focused on helping every member of the group succeed as well.

Transformational leadership may be defined as a leadership approach that is defined as

leadership that creates valuable and positive change in the followers. A transformational leader

focuses on "transforming" others to help each other, to look out for each other, to be

encouraging and harmonious, and to look out for the organization as a whole. In this

leadership, the leader enhances the motivation, morale and performance of his follower group.

The Components of Transformational Leadership are intellectual stimulation, individualized

consideration, inspirational motivation, idealized influence.

The idea that transformational leadership enhances organizational innovation has gained

wide recognition among researchers during the past decade. In summary, research has shown

that leaders who display the four behaviours of transformational leadership are able to realign

their followers’ values and norms, promote both personal and organizational changes, and help

followers to exceed their initial performance expectations.

Transformational leaders encourage followers to think “out of the box” and to adopt

generative and exploratory thinking processes by providing intellectual stimulation.

29

• They stimulate their followers to think about old problems in new ways and encourage

them to challenge their own values, traditions, and beliefs;

• By showing high expectations and confidence in followers’ capabilities, they help to

develop followers’ commitment to long-term goals, missions, and vision and to shift

their focus from short-term and immediate solutions and objectives to long-term and

fundamental solutions and objectives.

2.1.4 Contingency theory Contingency theory is a class of behavioral theory that claims that there is no best way to

organize a corporation, to lead a company, or to make decisions. Instead, the optimal course of

action is contingent (dependent) upon the internal and external situation. Several contingency

approaches were developed concurrently in the late 1960s.

Contingency Theory of Leadership

Theories that explain leadership effectiveness in terms of situational moderators are called

"contingency theories" of leadership. Contingency implies "it depends". That is, the size of the

relationship between leadership traits/behaviors and effectiveness outcomes depends (or is

contingent upon) aspects of the situation the leader is in.

And a s we have mentioned in the first chapter the contingency theories of leadership

focus on particular variables related to the environment that might determine which particular

style of leadership is best suited for the situation. According to this theory, no leadership style

is best in all situations.

Contingency theory of leadership can be defined as an approach to leadership in which

leadership effectiveness is determined by the interaction between the leader’s personal

characteristics and aspects of the situation.

In contingency theory of leadership, the success of the leader is a function of various

contingencies in the form of subordinate, task, and/or group variables. The effectiveness of a

given pattern of leader behavior is contingent upon the demands imposed by the situation.

These theories stress using different styles of leadership appropriate to the needs created by

different organizational situations. No single contingency theory has been postulated.

30

Some of the theories are:

· Fiedler’s contingency theory:

Fiedlers theory is the earliest and most extensively researched. Fiedler’s approach departs

from trait and behavioral models by asserting that group performance is contingent on the

leader’s psychological orientation and on three contextual variables: group atmosphere, task

structure, and leader’s power position.

· Hersey & Blanchard’s situational theory

This theory is an extension of Blake and Mouton’s Managerial Grid Model and Reddin’s

3-D management style theory. With this model came the expansion of the notion of

relationship and task dimensions to leadership and adds a readiness dimension.

This theory has been criticized because it does not tell us specifically (in behavioral terms)

what the leader needs to do to become more effective. It is therefore not helpful in terms of

providing recommendations and training on how to become a more effective leader. Overall,

there is no longer much interest in this theory.

During our speech about the leadership theories, we have to mention the six sigma

method. The Six Sigma at many organizations simply means a measure of quality that strives

for near perfection. Six Sigma is a disciplined, data-driven approach and methodology for

eliminating defects (driving towards six standard deviations between the mean and the nearest

specification limit) in any process -- from manufacturing to transactional and from product to

service. The fundamental objective of the Six Sigma methodology is the implementation of a

measurement-based strategy that focuses on process improvement and variation reduction

through the application of Six Sigma improvement School The fundamental objective of the

Six Sigma methodology is the implementation of a measurement-based strategy that focuses

on process improvement and variation reduction through the application of Six Sigma

improvement projects.

The essence of Six Sigma leadership can be described in two words: balance and

flexibility. It's this combination of stability (balance) and responsiveness (flexibility) that gives

Six Sigma leadership its power.

It argues against those who favor a particular leadership style, or those who excuse their

own leadership approach – even when it's not working – by saying, "That's just how I am."

31

A lack of leadership balance and flexibility leads to poor decisions, misguided efforts, and

millions, if not billions, wasted each year. We also examine how it creates skepticism from

followers regarding your ability to lead, and failure of businesses to coordinate their activities

to the best advantage of customers and shareholders.

On the positive side, we also see how understanding balance and flexibility can make you

a significantly better leader, and help you foster better leadership throughout your

organization.

Returning to the definition, Six Sigma leadership is a set of principles that can be applied

to create greater success and sustained results for an organization. It is based on the idea that

outstanding leadership is an artful, but learnable, combination of skills that combine balance

and flexibility to drive goals and performance.

The Six Sigma system uses two key methodologies: DMAIC and DMADV. DMAIC is

used for an existing process. DMADV is used when creating a new product or process.

DMADV is the preferred method for new projects because the results are more predictable and

produces a higher quality product.

A six sigma leader is someone who imparts their six sigma training in all aspects of life.

There's a higher level of leadership than simply one that can maintain balance and flexibility as

well. This leader is known as a quantum leader. The basic principles in six sigma training is

that it is a form of leadership training that managers and executives become trained in results

oriented leadership.

The idea of a quantum leader is one that can take a company or organization to a higher

level of performance and, in turn, results. Another great attribute of a quantum leader is that

they are able to make decisions based solely on data. They can remove the emotional ties to

decision making, controlling it, and effectively analyze data that they know has been gathered

without bias. Then proper decisions can be reached regardless of personal bias.

Six Sigma Training isn't simply a certification in a process to help companies become

more competitive and reduce their bottom line. It is a leadership course as much as it is a

course in production and cost reduction. The principles that six sigma instills into its graduates

are those of strong leadership and the ability to act as strong leaders in the workplace. They

learn to infuse six sigma principles into every business decision they make and, in turn,

become some of the best leaders available to your company.

32

With this in mind , the following part of the study will focus on the rationale of implementing

the NPSSL & NPSST.

33

2.2 Review of Qatari national professional standards

The National Professional Standards describe what school leaders and teachers need to

know, understand and be able to do. They also provide a clear vision of the performance,

knowledge, skills and dispositions that school administrators and teachers need in order to

uphold the learning approach called for with the introduction of the curriculum standards and

Independent Schools. Announced in August 2006, the standards will be applied starting the

2007/2008 academic year in all independent schools in Qatar.

The Qatar National Professional Standards for Teachers and School Leaders provide a

common reference point to describe, celebrate and support the complex and varied work of

teachers and school leaders in the new Independent Schools. These standards describe what

teachers and school leaders, including School Operators/Principals, need to know, understand

and be able to do. They also provide a clear vision of the performance, knowledge, skills and

dispositions that teachers and school leaders need to support the introduction of the new

Curriculum Standards and Independent Schools, which are key features of Education for a

New Era. Combined with the Curriculum Standards and school-developed curricula offered in

the Independent Schools, the National Professional Standards for Teachers and School Leaders

illustrate the wide range of capabilities and knowledge that contemporary educators must

possess to provide high-quality Instruction and support improved student learning.

2.2.1 The Professional Standards for School Leaders: The Professional Standards for School Leaders comprise seven career-long standards that

address the key requirements of school leaders working in Independent Schools.

School leaders fall into two broad categories:

• Senior managers of Independent Schools, including School Operators/Principals and

Vice Principals

• Middle managers, including all other staff with positions of responsibility.

As illustrated in the following diagram (1), the core standard focuses on the school

leader’s role in leading and managing learning and teaching within the school community.for

34

Diagram 1: Professional Standards for School Leaders

2.2.2 Reflection vs. Application of NPSSL: The Professional Standards for Teachers and School Leaders provide a platform for

educators to reflect on their professional practice and to:

• Identify their professional strengths and aspects requiring development.

• Generate personal learning and development goals.

• Develop personal, group and/or organizational professional development plans. In

establishing these plans, teachers and school leaders, individually or in teams, may

choose to reflect on an entire standard, a component of a standard or a group of

standards, depending on their needs and those of the school.

They may also revisit individual standards as their professional circumstances change. For

example, an experienced teacher returning to teaching after working in another industry may

focus on the standard covering assessment and reporting to ensure familiarity with assessment

35

and reporting practices in Independent Schools. In using the standards to examine and reflect

on their practice, teachers and school leaders should consider questions such as:

• In what context do I apply the standard?

• What are the requirements of the standard?

• Do I meet the requirements of the standard?

• What evidence can I present to show that I meet the requirements of the standard?

• Are there any aspects of my professional practice in relation to the standard that

require further development?

• What can I do to improve my professional practice?

• How will I know that I have strengthened my practice? For example, teachers

wishing to review their use of ICT may refer to the standard Apply ICT in

managing student learning.

This may lead them to ask questions such as:

• How do I determine student learning needs in relation to the use of ICT?

• Do I select or adapt ICT resources to meet the learning needs and styles of

individual students?

• How can the learning experiences I design make better use of ICT resources?

• What criteria do I use to evaluate ICT resources?

• How could I use ICT tools to manage the information I collect on student learning?

• How can I further develop my practice in the integration of ICT?

• How do I know that the action I am taking in relation to the use of ICT is

strengthening my practice?

• Principals and other senior managers wanting to assess their needs in relation to

staff management may refer to the standard Lead and develop people and teams.

This may lead them to ask questions such as:

• Do I promote ambition among teachers and students in my school?

• Do I demonstrate a clear commitment to Collegiality?

• What strategies can I use to develop, empower and support effective teams and

individuals?

• How can I build school capacity by developing leadership in others?

36

• How can I engage with the school community and beyond to assist in building a

learning community that supports student achievement and attainment?

• Are my people management practices consistent with school and Supreme

Education Council policies on employment of teaching and no teaching staff?

Reflecting on these questions assists teachers and school leaders to identify their strengths

and areas for professional growth. It also provides them with a basis for formulating plans for

strengthening particular aspects of their professional practice.

This may involve:

• Consulting colleagues

• Observing the professional practice of other teachers and school leaders

• Professional reading

• Seeking mentor support

• Self-directed study

• Professional exchange

• Undertaking a training program. Teachers and school leaders may use different

strategies and techniques to monitor and document their progress against the

standards and their learning plans. These include

• Maintaining a reflective journal

• Annotating a learning and development plan.

• Debriefing with a critical friend or mentor.

37

2.3 Leadership and professional standards:

In developing of the National Professional Standards for School Leadership a range of

issues were taken into account, including:

� different contexts in which schools work

� diverse nature of schools

� range of school leadership structures

� variety of leadership roles within the school workforce

National professional standards for leadership describe the skills, knowledge and values

for effective leading. They capture key elements of leaders. work, reflecting their growing

expertise and professional aspirations and achievements. Standards make explicit the intuitive

understandings and knowledge that characterize good leading practice and enable this to be

widely shared within the profession. The National Professional Standards for leading provides

the basis for agreement on and consistency around what constitutes quality leading and

facilitates the articulation of the knowledge, understandings, skills and values for effective

leading through development of standards at the local level. Also The standards provide a

framework to enable leaders to know what they are expected to do and are intended to support

schools so they can continue to improve their effectiveness and outcomes for all pupils.

The nature and content of standards developed and implemented at the local level will

vary according to the purpose for which they are being developed, and the context in which

they will be utilized.

In achieving all these intentions, the national professional standards provides a powerful

mechanism for raising the status and standing of leaders, and a common reference point for

engagement within the profession and the community.

2.4 Professional standards and attributes:

In the context of national professional standards for school leadership, professional

attributes are behaviors arising from professional characteristics or qualities. Effective leaders

demonstrate these attributes appropriately in their day-to-day work and across a range of

contexts, both within and beyond the school. These leaders ,whether in the State of Qatar or in

38

other countries of the world, show: positive, enthusiastic outlook, embracing risk and

innovation, commitment and dedication to social justice, equality and excellence engagement

in collaborative partnership working, within and beyond the school , integrity in relation to

their own and the school's practice courage and conviction to achieve the best outcomes,

respect and empathy towards others, resilience, perseverance and optimism in the face of

difficulties and challenges decisive, consistent and focused on solutions drive for improvement

and challenging underperformance capacity to be flexible, adaptable and creative. These

attributes are included in a way or another in the document of professional standards of school

leaders being adopted in Qatar.

2.5 Key areas of NPS for school leadership:

With the above interpretation about the attributes of education leaders in mind, some light

must be shed on the major areas of the national professional standards which are highly related

to the basic characteristics of the competent school leader as investigated in this study. These

five areas include:

2.5.1 Leading Strategically Creating and delivering a shared, corporate strategic vision, which motivates and inspires

pupils, staff, governors and all members of the school community is critical to school

leadership. The vision should be underpinned by shared values, moral purpose and principles

of sustainability. It should drive the strategic plan and subsequent actions to secure continuous

school improvement and quality outcomes for all pupils.

2.5.2 Leading Teaching and Learning With the whole school workforce, school leaders play a central role in raising standards of

teaching and learning. School leaders have a responsibility to set high expectations, create the

conditions for effective teaching and learning to flourish and to evaluate the effectiveness of

learning outcomes. Leaders acknowledge the high status, value and importance of teaching and

learning and in creating a learning culture which enables pupils to become effective,

enthusiastic and independent, life-long learners.

39

2.5.3 Leading the Organization School leaders should ensure that the school, with the people and resources in it, are

organized and managed to provide an efficient, effective and safe learning environment.

Using self evaluation and problem solving approaches, school leaders should also seek to

improve organizational structures and functions so the school remains fit for purpose. School

leaders should build successful organizations by working collaboratively with others, building

capacity across the whole workforce and ensuring resources are effectively and efficiently

deployed.

2.5.4 Leading People As school leaders work with and through others, building and sustaining effective

relationships and communication strategies are important. School leaders seek to improve their

own performance through professional development. To enable others to develop and improve

by creating a professional learning culture within the school. Through performance

management and effective professional development practice, school leaders support all staff

to achieve high standards. School leaders take account of issues surrounding work-life balance

and recognize and value all staff and teams in the school.

2.5.5 Leading in the Community With schools at the centre of their communities, school leadership has a crucial role to

play in working with the community and other services to improve outcomes for, and the well

being of, all children. Placing families at the centre of services, schools and leaders should

work with others to tackle all the barriers to learning, health and happiness of every child.

School leaders share responsibility for the leadership of the wider educational system and

should be aware that school improvement, community development and community cohesion

are interdependent.

So and in a nutshell, The National Professional Standards for School Leadership specify

the knowledge and understanding, skills and professional attributes required by school leaders.

The standards should be used:

� In Performance Management for the appraisal of support staff

� To provide an accountability framework for school leadership

40

� To inform job descriptions and person specifications for school leaders

� To promote school leadership by indicating the kinds of knowledge/understanding,

skills and attributes that are required of leaders

� To influence and promote leadership behaviors linked to effectiveness

2.6 Experiences Related to Professional Standards.

In this section, an international research on professional standards will be demonstrated. In

both New Zealand and America schools.

2.6.1 New Zealand Experience: Performance management systems have been mandatory in all New Zealand schools since

1 January, 1997. The Ministry of Education has provided resource materials and training

programmes for boards of trustees, principals and teachers to enable them to develop skills in

performance management, and integrate these systems with professional development

strategies.

Many schools report that their performance management system is making a positive

contribution to the quality of teaching in their school which in turn enhances learning

outcomes for students. Now that these systems are in place, it is timely to consider how they

can be enhanced.

One way to do this is to identify the important knowledge, skills and attitudes that teachers

and managers in schools need to do their job well. This will help ensure expectations are clear,

provide a framework for performance monitoring and appraisal, and give a greater focus for

identifying professional development priorities.

The Interim Professional Standards for Principals have been discussed with principals'

representatives. These include the Joint Working Group (Post Primary Teachers' Association

Principals' Council and Secondary Principals' Association of New Zealand) and the New

Zealand Educational Institute (NZEI). In addition, the New Zealand School Trustees

Association, the Teacher Registration Board and the Education Review Office have had the

opportunity to comment on the interim standards. The Interim Professional Standards for

Principals form part of the Terms of Settlement for the primary principals' contract. For

primary principals, these standards cannot be amended without NZEI's agreement.

41

The Ministry now wishes to provide the opportunity for all primary, secondary and area

school principals and their boards to comment on the Interim Professional Standards for

Primary, Area and Secondary School Principals.

What are professional standards?Professional standards describe the knowledge, skills

and attitudes that all principals are expected to demonstrate. Professional standards will form

part of the performance management system in each school.

As part of the performance management system, principals are required to have a

performance agreement with their board of trustees. It is envisaged that the professional

standards will expand performance management systems for principals so that they contain the

following components:

a. A job description - the tasks the principal is expected to carry out.

b. Professional standards - the important knowledge, skills and attitudes all principals are

expected to demonstrate.

c. Performance objectives/expectations - what the principal will achieve and how these

achievements will be measured.

d. Development objectives - the professional development activities that the principal will

undertake in order to improve his or her performance.

Professional standards are a feature of education systems in a number of countries,

including Britain and Australia. The interim standards presented in this document draw on

standards from these countries and from work undertaken in New Zealand.

Why have professional standards been introduced?The introduction of professional

standards is part of the Government's strategy for developing and maintaining the quality of

teaching and leadership, and improving learning outcomes for students. The Professional

Standards for Principals will help ensure that schools are led and managed by high quality

professionals. The principal's performance and ability to organize resources to deliver high

quality education is a critical factor in the effectiveness of a school. Furthermore, research

shows that teacher perception of principals as instructional leaders significantly influences

their satisfaction with their professional role.

The principal also often determines the climate of the school, in creating a stimulating

learning environment and a school community that brings out the best in students, teachers,

parents and caregivers.

42

How will the professional standards be used?The professional standards will form part

of the performance management systems already operating in schools. As the employers of

principals, boards are required to have a performance management system for the principal.

Boards will be required to include the Professional Standards for Principals, and in the case of

a teaching principal the appropriate level of Professional Standards for Teachers, in the

principal's performance agreement. For most principals the appropriate level of teacher

standards will be the Professional Standards for Experienced Teachers. In addition, each

Board, in negotiation with the principal, can agree to the inclusion of additional standards or

performance objectives to reflect the particular characteristics of the school.

Interim Professional Standards for Primary, Secondary and Area School Principals:

The Interim Professional Standards are grouped into six key areas or "dimensions". These are:

o Professional leadership

o Strategic management

o Staff management

o Relationship management

o Financial and asset management

o Statutory and reporting requirements.

Each dimension carries a set of standards for assessing performance. Please note that

principals with teaching responsibilities will also need to meet the requirements of the

appropriate level of Professional Standards for Teachers.

Dimension Standards

Professional

Leadership

demonstrates a thorough understanding of current approaches to

effective teaching and learning across the curriculum

provides professional direction to the work of others by

encouraging vision and innovation in classroom practice and

school organization

analyses and makes effective, timely responses to school self-

review, external audits, and outcomes of student learning

understands, and applies where appropriate, current practices for

43

effective management from both within and beyond education

fulfils the role of chief executive to the board as outlined in the

performance agreement

reflects on own performance appraisal and demonstrates a

commitment to own on-going learning in order to improve

performance

Strategic

Management

understands the implications of New Zealand's changing cultural,

social and economic context and ensures that these changes are

reflected in the school's strategic planning

actively works towards the development of a shared vision for

the future of the school, which identifies priorities and targets for:

- addressing barriers to learning

- fostering high achievement of students

- employing teachers of the highest quality available

- focusing the school on continued improvement

makes progress towards achieving the vision through the

effective management of available resources

Dimension Standards

Staff Management staffs the school to support effective delivery of the curriculum,

the implementation of the charter and improved learning

outcomes for students

establishes procedures and practices to maintain and improve

staff effectiveness through appropriate recruitment, supervision,

performance management, provision of professional development

and encouragement of self-development

motivates and supports staff to improve the quality of teaching

and learning ·

Relationship

Management

fosters relationships between the school and its community

demonstrates an understanding of, and is responsive to, the

44

2.6.2 Professional Standards For The Superintendence “American Association of School Administrators 1993 “

To a great extent, the quality of America’s schools depends on the effectiveness of school

superintendents. These executives of our nation’s schools have complex leadership

responsibilities, and those who hold the position must be among the brightest and best our

society has to offer. Their vision and performance must focus on creating schools that will

inspire our children to become successful, caring Americans, capable of becoming

contributing citizens of the world.

The superintendence requires bold, creative, energetic, and visionary school leaders who

can respond quickly to a myriad of issues ranging from dealing with social changes, diverse

diverse concerns and needs of students, parents, staff, board,

community, government and non-government agencies

communicates effectively both orally and in writing to a range of

audiences

manages conflict effectively and actively works to achieve

solutions

represents the school and acts to achieve its objectives

·

Financial and

Asset Management

effectively and efficiently uses available financial resources and

assets to support improved student learning outcomes

operates an effective budget planning system and works within

available resources

works effectively and efficiently with the Board of Trustees in

controlling, monitoring and reporting on the use of finances and

assets

·

Statutory and

Reporting

Requirements

complies with all relevant statutes and regulations, and with

monitoring and reporting requirements

45

student populations, and demands for equity, to improving school quality for every child and

making effective use of new technologies.

General Professional Standards for the Superintendence: Effective superintendents

should meet and be able to demonstrate identified competencies and skills related to each of

the eight standards. These standards, grounded in the AASA guidelines, have been validated

through extensive research and collaboration with superintendent practitioners, professors of

educational administration, researchers, and other educational professionals. The knowledge

and skill areas of each standard lend themselves to performance data that can be gathered from

seminars, simulations, case studies, and other classroom or field based learning methods.

2.6.3 Other standards were demonstrated in this study but, I will just give an idea so I have chosen standard number one and eight as an example

Standard 1: Leadership and District Culture

Demonstrate executive leadership by developing a collective district vision; shape school

culture and climate; provide purpose and direction for individuals and groups; demonstrate an

understanding of international issues affecting education; formulate strategic plans, goals, and

change efforts with staff and community; set priorities in the context of community, student

and staff needs; serve as an articulate spokesperson for the welfare of all students in a

multicultural context.

Indicators. A superintendent should know and be able to:

· Formulate a written vision statement of future direction for the district.

· Demonstrate an awareness of international issues affecting schools and students.

· Promote academic rigor and excellence for staff and students.

· Maintain personal, physical, and emotional wellness.

· Empower others to reach high levels of performance.

· Build self-esteem in staff and students.

· Exhibit creative problem solving.

· Promote and model risk taking.

· Respect and encourage diversity among people and programs.

· Manage time effectively.

46

· Facilitate comparative planning between constituencies.

· Conduct district school climate assessments.

· Exhibit multicultural and ethnic understanding.

· Promote the value of understanding and celebrating school/community cultures.

Standard 8: Values and Ethics of Leadership

Understand and model appropriate value systems, ethics and moral leadership; know the

role of education in a democratic society; exhibit multicultural and ethnic understanding and

related behavior; adapt educational programming to the needs of diverse constituencies;

balance complex community demands in the best interest of the student; scan and monitor the

environment for opportunities for staff and students; respond in an ethical and skillful way to

the electronic and printed news media; and coordinate social agencies and human services to

help each student grow and develop as a caring, informed citizen.

Indicators. A superintendent should know and be able to:

• Exhibit multicultural, ethnic understanding and sensitivity.

• Describe the role of schooling in a democratic society.

• Demonstrate ethical and personal integrity.

• Model accepted moral and ethical standards in all interactions.

• Describe a strategy to promote the value that moral and ethical practices are established

and practiced in each classroom and school.

• Describe how education under girds a free and democratic society.

• Describe a strategy to ensure that diversity of religion, ethnicity, and way of life in the

district are not violated.

• Formulate a plan to coordinate social, health, and other community agencies to support

each child in the district.

2.7 Integrating, Implementing, and Measuring the Standards

The Commission realizes that few if any aspiring or practicing superintendents will

develop complete mastery of all eight of these standards. In reality, the standards should be

47

used as a guide for ongoing professional development for anyone preparing for or currently

holding a superintendence or other central office position.

While each standard calls for specialized knowledge and skills, some overlap naturally

exists. Therefore, universities, state agencies, local districts, professional associations, centers,

academies, study councils, and others who are engaged in the preparation and career

development of superintendents should encourage scholarly integration and application of the

concepts contained in each of the standards.

2.7.1 Putting them into Practice Superintendents should be able to demonstrate a scholarly grasp of the eight standards and

the more specific competencies and skills that accompany each of them.

The Commission recommends a two-step approach in putting these standards in to

operation:

First, these standards should influence preparation programs at universities and

professional/career development programs offered by other groups.

Second, a Standard Board might be appointed to establish these standards as a set of

credentials practicing superintendents may elect to acquire.

To build those dreams and help students realize them requires outstanding school and

community leadership. That leadership is only possible with the very best preparation, career

development, and certification programs for top school executives. Those programs should be

based on sound standards.

The Commission believes a much stronger emphasis will be needed in areas of executive

leadership such as finance, technology, communications, and other skills to help

superintendents become change agents for systemic improvement. A collaborative leadership

style will be basic to dealing with a growing trend toward school-based management and

decision making as school districts become increasingly decentralized and local schools

become more autonomous. At the same time, superintendents must demonstrate an

understanding of international developments that affect schools and student

48

2.7.2 Measurement and Evaluation of NPSSL: Self-Assessment helps teachers and school leaders to assess their skills and knowledge

and attitudes with regard to the national occupational standards. The aim of the self-

assessment is to assist leaders and teachers to know what criteria should be targeted for

development. This assessment also may include a detailed explanation of all the criteria

and a list of terms and record reflect each standards.

Here is a model to make the self-assessment.

Self assessment tool:

A Leader Self-Assessment Tool to Assist Reflection and Self-Improvement Planning:

National professional standards for school leaders covers the requirements for

leading and managing learning and teaching through creating learning environments that

maximize student outcomes, articulating high expectations, implementing national and

school-based curricula and offering and evaluating high quality learning and teaching.

School Leaders can use a leader self-assessment tool to assist reflection and self-

improvement planning to:

1. Improve their understanding of the National Professional Standards

2. Assist the process of reflection

3. Guide self-improvement planning

4. Fulfill the QORLA requirements of the self-review process for licensing

This tool is as follows:

Statement Indicators Always

Often Sometimes Never

49

Step Two:

1] In view of this self-assessment of your teaching performance against Standard 1 what

do you consider to be your obvious strengths?

________________________________________________________________________

________________________________________________________________________

2] What areas require improvement?

________________________________________________________________________

________________________________________________________________________

Step Three:Use the following table to determine priorities for your learning. [A

highlighting pen can be useful.]

Required Skills

This aspect of professional

practice requires knowledge and

understanding of and the ability to

apply:

Priority

A, B, C

Required knowledge

This aspect of professional

practice requires knowledge

and understanding of:

Priority

A,B,C

50

Required dispositions

This aspect of professional practice

requires a commitment to:

I am

strongly

committed.

I am

moderately

committed.

I am

uncertain.

This is

not part

of my

teaching.

Step Four:goal setting

In view of this comprehensive reflection and self-assessment, now write one to three

goals which will guide your learning and self-improvement for the next year. Remember

to make your goals SMART.

S – specific M – measurable A – achievable R – realistic T – time related

GOAL/S:

What steps do I need

to take to achieve this

goal?

What professional

development relates to

my goal?

Who can help me? What other resources

do I need?

What evidence will I

need to gather to show

my progress?

In conclusion, this chapter has shown the leadership and professional standard

literature in addition to an introduction to some experiences of the other countries in the

domain of professional standards for school leaders. Moreover, it demonstrates the most

prominent leadership theories, with special emphasis on the Transformational and

51

Contingency theories to show the relationship existing between such theories and the

NPSSL being implemented in Qatar. In the following chapter, the methodology of the

study will be illustrated to show the techniques through which the results are concluded

and explained. Furthermore, some illustrations will be given in the next chapter with

regard to the population, tool, design of the study and the ratification and the reliability of

the study tool.

52

Chapter Three

Methodology and Processes

This chapter describes the population of the study, its sample, its tools, its

psychometric characteristics (validity and reliability), and the general processes for the

application of the study.

3.1 Population of the Study

The Population of the Study is composed of all the leaders of independent schools in

Qatar for theacademic year 2009 - 2010, who are about 180 Leaders. Table No. 1 shows

the variables of the population according to qualifications, gender, and years of

experience.

Table No. 1

Distribution of the sample per variables

Gender Qualification 1-5 6-10 More than

10

Total

Masters and

above 0 1 10 11

Male

Bachelor degree 0 4 17 21

Masters and

above ٦ ٣ ٢ ١

Female

Bachelor degree 1 5 22 28

Total 2 12 52 66

3.2 Study tools

The current study included a single tool; scale of Qatari professional standards for

school leaders, which have been developed in accordance with the following steps:

− The study tool was developed based on the Qatari occupational and professional

standards for school leaders, as issued by the Supreme Education Council in

53

Qatar. They include six dimensions; education leadership in the school

community and management, drafting school strategic vision, mission and goals

and their dissemination to the community, leading teams and individuals and their

development, developing the relationship between the school and community,

preparation and management of resources, and deliberation, evaluation and

improvement on leadership; reference is made to these 6 dimensions in Annex

No. 1

− A pool of paragraphs was made and used as indicators for each dimension and

mapped into a subdivision, depending on the basic skills of the leader of

education within each domain

− These paragraphs have been distributed on a five-scale assessment (with a very

few, few, moderate, significant, and very significant degrees). Table No. 2 shows

the dimensions of the tool and the number of items belonging to each dimension

Table No. 2

Leaders' performance of Qatari National and Professional Standards

No. Dimension # of

Paragraphs

1 Education leadership and management in school community 18

2 Strategic vision, mission and goals of the school and their

dissemination in community

12

3 Leadership and management of individuals and teams 14

4 School community relationship development and management 13

5 Development and management of resources 15

6 Leadership deliberation, evaluation and improvement 13

Total 85

54

Scale correction

This five-grade scale of Likert is used so as to give each of these paragraphs the

following positive weights: (5) very high level of skills, (4) high level of skills, (3)

moderate level of skills, (2) low level of skills, and (1) very low level of skills.

3.3 Study ratification and reliability

3.3.1 Reliability of study tool

Reliability of study tool was verified in two ways: arbitrators' reliability and structure

reliability, as detailed here follows:

Arbitrators' Reliability

To verify the veracity of the tool of the study, it has been presented to five arbitrators

with expertise and efficiency in education and educational administration, and their views

have been reviewed, studied, and some amendments were made to certain paragraphs, as

to the accuracy of the language, clarity of the paragraphs, convenience for the purpose for

which they were developed. Consequently, the necessary adjustments based on feedback

were made, the scale kept the number of paragraphs as 85 paragraphs, distributed on six

dimensions as indicated in Annex No. 3.

Structure Reliability

Structure reliability was verified by finding the correlation coefficients between

scores and grades to the paragraphs and to the areas to which they belong. Table No. 3

shows these results:

55

Table No. 3

Reliability of study tool significance using correlation coefficients between scores on

paragraphs and scores of areas

Area Paragraph

No.

1st

area

2nd

area

3rd

area

4th

area

5th

area

6th

area

1. *0.86

2. *0.83

3. *0.76

4. *0.68

5. *0.77

6. *0.68

7. *0.73

8. *0.82

9. *0.77

10. *0.78

11. *0.75

12. *0.49

13. *0.72

14. *0.71

15. *0.80

16. *0.81

17. *0.47

Education

leadership

and

manageme

nt in school

community

18. *0.84

19. ٨0.64

20. *0.73

21. *0.56

22. *0.61

23. *0.69

24. *0.69

Strategic

vision,

mission

and goals

of the

school and

their 25. *0.78

56

26. *0.61

27. *0.56

28. *0.64

29. *0.64

disseminati

on in

community

30. *0.80

31. *0.75

32. *0.82

33. *0.83

34. *0.62

35. *0.78

36. *0.77

37. *0.83

38. *0.79

39. *0.72

40. *0.67

41. *0.72

42. *0.57

43. *0.65

Leadership

and

manageme

nt of

individuals

and teams

44. *0.75

45. *0.85

46. *0.80

47. *0.74

48. *0.78

49. *0.63

50. *0.72

51. *0.79

52. *0.69

53. *0.72

54. *0.72

School

community

relationship

developme

nt and

manageme

nt

55. *0.75

57

56. *0.72

57. *0.77

58. *0.83

59. *0.79

60. *0.81

61. *0.84

62. *0.75

63. *0.57

64. *0.72

65. *0.62

66. *0.87

67. *0.67

68. *0.87

69. *0.56

70. *0.57

71. *0.80

Developme

nt and

manageme

nt of

resources

72. ٨0.79

73. *0.72

74. *0.81

75. *0.56

76. *0.80

77. *0.79

78. *0.80

79. *0.80

80. *0.64

81. *0.81

82. *0.77

83. *0.77

84. *0.82

Leadership

deliberation

, evaluation

and

improveme

nt

85. *0.78

58

**: Statistical indicator at the level of αααα = 0.01

Table 3 indicates the correlations of each paragraph against its area which recorded a

statistical indication of 0.01 or less, thus establishing the reliability of the study tool.

Also, the matrix of correlations of scores to areas, composing the study tool and the

entire tool; table no. 4 shows these results:

Table No. 4

Matrix of correlations of scores to areas, composing the study tool and the entire

tool

Total 1st 2nd 3rd 4th 5th 6th Total

1st - **0.70 **0.73 **0.77 **0.66 **0.78 **0.88

2nd - **0.82 **0.74 **0.70 **0.67 **0.87

3rd - **0.78 **0.56 **0.70 **0.86

4th - **0.78 **0.86 **0.92

5th - **0.77 **0.85

6th - **0.90

**: Statistical indicator at the level of α≥ 0.001

Table no. 4 shows that the correlation coefficients between the sub-areas of study, are

all statistical indicators at the level of (α ≥ 0.001), correlations were also sub-areas of the

tool were statistical function, which is another indication of the reliability of the tool

structure.

59

3.3.2 Reliability of the study tool

The stability of the study tool was verified in two ways: internal consistency by

finding coefficient Kronbach alpha, and adjusted split-half by Spearman - Brown

correlation coefficients; Table No. 5 shows the following results:

Table No. 5

Stability coefficients of the subdivisions of the study tool by Kronbach alpha

and split-half

Area Kronbach alpha Split-half

1st 0.95 0.93

2nd 0.91 0.9

3rd 0.95 0.9

4th 0.93 0.76

5th 0.95 0.9

6th 0.94 0.91

Entire scale 0.99 0.97

Table No. 5 shows that the total stability coefficient of the study tool was 0.99 on

Kronbach alpha, and 0.97 on split-half. Moreover, the stability coefficients of the tool

areas ranged between 0.91 and 0.95 on Kronbach alpha, and between 0.76 and 0.93 on

split-half; all of which are suitable for the study tool.

3.4 General study processes:

Study processes were implemented as per the following:

− Obtaining the approval of the Board of Education in Qatar to conduct the study

(Annex No. (3))

− Address the managers and their deputies by official letters from the researcher

including the tool and instructions to answer it; the study tools was sent by mail

and shall be returned by hand (Annex No. (4))

60

− Study tool was recovered by registered mail, or received by the population of the

study

− Check and review the tools, received by respondents to make sure that they were

filled in correctly; 5 questionnaires were deleted for incompliance with

instructions

− Data was entered on the computer

− Conduct statistical processing

− Extract and discuss results, and propose recommendations

3.5 Study Design

The current study is designed on the model of a survey, which included the following

independent variables:

Gender: males and females

Qualifications: Master's degree and above, and BA

Years of Experience: 1-5, 6-10 and more than 10 years

Dependent variables: the application of national professional standards, by the

leaders of independent schools in Qatar as embodied in the following six dimensions

Education leadership and management in school community, Strategic vision, mission

and goals of the school and their dissemination in community, Leadership and

management of individuals and teams, School community relationship development and

management, Development and management of resources, and Leadership deliberation,

evaluation and improvement, which would be expressed by the scores they get from this

study.

3.6 Statistical processing

To answer the first question, averages and standard deviations of scores for members

of the study were registered. To answer this question, averages and standard deviations to

the degrees of educational leaders in the study sample were registered and benchmarked

to the following predefined criteria to determine the application of each area of the study;

table No. 6 shows the following.

61

Table No. 6

Criteria of deciding the degree of implementation of each paragraph of the study

tool

Accordingly the criteria to measure the degree of implementing each area of the study

tool is as follows in Table No. 7:

Table No. 7

Criteria to measure the degree of implementing each area of the study tool

Degree of

implementation Low Medium High

1st 18-<47 47-<62 62-<90

2nd 12-<32 32-<42 42-<60

3rd 14-<37 37-<48 48-<70

4th 13-<34 34-<45 45-<65

5th 15-<40 40-<52 52-<75

6th 14-<34 34-<45 45-<65

Entire scale 85-<222 222-<291 291-<425

To answer the second question of the study, averages and standard deviations to the

degrees of educational leaders in the study sample on each area of study and the tool in

full were made as per the gender, and then extract the test results (v) for independent

samples to detect significant differences between the averages.

To answer the third question, averages and standard deviations to the degrees of

educational leaders in the study sample on each area of study and the tool in full

according to the scientific qualification were calculated, and then extract the test results

(v) for independent samples to detect significant differences between the averages.

Value 1.00-<2.61 2.62-<3.42 3.43 –

5.00

Degree of

implementation Low Medium High

62

To answer the fourth question of the study, averages and standard deviations to the

degrees of educational leaders in the study sample on each area of study and the tool in

full according to the number of years of experience were calculated, the results of the

One-Way ANOVA were extracted.

After statistical analysis of the study data in this chapter. The results will be

presented and discussed in the next chapter.

63

Chapter Four

Results of the Study

The present study aims at finding out to what extent the leaders of independent

schools in Qatar apply the curricula standards as well as measuring the effect of this

application on their educational and administrative efficiency development. This head

question has led to the following sub- questions:

Q 1: How far do the leaders of education in independent schools in Qatar apply

the professional standards as well as the sub- areas of these standards?

To answer this question, we’ve included the means and standard deviations of the

education leaders in the sample of the study on each area concerned with its tool and

with the study as a whole. The degree of application has been estimated according to the

previously specified measures (scrapers). Table number (6 ) below shows these results:

Table (6)

Means and standard deviations of the individuals included in the samples of the

study on each field of the study tool and on it as a whole:

S. number Area Number of

pieces Mean

Standard

deviation

Degree of

application

1 first 18 76.28 11.41 Great

2 second 12 48.76 8.89 Great

3 third 14 59.97 9.94 Great

4 fourth 13 56.00 8.26 Great

5 fifth 15 64.52 12.29 Great

6 sixth 13 57.29 8.02 Great

total 85 362.74 51.71 Great

From table (6) we notice that the degree of independent school education leaders’

application of professional standards was great in all areas of the study tool and in the

study as a whole.

It is also noticed, through table 6 that :

64

1. Education Leadership and Management of the School Community comes in the

first area. The mean there reaches up to (76.21) with a standard deviation of

(1.41). This is the highest mean ever found and came in the first position. Its

application degree by school leaders was great in accordance with the judge

standard (90>-62).

2. The fifth area of professional standards named as: Resources Preparation and

Management came in the second position. Its mean piled up to (64.52) with a

standard deviation of (12.29) and its application degree was great according to the

judge standard (75>-52).

3. The third area of professional standards named as: Groups and Individuals

Leading and Development came in the third position with a mean of (59.97) and a



4. The sixth area of professional standards named as: Reflection on Leadership for

Assessment and Improvement came in the fourth position with a mean of (57.29)

and a standard deviation of (8.02) and its application degree was great according

to the judge standard (65>-45).

5. The fourth area of professional standards for independent school leaders named

as: Improvement and Management of Relations Between School and Society

came in the fifth position with a mean of (56.00) and a standard deviation of

(8.26) and its application degree was great according to the judge standard

(65>-45).

6. The second area of professional standards for independent school leaders named

as: The Strategic Vision of the School Objectives and Message and Spreading it

in Society came in the sixth and last position with a mean of (48.76) and a



Q2-Are there any differences of statistical indications at the level ( α)in the

degree of curricula standards application in the independent schools in Qatar that

are related to the different gender of the education leader (male or female)?

65

To answer this question I’ve calculated the means and standard deviations of

education leaders in a study sample on each field of the study tool and on the study as a

whole according to the gender. Then the results of the independent sample of test(T)

were studied to show the difference between means indicators. Table (70) shows these

results:

Table (7)

Means and standard deviations of the education leaders’ degrees in the areas of the

study tool and in it as a whole according to the leaders’ gender and to the results of

independent sample of test(T) to illustrate the difference between means.

Area Gender Number Means Standard

deviations

Degree of

(T)

Level of

indicator

male 32 76.50 9.55 First

female 34 75.94 13.07 0.20 0.844

male 32 47.84 8.69 Second

female 34 49.62 9.12 0.81 0.422

male 32 60.03 8.82 Third

female 34 59.91 11.02 0.05 0.962

male 32 56.59 6.14 Fourth

female 34 55.44 9.91 0.56 0.575

male 32 64.16 13.06 Fifth

female 34 64.85 11.70 0.23 0.820

male 32 57.22 5.74 Sixth

female 34 57.35 9.79 0.07 0.946

male 32 362.34 41.16 All areas

female 34 363.12 60.62 0.06 0.952

It is noticed through table (7) there are no differences of statistical indication at level

(0.05≥α ) of the total curricula standards tool and of each area in its sub- fields that may

be caused by gender difference in case the value of (T) in each has no statistical

indication.

It is well noticed through table (7) that:

66

1. The first area “Education Leading and Management in the School Community

“ mounts up to (0.20) value of (T) at the indication level of (0.844). This has

no statistical indication which means that there is no difference between

leaders’ gender, male or female.

2. The second area which is known as “The Strategic Vision of the School

Objectives and Message and Spreading it in the Society” had a (0.81) value of

(T) calculated to a standard deviation of (0.422. This means that there is no

difference between leaders’ gender, male or female.

3. The third area “Group and Individual Leading and Development” had a (0.05)

value of (T) calculated to a standard deviation of (0.962). This means that

there is no difference between leaders’ gender, male or female.

4. The fourth area “Relation Between School and Society and its Management”

had a (0.56) value of (T) calculated to a standard deviation of (0.575). This

means that there is no difference between leaders’ gender, male or female.

5. The fifth area known as “Resources Preparation and Management” got a

(0.23) value of (T) calculated to a standard deviation of (0.820). This means

that there is no difference between leaders’ gender, male or female.

6. The sixth area which is known as “Reflection on Leadership for Assessment

and Improvement” got a (0.07) value of (T) calculated to a standard deviation

of (0.946). This also means that there is no difference between leaders’

gender, male or female.

*The value of (T) which was calculated out of the total degree came (0.06) with a

standard deviation of (0.952). This, as well, means that there is no difference between

leaders’ gender, male or female according to the total degree.

Q3 : Are there any differences of statistical indications at level ( α) in the

professional standards application degree that can be attributed to the variable of

academic degrees ( qualifications) (Masters and above, and Bachelor)?

To answer this question, I’ve got the means and curricula deviations of education

leaders’ degrees in the study sample on each of the study tool areas and on it as a whole

67

regarding the academic degree. Then, the results of (T) test of independent samples to

display the indicators of differences between the means.

Table (8) illustrates these results.

Means and standard deviations of education leaders’ degrees in the areas of the study

tool and in it as a whole according to academic degree of the leader and the results of test

(T) of the independent samples indicating the differences between means:

Table (8)

Area Academic

degree Number Means

Standard

deviations

(T)

value

Indication

level

Masters &

above 17 79.12 5.62

First

Bachelor 49 75.20 12.72

1.72 0.090

Masters &

above 17 51.29 8.68

Second

Bachelor 49 47.88 8.88

1.38 0.174

Masters &

above 17 60.24 11.48

Third

Bachelor 49 59.88 9.48

0.13 0.899

Masters &

above 17 56.76 3.91

Fourth

Bachelor 49 55.73 9.32

0.63 0.531

Masters &

above 17 66.29 10.90

Fifth

Bachelor 49 63.90 12.78

0.69 0.493

Masters &

above 17 58.12 3.69

Sixth

Bachelor 49 57.00 9.07

0.71 0.481

Masters &

above 17 371.82 33.90

All areas

Bachelor 49 359.59 56.55

0.84 0.405

68

It’s noticed from table (8) that there are no statistical indicating differences at the

level (0.05≥α ) concerning the total tool of professional standards and each area of its

sub- fields that may be due to academic degree the education leader has. This is because

(T) value in each area has no statistical indication.

It is noticed from table (8) that:

1. The first dimension “Education Leading and Management in the School

Community” got a (1.72) value of (T) calculated to a standard deviation of

(0.090). This means that there are no differences of any statistical indications

between the school leaders who have the Masters Degree and those who only

have the Bachelor Degree.

2. The second dimension “Strategic Vision of the School Objectives and

Message and Spreading it in the Society” had a (1.38) value of (T) calculated

to a standard deviation of (0.174). This means that there are no differences of

any statistical indications between the school leaders who have the Masters

Degree and those who only have the Bachelor Degree.

3. The third dimension “Group and Individual Leading and Development” got a

(0.13) value of (T) calculated to a standard deviation of (0.899). This means

that there are no differences of any statistical indications between the school

leaders who have the Masters Degree and those who only have the Bachelor

Degree.

4. The fourth dimension “Managing and Developing Relation Between the

school and the Society” got a (0.63) value of (T) calculated to a standard

deviation of (0.531). This means that there are no differences of any statistical

indications between the school leaders who have the Masters Degree and

those who only have the Bachelor Degree.

5. The fifth dimension “Resources Preparation and Management” got a (0.69)

value of (T) calculated to a standard deviation of (0.493). This means that

there are no differences of any statistical indications between the school

leaders who have the Masters Degree and those who only have the Bachelor

Degree.

69

6. The sixth dimension “Reflection on Leadership for Assessment and

Improvement” got a (0.71) value of (T) calculated to a standard deviation of

(0.481). This means that there are no differences of any statistical indications,

either between the school leaders who have the Masters Degree and those

who only have the Bachelor Degree.

*The value of (T) which was calculated out of the total degree came (0.84) with a

standard deviation of (0.405).. This means that there are no differences of any statistical

indications , either between the school leaders who have the Masters Degree and those

who only have the Bachelor Degree.

Q4: Are there any differences of statistical indications at level ( α)of the

professional standards application degree that can be attributed to the variable of

experience (1 – 5 years, 6 -10 years, more than 10 years)?

To answer this question, I’ve got the means and curricula deviations of education

leaders’ degrees in the study sample on each of the study tool areas and on it as a whole

regarding the number of experience years. I’ve got the One-way ANOVA analysis and

Table (9) illustrates these results.

Table (9)

Means and standard deviations of the education leaders’ degrees in each area of the

study tool and in it as a whole regarding years of experience:

Area Age level Number Mean Standard

deviation

1-5 years 2 71.00 11.31

6-10 years 12 74.92 8.51

Over 10 years 52 76.71 12.09 First

All 66 76.21 11.41

1-5 years 2 51.00 12.73

6-10 years 12 46.75 6.86

Over 10 years 52 49.13 9.28 Second

All 66 48.76 8.89

Third 1-5 years 2 56.50 9.19

70

6-10 years 12 57.33 6.56

Over 10 years 52 60.71 10.60

All 66 59.97 9.94

1-5 years 2 52.50 7.78

6-10 years 12 54.33 4.91

Over 10 years 52 56.52 8.89 Fourth

All 66 56.00 8.26

1-5 years 2 61.50 13.44

6-10 years 12 58.33 13.67

Over 10 years 52 66.06 11.70 Fifth

All 66 64.52 12.29

1-5 years 2 52.00 1.41

6-10 years 12 57.00 4.81

Over 10 years 52 57.56 8.71 Sixth

All 66 57.29 8.02

1-5 years 2 344.50 55.86

6-10 years 12 348.67 34.55

Over 10 years 52 366.69 54.89 All areas

All 66 362.74 51.71

It is noticeable through Table (9) that there are apparent differences between means

according to the variable of a leader’s years of experience. To point out the indication of

these differences , I’ve got the results of the One –way ANOVA analysis. Table (10)

shows these results.

71

Table (10)

The results of the One- Way ANOVA that reveal the indication of the effect of year-

experience number on the degree of education leaders’ application of curricula standards

in the sample of my study:

Area Sources of

variation

Number of

squares

Degree of

freedom

Average

of squares (v) value

Indication

level

Between

groups 87.44 2 43.72

First

In groups 8381.59 63 133.04

0.33 0.721

Between

groups 65.81 2 32.91

Second

In groups 5070.31 63 80.48

0.41 0.666

Between

groups 136.10 2 68.05

Third

In groups 6285.84 63 99.78

0.68 0.509

Between

groups 71.85 2 35.93

Fourth

In groups 4358.15 63 69.18

0.52 0.597

Between

groups 600.49 2 300.25

Fifth

In groups 9213.99 63 146.25

2.05 0.137

Between

groups 60.70 2 30.35

Sixth

In groups 4124.83 63 65.47

0.46 0.631

Between

groups 3854.38 2 1927.19

All areas

In groups 169936.24 63 2697.40

0.71 0.493

72

We can notice from Table (10) that there are no differences of any statistical

indications at the level of the indicator ( α) in all the tool of the study or in any of its

sub- areas that may be due to an education leader’s years of experience. This is because

the value of (v) was not an indicator of statistical nature in any of them.

It is noticed from table (10) as well that :

1. For the first dimension ,“Education Leading and Management in the School

Community” the value of (F) mounts up to (0.33) with a standard deviation of


between the leaders who have (1 – 5 years of experience) and ( 6 – 10 years of

experience ) and those who have ( more than 10 years of experience ).

2. As for the second dimension, “Strategic Vision of the School Objectives and

Message and Spreading it in the Society”, the value of (F) mounts up to (0.41)

with a standard deviation of (0.666). This means that there are no differences of

any statistical indications between the leaders who have (1 – 5 years of

experience) and ( 6 – 10 years of experience ) and those who have ( more than 10

years of experience)

3. Concerning the third dimension,” Group and Individual Leading and

Development”, the value of (F) mounts up to (0.68) with a standard deviation of



experience ) and those who have ( more than 10 years of experience).

4. For the fourth dimension, “Managing and Developing Relation Between the

school and the Society”, the value of (F) mounts up to (0.52) with a standard

deviation of (0.597). This means that there are no differences of any statistical

indications between the leaders who have (1 – 5 years of experience) and ( 6 – 10

years of experience ) and those who have ( more than 10 years of experience).

5. Concerning the fifth dimension,” Resources Preparation and Management”, the

value of (F) mounts up to (2.05) with a standard deviation of (0.137). This means

that there are no differences of any statistical indications between the leaders who

have (1 – 5 years of experience) and ( 6 – 10 years of experience ) and those who

have ( more than 10 years of experience).

73

6. As for the sixth dimension,” Reflection on Leadership for Assessment and

Improvement”, the value of (F) mounts up to (0.46) with a standard deviation of



experience ) and those who have ( more than 10 years of experience).

*The value of (F) which was calculated out of the total degree came (0.71) with a

standard deviation of (0.493).. This means that there are no differences of any statistical

indications , either between the school leaders who have (1 – 5 years of experience) and (

6 – 10 years of experience ) and those who have ( more than 10 years of experience).

CONCLUSION OF CHAPTER (4):

The present study aimed at knowing the extent to which the leaders of independent

schools in Qatar apply the professional standards and measuring the effect of their

application on developing their educational and administrative efficiency.

This main question led to four other sub. Questions that came as follows:

*QUESTION ONE: To what extent do the independent school leaders in the state of

Qatar apply the professional standards as well as all of their sub areas ?

The result of this question showed that the degree of the independent school leaders’

application of the professional standards was great in all fields of the study tool and in the

study as a whole.

*QUESTION TWO: Are there any differences of any statistical indications at the

level ( α) in the degree of professional standards’ application in independent schools

in the state of Qatar that can be attributed to the difference in the educational leaders’

gender; male or female?

The result of this question showed that there are no differences of any statistical

indications at the level (0.05≥α ) in the total curricula standards’ tool or in all sub areas of

the study tool as the value of (T) in each of them had no statistical indication at all.

*QUESTION THREE: Are there any differences of statistical indications at level

( α) in the professional standards application degree that can be attributed to the

variable of academic degrees ( qualifications) (Masters and above, and Bachelor)?

74

The result has shown that there are no differences of any statistical indications at the

level (0.05≥α ) in the total curricula standards’ tool or in all sub areas of the study tool

that can be attributed to the difference in the academic degrees ( qualifications) (Masters

and above, and Bachelor) the educational leaders have. This is because the value of (T)

in each of them didn’t have any statistical indication.

*QUESTION FOUR: was as follows: Are there any differences of statistical

indications at level ( α)of the professional standards application degree that can be

attributed to the variable of experience (1 – 5 years, 6 -10 years, more than 10 years)?

The results have shown that there are no differences of any statistical indications at

the level (0.05≥α ) in the total curricula standards’ tool or in all sub areas of the study tool

that can be attributed to the difference in the variable of experience (1 – 5 years, 6 -10

years, more than 10 years). This is because the value of (T) in each of them didn’t have

any statistical indication.

The details of these results will be discussed thoroughly in chapter 5.

75

Chapter Five

Discussing the Results and Recommendations

Discussing the Results

This study was after investigating the extent to which education leaders in Qatari

independent schools apply the professional standards as well as measuring the effect of

application on improving the leaders’ educational and administrative efficiency.

Thus, I could reach the following results:

Question one: To what extent do education leaders in Qatari independent schools

apply curricula standards and all their sub- areas?

The results of question one analysis proved that the degree of education leaders in

independent schools application of curricula standards was great in all its six areas

represented in:

1. Leading the educational process in the scholastic community and administrating

it,

2. Strategic vision of the school, its message (its concern ) and its goal and

spreading that in the society,

3. Leading individuals and groups and developing them,

4. improving the relation between the school and the society and administrating it

well,

5. Preparing resources and administrating them well,

6. And reflecting on leadership for assessment and improvement

This result can be due to the fact that school leaders in independent schools in Qatar

are selected according to great considerations of degree of qualification, experience in the

field of school management and administration besides qualification programs for

education leaders provided by the supreme council of qualification in Qatar. These

programs are intended to improve their efficiency to the best possible level of

development in the field of curricula standards application by education leaders. This

76

result can be due to another fact; that is the supervising committee (agency) aiming at

ensuring that educational programs are heading for achieving the expected goals of


Perhaps, the fact that the experience is new has created an inner motive for the

leaders. This has persuaded them to exert their utmost to guarantee its success through

careful and balanced application of the standards at the highest degree of perfection. On

the other hand, there is another outer motive which is represented in the unlimited

support the supreme council of education in Qatar provides concerning the adoption of

new trends of school management and administration according to standards.

As the State of Qatar is open to the modern experiences in the field of scholastic

leadership and administration, this has helped to widen the cultural concept of

educationalists’ sector in the state of Qatar. This, in turn, has been reflected well on good

acceptance of the independent schools project which has led to attracting well qualified

persons to work and innovate in the schools.

This result can also be attributed to the fact that selecting independent school leaders

in Qatar has led to great challenges inside the leaders themselves . Existence of great

internal motives and high degree of cautiousness to succeed has formed strong response

to self proof inside the leaders.

Providing high degree of both financial and administrative freedom enabled these

leaders to shoulder their responsibilities towards alert planning for administrating both

human and financial resources effectively. This has helped them to assure their self

existence in an effective academic manner. Add to this , the safe , encouraging

environment the leaders have with its both materialistic and spiritual meaning has paved

the way for them to innovate and create in achieving the independent schools vision,

message and goals in the state of Qatar.

This partly agrees to the study done by (Perusse, Goodnough, Donegan & Jones

2004) as its results showed differences of statistical indication between school guides in

primary schools and those in secondary schools concerning the degree of their realization

of professional standards for school guidance. Primary school guides showed more

interest in the field of personal and social development whereas the guides in secondary

schools showed more interest in the field of professional development. These attitudes

77

were different from those of primary and secondary schools directors. The results have

shown no differences between the response of the four sample groups to the amount of

adequacy of each specified task in the field of school guidance. Generally speaking, it

has been proved that there are differences of statistical indication between the response of

primary school guides and directors and secondary school guides and directors in most of

the tool fields.

This also agrees to the study done by (Brown,2005) which has revealed information

on the following sides of performance management in primary schools:

a) what performance management means and its goals in primary schools,

b) learning and training in performance management,

c) forming the content and the goals for performance management,

d) measuring directors’ and teachers’ performance,

e) the effects performance management can have on teachers and professional

development and

f) the approaches concerning matching payment with performance.

The result of this study also matches the study done by (Catano, Williamsburg &

Strange,2007) which showed that the school sector concentrates on educational

leadership, organizing administration and the relations with the local society concerning

main evaluation tools in a way that reflects and the common expectations of directors in

education directories ,with the state and the professional standards.

It matches the study done by (Al- Belbisi,2007) that showed that the degree of

practicing leading tasks by the directors and directresses of governmental secondary

schools in the West Bank governorates was great .The percentage of responding to the

full mark has mounted up to (%78.2).

It also matches the study done by ( Al- Hedhibi,2007) which showed differences of

statistical indication between the members included in the study according to the variable

of years of experience.

In the current work , the degree of importance of providing leading efficiency for

educational supervision directors and the high degree of efficiency education supervisors

practice their tasks is decided.

78

The study matches that one done by (Al Shehri, 2008) where the results proved that

professional efficiencies are plentiful in school administration supervisors at high degree.

The efficiency of both personal efficiency and educational supervision efficiency came in

the first place as far as the degree of importance is concerned. On the other hand, the

efficiency of organization and coordination came in the last place from the study sample

point of view.

The result of this study is different from that of (Shafi’s,2001) which generally

proved that the ability of school directors to achieve the professional standards was very

low especially as far as using developed technology was concerned . It showed that their

work was limited to administrative jobs and that they were not given privileges, had poor

contact with the local community, had poor human and material potentialities that did not

help improve the educational programs, lacked the effectiveness of smart questioning

program and were short of training programs for directors.

It also came different from the result of the study done by (Militello, Warren,

Fusarelli and Alsbury,2009) which showed that there is a gap and areas of weakness in

the degree of school directors’ practice of professional standards.

Question Two; Are there any statistical indicative differences at level ( α)

in the degree of professional standards application in independent schools in Qatar

State that can be caused by the variable of an education leader’s gender (male or

female)?

The results of test (T) for independent samples showed that there are no differences

of statistical indicators between means according to the variable of the education leader’s

gender (male or female) at level ( α) on the whole tool of professional standards and

on each of its sub- areas that can be the result of gender difference. This is because the

value of (T) in each of the samples was not of any statistical indication.

This result can be due to the fact that both male and female independent school

leaders in Qatar are selected according to the same standards (scrapers) and the same

conditions are applied to both genders. Maybe the unified type of training the school

leaders of both genders are submitted to has had an important role that led to this result.

Another cause can be the fact that both curricula and leaders standards are unified for

79

both genders in Qatar. So it is not strange that both male and female leaders are busy

working on achieving them according to a unified vision especially if we know that the

authority in charge of supervision and assessment is the same represented in the supreme

council of education in Qatar.

This result can be attributed to the availability of a group of institutions derived from

the council of education in Qatar. These institutions have shouldered the responsibility of

observing the extent of achieving the professional standards by school leaders of both

genders via a bureau specialized in professional licenses and demands school leaders to

apply leaders’ standards accurately. This has enhanced school leaders of both genders to

get involved in professional standards in performance and in approach.

One of the reasons that explain this result may be the existence of a degree of co-

operation and coordination among the school leaders of both genders. Co-operation

between them is clear in their planning for starting workshops for training in the field of

professional development of teachers and coordinators ,both males and females. And

setting up various academic exhibitions and cultural and technological competitions has

helped a lot.

This result can be attributed to the accurate analyses of the independent school goals

and ends in the state of Qatar has proved common interests between them concerning

vision, message and goals. This constitutes a kind of positive integration among leaders

of independent schools.

Perhaps the common cultural and social factor among the leaders of both genders has

a vital role in erasing any difference of statistical indication between male and female

leaders of the schools. As most of them are of Qatari nationality and live in a similar

cultural and social environment, this reflects an amount of equality in performance of

both genders. Maybe the existence of this factor among the leaders of independent

schools has increased their willingness to shoulder responsibilities. This has also

enhanced their efficient performance in application of professional standards.

The result of this study matches that of (Al Belbisi’s,2007) which showed no

statistically indicating differences at the level of the indicator ( ) ,concerning

the degree of practicing leadership tasks by governmental secondary school directors and

80

directresses in the governorates of the West Bank , that could be attributed to the gender

variable except in the field of human relationships where the difference was for males.

Question Three: Are there any differences of statistical indications at level

( α)of the professional standards application degree that are due to the

variable of academic degrees ( qualifications) (Masters and above, and Bachelor)?

The results of test (T) for independent samples showed that there are no differences

of statistical indicators between means according to the variable of the education leader’s

academic degree at level (0.05≥α ) on the whole tool of professional standards and on

each of its sub- areas that can be the result of academic degree difference. This is because

the value of (T) in each of the samples was not of any statistical indication.

This result can be attributed to the fact that both Masters degree and above holders

and Bachelor degree holders are equal in efficiency in managing independent schools

through their understanding of the professional standards. This is because application of

the professional standards needs some sort of applicatory measures more than theoretical

academic knowledge. Besides, leaders’ standards in Qatar are new which means that they

have never been taught in universities neither at Masters nor Bachelor levels.

This result can also be attributed to the positive spirit of competition between

education leaders, both Masters and Bachelor holders, in achieving professional

standards. This is the spirit that led them to real devotion to make the project of

independent schools in Qatar state a success so that it can be a leading god model in the

Middle East area.

This result can be attributed to providing an amount of co-operation and

consolidation among both holders of bachelor degree and masters and above degree.

They co-operate in planning for many celebrations and activities held in the independent

schools in a common way. This leads to melting the differences among them if found.

The unified educational policy adopted by education counsel in Qatar towards

schools may have an effective role in having no differences of any statistical indications

between leaders who hold bachelor degree and their mates who hold the masters degree.

This leads them to achieving similar outcomes to some extent.

81

The kind of training and professional development which the leaders receive from the

educational counsel may be another explanation of the equality of both teams in their

leadership, administration and education performance in independent schools.

Moreover, the leaders’ involvement in practical applicatory processes has paved the

way for the existence of more skills in practice and application than in theory . So, it is

not strange that both bachelor and masters –above holders direct most of their attention

and energy to achieving their goals and their ends effectively.

Besides, the availability of educational programs that meet training needs for

independent school leaders and are, at the same time, continuous and integral helped to

bridge the gap between the leaders with long experience and those with modest

experience in the field of leadership and administration.

Plentiful information technology existence at the present time and the amount of care

the supreme counsel of education in Qatar gives to providing the internet service for all

independent schools in general and for school leaders in particular may have had a great

role in the process of education development. This is because they are expected to keep

on contact with the spontaneous flow of information, both in amount and quality. This

certainly enables them to update their information and their knowledge deeply as this

leads them to effective performance and vital practice in their application of professional

standards. This is positively reflected on their Schools’ outcomes.

This result can be attributed to the presence of a high degree of scientific and

academic awareness, on part of the school leaders, of the importance of having

professional standards available for independent school leaders in Qatar. This has led

them to adopt these standards, in form and meaning, and apply them in all their

leadership, administration and technical performances. This had its positive influence and

reflection on achieving their school visions.

The result matches the study done by (Askar,2003) which showed no statistically

indicating differences between the responses of school administration supervisors and

school directors in primary schools that can be based on the variable of academic degree.

The result of this study applies to the result of ( Al Belbisi’s study,2007) which

pointed out that there are no differences of statistical indication at the level of indicator

82

( in the degree of government school directors and directresses’ practice of

leading jobs in the West Bank that can go back to the academic degree variable.

On the other hand, the result of this study does not match the results of (Al Shehri

study,2008); as the latter showed some differences of statistical indications in

determination of the degree of importance among the individuals of the study sample on

basis of the academic degree variable in favour of the higher one.

Question 4: Are there any differences of statistical indication at level ( α)

in the degree of professional standards’ application that can be attributed to the

variable of years of experience (1 – 5 years, 6 -10 years, over 10 years)?

The results of One –way ANOVA analysis of education leaders ‘ degrees in the

sample of the study on each of the study tool areas and on it as a whole, in accordance

with years of experience (1 – 5 years, 6 -10 years and over 10 years ), showed that there

are no differences of statistical indication at the level(0.05≥α ) on the study tool as a

whole and on each of its sub –areas that can be the result of the number of an education

leader’s years of experience. This is because the value of (v) was not statistically

indicating in either of them.

This result can be attributed to many reasons; some of which are :

1) The Supreme Council of Education in Qatar has contributed greatly to that by

holding training programs which enabled the independent school leaders to have

very good awareness of the tools of application at a high degree.

2) The degree (level) of motivation which the independent school leaders have and

which led them to putting the standards into effect, in the most possible ideal way,

at work.

3) Perhaps, the observatory role played by the assessment agency belonging to the

Supreme Council of Education in Qatar has a great effect. This is because the

assessment programs which the agency provides make school leaders very careful

about the importance of standards application to a great extent. This is due to their

great interest in achieving the expected goals from the independent school project

in Qatar.

83

4) Smart questioning of independent school leaders may have a role to play in

making the professional standards achievable for independent school leaders.

5) The factor of giving school leaders the required privileges may have an

outstanding role in the levels of their achievement of the professional standards.

6) Clearness of the national professional standards to education leaders and the

improbability of being misunderstood by them can be one of the possible reasons

as well.

7) The indicators of each professional standard application has made them clear and

comprehended in the leaders’ minds whatever their academic degree is.

The result of this study has agreed to (Askar’s study,2003) which aimed at ensuring

the effectiveness of primary school directors’ good selection as it appears to the directors

and supervisors of school administration in Riyadh city. This study has also shown no

differences of any statistical indications between the responses of school administration

supervisors and primary school directors according to the variable of years of experience.

The result of this study applies to the result of ( Al Belbisi’s study,2007) which

pointed out that there are no differences of statistical indication at the level of indicator

( in the degree of government school directors and directresses’ practice of

leading jobs in the West Bank that can go back to the practical experience variable except

in the field of administration where the difference was in favour of those who had over 10

years experience

The result of this study has something in common with the result of (Al-Shehri,

2008) that showed differences of statistical indication in deciding the degree of practice

among the individuals of the study according to the variable of years of experience in the

present work (job).

Moreover, this study has agreed to the results of the study done by (Al-

Hedhibi,2007) which showed that there were differences in deciding the degree of

practice according to the variable of years of experience in the present work (job).

84

Recommendations

In the light of the results of this study, the researcher’s recommendations are as follows:

1) Research studies should be carried out to investigate the relation between the

professional standards in Qatar compared to international standards ,like those of

New Jersey, for education leaders; non- cultural samples. Simply because doing

such studies supports the Qatari experiment in the field of independent school

leaders’ application of professional standards in their schools in Qatar. Having

scientific comparative studies enables the people in charge of education in Qatar

to know the points of strength and of weakness in the leaders’ professional

standards for independent school leaders. This certainly leads to strong

development of school leaders standards through the continuous assessment

process . Making such comparisons may form educational experience inside the

people in charge of the Qatari experience in the field of consolidating independent

school initiation and more extension in application of its programs which aim at

establishing communities or educational organizations that are able to shoulder

their responsibilities in an age that has change as its major aspect.

2) Training programs should be designed for education leaders in accordance with

professional standards for giving renewable licenses according to passing some

courses or compounds to ensure the effectiveness of education leaders’

performance in achieving the professional standards in Qatar.

The attention given by those in authority of developing and improving education

initiations in Qatar and which has been represented in the establishment of the supreme

education counsel in Qatar and the commitments it has of objectives and goals will give

more responsibilities and heavier duties. These will be in the form of designing training

programs for all different staffs who work in independent schools starting with

educational leaders then academic deputies and then educationalists, then come

supervisors, educational coordinators , teachers and then the other supporting groups who

work on providing motivating environments for education and learning in accordance

with a set of thoughts and ideas based on our basic foundations and looking with wide

open eyes forward to any new educational trends related to the developing and updating

85

process. Doubtless, designing training programs and their implementation and assessment

represent the first ring in the chain of improving and updating all those who work in

independent schools. Yet, there may be a dire need to connect rewards and motivations to

what people achieve, to promote the educational process, either from the side of

knowledge or of emotions or feelings or skills or all these fields together. These are all

expected to help give licenses or certificates that acknowledge the abilities and skills of

the people who work in independent schools who care for improving themselves

academically and educationally especially the leaders in these schools. This is because

they are expected to lead the process of teaching – learning in the direction of the goals

and ends that Qatar aims at and which focus on producing a citizen who is able to invest

his energy to the utmost in order to adapt to a society that has development, updating and

renewing as its major aspect that information and communication technology has brought

about.

3) An attitude should be adopted to construct standardized measures of the

professional standards for independent school leaders in accordance with the

professional standards for school leaders in Qatar.

Directing the efforts towards constructing standardized measures of the professional

standards for independent school leaders will certainly lead to providing scientific tools

that will enable decision makers in the supreme education counsel in Qatar to collect

necessary data about the independent school leaders’ performance in Qatar.

Consequently, data can be analyzed according to specific goals so that decision makers

can decree assessment judges of the school leaders’ performance. This isn’t merely for

decreeing judges but for improving independent school leaders’ performances in Qatar.

To make sure that these measures are effective and vital, we have to find or study

their psychometric qualities especially honesty and durability through applying them to

samples from school leaders in Qatar. This is meant to find standards and indicators that

enable decision makers to decree judges with a good deal of scientific safety. It is fore

granted that the process of designing and specification of such measures must be

submitted to continuous assessment every now and then so that their reality degree

remains high and at the same time ,these measures should have a national ethic to serve

86

the issues of development and modernization of the society in Qatar. By this, we can

keep away from application of western measures, or any other measures, that may be

irrelevant to Qatari culture as far as possible.

4) Qatari experience in independent schools should be expanded to include all Arab

Gulf Countries, due to the fact that such standards prove to be of great

significance in building the leadership competencies of school leaders.

5) Working on revising the professional standard for independent school leaders in

accordance with any new educational trends related to developing work in the

independent schools in Qatar. Adopting this attitude helps to give continuity to

the independent school leaders’ standards in Qatar in coping with modernization

and improvement especially when the Qatari experience gives priority to the

process of modernization and improvement so that it becomes possible to achieve

the expected goals of the independent schools initiation. It is certain that the

process of modernization and improvement needs measuring tools to enable the

people in charge to fulfill that process.

6) Calling for setting up a link or a syndicate for independent school leaders that can

do the duty of reinforcement of institutional work to remain administratively,

technically and financially independent. This link should take the formation of

counsels and committees that will work on achieving the independent school

vision as part of its attitude in addition to adopting leading roles represented in

providing a promoted level of training and supporting all independent school

staffs so that these roles shouldn’t stop at the professional standards for

independent school leaders only but go beyond that to the process of

modernization and improvement that catches up with any new educational trends.

SUMMARY OF CHAPTER 5:

Chapter 5 aimed at explaining the results of the study represented in four main results

that came as follows:

First: Explanation of the first result that showed that the degree of the independent

school educational leaders’ application of professional standards in their all six areas was

great. These areas were:

87

• leading the educational process in the scholastic community and

administrating it,

• strategic vision of the school, its message (its concern ) and its goal and

spreading that in the society,

• leading individuals and groups and developing them,

• improving the relation between the school and the society and administrating

it well,

• preparing resources and administrating them well,

• and reflecting on leadership for assessment and improvement.

A group of interpretations explaining this result were suggested. The most important

of them all are:

a) Applying firm criteria and standards on selecting school leaders,

b) Providing a degree of challenge to motivate the school leaders to do their best

to make the initiation of independent schools in Qatar a success .

c) Providing a big margin of administrative, technical and financial

independency for leaders.

Second: Explanation of the second result that showed that there are no differences of

any statistical indications at the level (0.05≥α ) in the total curricula standards’ tool or in

all sub areas of the study tool as the value of (T) in each of them had no statistical

indication at all.

This result has been explained from different sides: one of them is that the criteria of

selecting leader men or women occurs according to restrictions and conditions applied to

both genders. Another one is the presence of institutions in the education counsel in Qatar

that works on observing and guiding the leaders of both genders.

Third: Explanation of the third result that showed that there are no differences of

statistical indication at the level(0.05≥α ) on the study tool as a whole and on each of its

sub –areas that can be the result of the number of an education leader’s years of

experience. This is because the value of (v) was not statistically indicating in either of

them.

88

This result has been interpreted through various factors: one of them is giving much

care to practical application of the standards and as a result creating a good level of

positive competition between leaders that enabled them to apply the standards at a high

degree of perfection.

Another factor is that having a good level of positive co-operation between

independent school leaders that guaranteed some sort of professional integration between

the levels of the leaders according to the variable of academic degree.

Another important factor is the presence of a unified policy for observation of the

standards implementation done by the supreme education counsel in Qatar.

Fourth: the fourth result showed that there are no differences of any statistical

indications at the level (0.05≥α ) in the total curricula standards’ tool or in all sub areas of

the study tool that can be attributed to the difference in the variable of experience (1 – 5

years, 6 -10 years, more than 10 years). This is because the value of (F) in each of them

didn’t have any statistical indication.

This result has been interpreted through various factors: one of them is the presence

of training programs in the field of leadership and administration that work on developing

the leaders’ abilities continuously,

Another factor is the smart questioning as a vital element to success in the accuracy

of professional standards application,

The clearness of the standards helped to eliminate any possibility of their

misunderstanding by the leaders,

The availability of education technology and a considerable level of scientific and

academic awareness led to practical application of the standards.

The study has concluded some research and measure recommendations the most

important of which are:

a) Doing more research studies in the field of professional standards especially

those studies that tackle the professional standards from the non-cultural view

point.

b) The study also recommends encouraging the setting up of professional

measures special for the state of Qatar to be based on Qatari culture.

89

c) The study as well suggests updating the professional standards for school

leaders according to what comes up of standards.

d) Bearing into consideration the process of continuous revision of the standards

quality.

e) Recommendations have been reinforced by the suggestion of establishing a

link or a syndicate for independent schools in Qatar that can bear into

consideration the professional and administrative development of the

independent schools staff.

90

References

Arabic References:

1. The Holy Quran

2. The Qatari National Professional Standards for Teachers and School

Leaders.

Supreme Educational Council- Qatar, 2007.

3. Abu Baker Independent Schools’ Constitution, 2006

- ghij klmin ،pqir )ا_^[رات ). ٢٠٠١ àوcd èfeghiaا `gرcjaا klcja `lت ا_دار]gر]jjaا� �wr، ��|، آ�kz اg~� ،kz{|}x اkz{|}x اivwxرkt ).دراce^ `gاeq`(اedkpa` اcoijaة zn k��ij kzwz��}xوا�دارة ا.

اcjaارس اcidzاey` آc^ ]jى تkel]p^ tuo اeis[ر ^klcي ). ٢٠٠٣(ا�x~�|، أ��n �w ا��xی� -آ�kz اk��ij ،kz{|}x ا��h ��wxد، . klاه[ ^klcو اcjaارس و^��k~ ا_دارة اcjaرlcjd èg{` اlka[ض

. اx|یiض - kت�iq ،p~z��x٢٠٠٧( ا .( `l~q]�aارس اcjaات اklc^ي وklc^ ىca `lد]euaم ا]�jaا `gر]j^ `�در

�e�f�� è^~�oaرة. ا�l�� |z� |z}~ji� kxihر .�z�~�q ،��{it ،حi��xا k��ij. رz� |z}~ji� kxih| . وا�� اl]��a[ت[e�k�jaè}�ja[_دارةاcjaرeg`).٢٠٠٨( ا�lx|ي، �nض -

.k��ij أم اvx|ى، ��k اk�|�wx، اx~��دی�l�� .kرة

- ،p�z ¡xا gz٢٠٠٧(إ}|اه.( ̀ edkpaا `��jjaي �� ا~dkiaاف اkي ا_شklc^ ىca `lد]euaت ا]l]��aا ~pfaا`lد .kدی��~xا ،k�|�wxا k�� ،ى|vxأم ا k��ij ،¤دآ{�را kxihر.

91

English References

1. Eleanor,Drago-Severson (2007). Helping Teachers Learn:

Principals as Professional Development Leaders.Teachers

College Record, Jan2007, Vol. 109 Issue 1, p70-125

2. Shafi Aisha Jassim Moh(2001). Administrative Practices Of

Tassisayah School principal In The United Arab Emirates

(Field Study). Ain Shams University Faculty Of Education

Comparative Education And Educational Administration

Department

3. Brown, A. (2005). Implementing performance management in

England's primary schools. International Journal of Productivity

and Performance Management, 54 (5/6), 468- 481.

4. Catano, N., Williamsburg, V., & Strange, J. (2007).What do we

expect of school principals? Congruence between principal

evaluation and performance standards. International Journal of

Leadership in Education, 10 (4), 379 – 399.

5. Militello, M., Warren, T., Fusarelli, B., & Alsbury, T. (2009). How

Are Principals Living their Professional Standards? A Study of

Principals’ Practices. Paper Presented at the 2009 Annual

Meeting of the University Council for

EducationalAdministrators, October 31, Anaheim, CA.

6. Pérusse, R., Goodnough, G., Donegan, J., & Jones, C. (2004).

Perceptions of School Counselors and SchoolPrincipals about the

National Standards for School Counseling Programs and the

Transforming School Counseling Initiative. Professional School

Counseling. 7 (3), p152-161.

92

7. President: Associate Professor Trevor Gale, Monash University

[email protected]

AARE Office: PO Box 71, Coldstream, Victoria 3770

8. Bennis, W; and Hanus, B. Leaders: The Strategies for Taking

Charge. pp. 28, 33,55. New York: Harper and Row, 1985.

9. Burham, J.G. "Career Experiences and Career Patterns of

Superintendents." Unpublished doctoral dissertation, The

University of Texas, Austin, Tex., 1989.

10. Crowson, R. L.; and Glass, T. "The Changing Role of the Local

School District Superintendent in the United States." Paper

presented at the annual meeting of the American Educational

Research Association, Chicago, 1991.

11. Damon, D; Schory, W; and Martin, M. "A Portfolio Approach to

Administrator Appraisal in the Boulder Valley School District."

Paper presented at the Conference-Within-a-Convention, American

Association of School Administrators convention, Orlando, Fla.,

February 1993.

12. Edgell, W. "Educational Administration Professors’ Perceptions of

the Competencies and Skills for the Guidelines for the Preparation

of School Administrators." Unpublished doctoral dissertation,

Texas A&M University, College Station, Tex., 1983.

13. Erlandson, D.A; and McCleary, L. "Collaboration and Career

Support of School Leaders." Paper presented at the annual meeting

of the National Council of Professors of Educational

Administration, Palm Springs, Calif., 1993.

14. Glass, T.E. The 1992 Study of the American School

Superintendency, Arlington, Va.: American Association of School

Administrators, 1992.

15. Griffiths, D.E.; Stout, R.T.; and Forsyth, P., (Eds.) Leadership for

America’s Schools. Berkely, Calif.: McCutchan, 1988.

93

16. Guthrie, J.W. "The Emerging Golden Era of Educational

Leadership and the Golden Opportunity for Administration.: In

Hoyle, J.R.; and Estes, D.M., (Eds.) NCPES: In a New Voice. The

first yearbook of the National Council of Professors of Educational

Administration. Lancaster, Penn.: Technomic Publishing, 1993, pp.

10-23.

17. Heim, M.; Lyman, R.L.; Wilson, W.O.; and Dykes, A.R. The

Superintendent and the School Board: The Call for Excellence.

Manhattan, Kans.: The Master Teacher, Inc., 1990

18. Hoyle, J.R. Guidelines for the Preparation of School

Administrators. (2nd Edition). Arlington, Va.: American

Association of School Administrators, 1982.

19. Hoyle, J.R.; English, F.W.; and Steffy, B. Skills for Successful

School Leaders. Arlington, Va.: American Association of School

Administrators, 1985, 1990.

20. Hoyle, J.R.; Glass, T.E.; and Oates, A. "Professional Standards for

the Superintendency." Paper presented to the American Association

of School Administrators, Arlington, Va., 1992.

21. Kentucky Superintendent Assessment Program. Fords, N.J.: The

Applied Research Corporation, January 1992

22. Karol, E.M. "The Superintendent as CEO." Paper presented at the

annual convention of the American Association of School

Administrators, Orlando, Fla., February 1993

23. Kouze, J.M.; and Posner, B.Z. The Leadership Challenge. San

Francisco: Jossey-Bass Publishers, 1987

24. Martin, W.M.; Murphy, M.J.; and Muth, R. "Problem-Based

Learning: A New Approach in Preparing School Leaders." In

Hoyle, J.R.; and Estes, D.M., (Eds.) NCPEA: In a New Voice. The

first yearbook of the National Council of Professors of Educational

Administration. Lancaster, Penn.: Technomic Publishing, 1993, pp.

141-155.

94

25. McClellan, M.J. "A National Study of Public School

Superintendents’ Perceptions of the Relevance of the Competencies

and Related Skills in the Guidelines for the Preparation of School

Administrators," Unpublished doctoral dissertation, Texas A&M

University, College Station, Tex., 1983.

26. McCurdy, J. Building Better Board-Administrator Relations.

Arlington, Va.: American Association of School Administrators,

1992.

27. Murphy, J.; Hallinger, P. Approaches to Administrative Training in

Education. Albany, N.Y.: State University of New York Press,

(Eds.), 1987.

28. National Policy Board for Educational Administration. The

Preparation of School Administrators: A Statement of Purpose.

Fairfax, Va.: National Policy Board for Educational Administration,

1990.

29. Peterson, K.D.; and Finn, C.E. "Principals, Superintendents, and the

Administrator’s Art." The Public Interest, 79, 55 (Spring 1985).

30. AASA Commission on Standards for the Superintendency.

31. Parent Teacher Association (PTA) , the best resource for parent ,

1897, Washington DC , National Congress of Mothers by Alice

McLellan Birney and Phoebe Apperson Hearst.

95

Appendixes

Dear Colleagues:

I’m currently wor0.

king on a survey to measure the impact of implementing Qatari National

professional standards by the leaders, including operators, principals and deputies of

independent schools. To further measure the impact on their education and administrative

competence and efficiency.

To achieve this objective, this scale was developed to measure your adaption and

employment of these standards, while undertaking your several school tasks and

activities. We implore you to employ neutralism, creditability and accuracy in answering

the sections of this scale to determine the applicability of each section to you. Noting

that your answers will remain confidential and only used for academic research.

Please return this survey answered to me within one week.

Best regards,

Researcher

Yousif Al-Bassam

96

Name: … … … … (Optional)

Basic information:

Kindly check the proper box with the "x" mark: 1- Academic Qualification Doctorate Masters Bachelor 2- Gender Male Female 3- Years of Experience 1-5Years 6-10Years More than 10Years

No. Aspect/ Indicators 5 4 3 2 1

1- The leadership of teaching and learning in the school community and management

1-1 I develop school policies and procedures to focus on student's attainment

and learning

1-2 I employ cooperative "strategies" and mechanisms that create positive

and safe learning environment, stimulating students' learning

1-3 I set plans and procedures that create an environment based upon

positive and personal achievement within the school

1-4 I employ action policies, based on the provision of justice and equality

among all workers in the school

1-5 I enforce and promote concepts of personal leadership in the educational

process for both teachers and supervisors

1-6

I plan to organize the procedures and actions to celebrate the successes

and achievements of our organization at both the individual and

collective levels

1-7 I avail opportunities to the personnel to try and practice methods and

creative ways of teaching and learning

1-8 I develop policies and procedures to determine the learning needs of

students, and arrange them by priority

97

1-9

I set plans for and develop a series of curricular and extracurricular

programs and, which are consistent with school vision, and its policies

and procedures, and presented the to the work team

1-10 I implement the national curriculum standards of the State of Qatar in

collaboration with the work teams of school subjects

1-11 I plan the process of editing and checking various learning resources, in a

way that help fulfill curriculum standards and their implementation

1-12 I provide the Board of Trustees with reports on the process of reviewing

learning resources with a view to improvement and future development

1-13 I work with the school team to formulate a vision for the process of

learning, teaching and evaluation processes to improve student learning

1-14 I participate with the team in the dissemination and implementation of

standards and the practice of the quality of learning and education output

1-15 I collect quantitative and qualitative data to be used to monitor the

quality of education programs at school

1-16 I collect quantitative and qualitative data to be used to monitor the output

quality of student learning in school

1-17 I offer the opportunity for the community and stakeholders to participate

in the follow-up and evaluation of learning programs

1-18 I plan to support the teachers' performance, enhance their capabilities and

diversify their skills

2- Drafting the strategic vision, mission and goals of the school and their communication to the

community

2-1 I lead the processes of developing school strategic vision

2-2 I take into my consideration the local and global trends in education

when developing the strategic vision and objectives

2-3

I plan and execute the procedure to establish communication between all

of the teachers, students and parents to contribute to the development of

long-term "strategic" vision for the school

98

2-4

I lead the processes of developing and reviewing school policies to

facilitate the implementation of professional standards for teachers and

school leaders

2-5

I work in collaboration with the Board of Trustees to set policies and

procedures for training and professional development so as to enhance

school vision and mission, and get both feedback and support

2-6 I am involved with the Board of Trustees in the development processes

of the administrative and technical services, provided to school staff

2-7

I develop periodic reports containing the highest quality indicators

included in school self-review and the ongoing developments within the

school, and communicate it to the Board of Trustees

2-8

I work with the teamwork to design plans and procedures for the

deployment of strategic vision and objectives to school staff, students,

parents and all stakeholders

2-9

I plan a range of educational curricular and extra-curricular programs

that are consistent with school policies and procedures, emanated from

the strategic vision of the school

2-10

I consider the strategic plan and design a set of "strategies" and

mechanisms that serve to clarify the concepts of the plan and its

procedural requirements and needs.

2-11

I collaborate with the school community in the design of procedures

related to follow-up and formative assessment of the strategic vision for

the school

2-12 I provide the Board of Trustees with periodic reports on the strategic

approach and trend of the school

3- Leadership of teams and individuals and their development

3-1 I choose, support and work with a leadership team that would plan,

implement and follow up the processes of change

3-2 I involve others in planning for change in the educational process

99

3-3 I Design clear and practical measures to communicate the objectives to

involved stakeholders

3-4

I involve the Board of Trustees, members of the school community and

community leaders in setting plans for change and development of

school procedures

3-5 I am working on updating, developing and documenting a set of methods

to address the problems arising in the field of education

3-6 I develop risk prospects and potential obstacles to take counter and

mitigation actions in order to achieve the objectives of the school

3-7

I employ management practices, inspiring staff and students to encourage

them to employ creative ways in teaching and learning to get improved

educational outcomes in the school

3-8 I design and use mechanisms leveraging the expectations of performance

in all school sections

3-9

I use creative strategies to manage human and material resources so as to

enhance the quality of teaching and learning programs implemented by

the school

3-10 I support individuals and work teams for the positive response to change

in accordance with school goals and plans

3-11

I employ guidance and training to help individuals and teams in the

process of the development of knowledge and skills, and encourage

attitudes towards positive change and its scopes and mechanisms

3-12

I develop and escalate highly detailed reports on the policies and plans

adopted by the Board of Education in the State of Qatar to the

stakeholders

3-13 I employ school policies to respond to the leaders of education reform

initiative adopted by the Supreme Education Councilin the State of Qatar

3-14

I put an assessment on the extent of my practicing of school and

leadership values to inspire others and encourage their loyalty to the

school and its values

100

4- Development of the relationship between the school, community and management of this

relationship

4-1 I adopt and establish values of leadership in the relationship with parents

and the community to serve the school's vision and objectives

4-2 I plan for establishing professional relationships based on mutual respect

and trust by and between students, teachers and the community

4-3 I use tools to monitor and follow-up practices of the personnel, regarding

the application of school regulations and laws

4-4 I develop strategies that enable individuals to build effective learning for

students

4-5 I plan and execute the strategies of professional development for staff in

the school at different scientific and functional levels

4-6 I plan to restructure school operations and implementation teams in line

with the school strategic vision.

4-7

I provide constructive feedback, both directly and indirectly to

individuals and teams on a regular basis to ensure the implementation of

the goals

4-8 I update the Board of Trustees with the results of the performance

management system

4-9 I plan awareness-raising activities and guidelines for members of the

community throughout the school year

4-10

I develop plans for the relationship with the community and its

institutions, including making the school the focus of cultural, cognitive

and intellectual center

4-11 I set areas and procedures of partnership with the community to serve the

school system

4-12

I found a network of relationships inside and outside school to support

the work of individuals and teams as well as enhancing student

achievements

101

4-13

I constantly assess the effectiveness of the network of relationships

between the community and the school that supports the work of teams

and individuals, including enabling the school to achieve its vision and

objectives

5- Develop and manage resources

5-1 I take the necessary decisions to allocate appropriate resources to create a

safe, effective and motivating learning environment

5-2

I define information relevant to school resources, used in the preparation

of school policies to ensure the management of those resources in

accordance with the requirements of the Supreme Education Council in

Qatar

5-3

I apply the policies of the Supreme Education Council in the State of

Qatar with regard to human resources and I include them in the personnel

management procedures for school

5-4

I prepared policies and procedures for recruiting staff in accordance with

the provisions of the Supreme Education Council in the State of Qatar,

and work on their documentation

5-5

I delegate some tasks to the members of the senior management team and

other staff in accordance with the needs of the school in line with the

policy of the school and the Board of Education

5-6 I set the assessment procedures and their implementation in line with the

Supreme Education Council in the State of Qatar guidelines

5-7 I set the authorization procedures that make it a conscious, responsible

and productive exercise that serve the school's vision and policy

5-8

I provide the Board of Trustees and the Education Institute on the results

of staff performance and assessment procedures in accordance with the

approved policy to the Supreme Education Council in the State of Qatar

5-9 I set a financial plan, which would be consistent with the objectives of

the school as per the policies of the Supreme Education Council in Qatar

102

5-10 I include in the school plan a policy on moral, clear and fair rewards that

are procedural and credible

5-11

I define the procedures for the preparation of the budget and supervision

of the financial resources of the school in accordance with the policies of

the Supreme Council in Qatar

5-12 I apply e-learning programs in line with the policies of the Supreme

Education Council in Qatar

5-13

I apply a set of regulations for collecting information on the work of the

school, managed, stored electronically in line with policies of the

Supreme Education Council in Qatar

5-14

I develop and enforce regulations for the management, procurement and

maintenance of school property, equipment and facilities in accordance

with policies of the Supreme Education Council in Qatar

5-15 I design, and develop policy and procedures for inventory, delivery,

collection and divestment of school property to maintain

6- Deliberation on leadership and management and their assessment and improvement

6-1

I review the implementation of strategies and school policies in line with

the objectives of the operation of an independent school, and the

arrangements contracted with the Board of higher education in the State

of Qatar

6-2

I employ permanent self-review and the results of analysis in support of

the regular assessment process conducted by the Education Institute over

the next three years

6-3

I provide the Board of Trustees, parents and students with the results of

the evaluation in the areas of school work and those from the Assessment

Panel

6-4 I analyze the results of work in terms of strengths and weaknesses at the

level of management and leadership with a view to improvement

103

6-5

I set the mechanisms for collecting feedback from the Board of Trustees,

education experts, colleagues, school staff, students and their parents

with a view to professional development

6-6 I employ systems and mechanisms to ensure the quality of academic

achievement

6-7 I set the school policies and procedures in cooperation with school staff

to reflect on educational events; the ongoing learning in school

6-8

I work on identifying learning communities and professional networks at

the local, regional and international levels that are compatible with the

professional requirements for workers in the school

6-9 I develop policies and procedures that foster the spirit of teamwork are

able to address problems and resolve them.

6-10 I examine the results of research in leadership and management with a

view to personal and professional development

6-11 I employ information and communication technology to enhance the

professional capacities in leadership and management

6-12 I assess the potential benefits that can be obtained from the personal

involvement and school learning communities and professional networks

6-13

I set the plan of self-learning and training on upgrading the role of school

leadership, evolving around the concept of inspiration and its impact on

school personnel and school outputs

Researcher, Notes

- The following pages (87-94) are the Arabic Questionnaires.

- Pages (95-103) are samples of some of the letters I have sent to school principals, and samples from their replies.

104

�eحkaا �jحkaا� ا �fd

إs~ت� اua[دة ا�el~dkia ح�� ا� ور�[آ�

اx~¨م g�z�n ور�kw ا§ و}|آiت¦،،،

kz�©�xا kz��wxا |zیi�w�x |�� pq k�v}~wxارس ا�wxدة اi� «zى ت��wx kz¡~� khرا�{ iًzxi� أ��مو �izس أµ| ذ³�n �x ت��ی| آi²یiت�g ) ا}�g ��راء ��ارس و�t/ أص¡iب ت|ا®z (ا�vx|یiv�x kدة

، kو ا�داری kی�{|}xا � أی�ی�g }��ف ت¡�ی� zي }·xس اizvwxاد ا�nإ gف ت��xه·ا ا «zv¡{xو ¤·�x g�²z¸و ��ى ت� g��¹wت kjدر

|zیi�wxا º ²}xا g�� ³j|ا ی·x ، g�zxإ kxآ��wxا kn��}wxا kzhر�wxت اiw�wxi{ g��iz� ءi�µأ �xو ذ ،j�i{ ة|vq ºآ ¦�w }ت i� قi��tا kjل ت¡�ی� در¨® �� اv²x|ات اpq k�w }wx ه·ا اizvwxس �n k{i

، kzا��xوا kzا��wxوا kدیiz¡xا g�� z��¾ ،g�z�n �xو k�iت kی|~{ º�i�}h تi{ijن ا�À{ iًw�npw��xا Á¡�xاض ا|�Â Ãم إ�Ä}~ت.

vوت pتiz¡ت xi® ا��vوت ، g�tوi�}x ºی��xا |�lxی|يوا�

ا�a[ح� �g~l اf�a[م

�gzا:

:`eg]gت أ]^~�p^

�� و�� إش[رة kl)× ( ��l ]je� �g]}jaا �dkjaا ��:

١- �j�paه� ا jaدآ{�را¤ :ا |z}~ji� ری�س�xi�{

٢- ¡}¢a³¹ ذآ| :اtأ

��hات 10 أآ¹| �� hات��h 6-10اتg: 1-5{~ات اk�£aة -٣

105

��kaا cp�aت\اkش ja1 2 3 4 5 ا 1- ]jوإدارت� �gرcjaا �ji¢jaا �� piaوا �e�piaدة ا]e�

1-1 xا ºz�¡³ ت�n ت|آ� kzhاءات ��ر|jت وإihizh Åأضgزات�i�tوإ k��. X

1-2 ت�iوkzt ت�pء }iÊzت ت��g إی�kz{i و¾��k ت¡kz�wn �² " اh{|اتiz�zت"ُأو¸izx¾ Èت

k��xا gت��. X

1-3 �n kz{iت إی�iء ت��i�{ ³xإ ��}~ت kÊz{ دi³ إی��n ºwاءات ت�|jوإ Ë�® Åأض

khر�wxا º®دا kz�Älxوا kz�z�¡}xزات اi�tا� . X

1-4 � pq أ©z��i�xا Åzwj �z{ واةi~wxوا kxا��xا |zq³ ت�xإ ��}~ت kzmا|jت إihizh «�

khر�wxا. X

1-5 �zq|lwxوا �zw��wxا �� ºى آ�x kzwz��}xا kz�w�xا pq kzات·xدة اizvxا gzهi²� ز�nأ. X

1-6 �n i�}~hÌ� i�}vv� p}xزات اi�tت وا�i�i��x kzmi²}اءات إ�|jإ gzÍ�}x Ë�®³ ُأ

pniw�x²|دي واxى ا�}~wxا. X

1-7 gz��}xا pq kznإ}�ا «mو©|ا Îzxihأ khرiwو� Îص ت�|ی|q �z{�~�w�x |qأو

g��}xوا . X

.ُأ�n إj|اءات وihizhت ت¡�د �ijiت ت��g اk��x وأ��م }{|تi��z وq» اÂوizxت 1-8 X

1-9 � ا�x|ا�Ð اkzwz��}x اkz��wx وا� kn�w�� Ë�®أ kرؤی Å� «~}ت kz��¨x

ºw�xی» ا|q ³�n iض�|nو iاءات�|jوإ iت�ihizh و khر�wxا. X

1-10 kzhرا�xاد ا�w�x ºw�xق ا|q Å� ونi�}xi{ |�� kxدو pq kz�©�xا Ðهi�wxا |zیi�� ·²tُأ

. X

1-11 |zیi�� «zv¡³ ت�n �ni~ی iw{و kn��}wxا g��}xدر اi�� k�jت �|اiz�w�x Ë�®ُأ

wxاiه·z²وت� Ðهi�. X

1-12 �z~¡}xا kzÒ{ g��}xدر اi�� k�jت �|اiz�wn �n |ریiv}{ ءi��Âأزود �� ا

p��v}~wxی| ا��}xوا. X

1-13 ºwت� p}xا gzzv}xوا gz��}xوا g��}xا kz�w�x kرؤی k�iz³ ص�n khر�wxی» ا|q ركirأ

k��xا gت ت��iz�wn �z~¡³ ت�n. X

1-14 |²xرك اirأpw��}xا pwz��}xا Ðتi�xدة ا�j |zیi�� khرiwو� ·z²وت� |lt ³�n «ی. X

1-15 pq k��xا gzت�� Ðا�|{ دة�j k�{i}� pq i�²z¸�}x kzn�tو kzwت آitiz{ Åwjأ

khر�wxا. X

1-16 khر�wxا pq k��xا gت�� Ðتit دة�j k�{i}� pq i�²z¸�}x kzn�tو kzwت آitiz{ Åwjأ. X

1-17 تÔz ا²x|ص�w�x k{Åw اp�¡wx وذوي اilw�x k�¨�xرآk�{i}� pq k }|ا�Ð اg��}x ُأ

i�wzzvوت. X

1-18 gرات�i�� Åوت��ی gوت��ی� ��رات� �zw��wxأداء ا gn�x Ë�®أ. X 2- �ji¢jaه[ �� اk�qا��[ وcوأه ]�ia]gور `gرcj�a `e¢eاتkigzا `lؤkaا `§]e¨

. x|ؤیk اhÃ{|ات�w�x kz�zرkhأ��د iz�wnت إ�nاد ا 2-1 X

2-2 kz�zات|}hÃا kؤی|xا k�izص ��n gz��}xا pq kzwxi�xوا kz�¡wxت اi�j�}xا pnأرا

i�qوأه�ا. X

2-3 pq kwهi~w�x ء أ��رizxب وأو¨�xوا �zw��wxا Å� ºاءات ت�اص|j²· إtوأ Ë�®أ

.�w�xرkh" اhÃ{|اتkz�z"ت��ی| اx|ؤیk }��zة ا�wxى X

106

2-4 ·z²ت� ºz�~}{ k�z²�xا kzhر�wxت اihiz~xا k�jو�|ا Åت وضiz�wnاءات و|jأ��د إ

khر�wxدة اi� و �zw��w�x kz��wxا |zیi�wxا . X

2-5 أت�iدل �Å �� اi��Âء }�iء اihiz~xت وا�j|اءات اiÄxصxi{ k{�ریÎ واx{��ی|

. ³�n اx{Ò·یk اx|اk�j و اgn�x اp��wx }iw ی��ز رؤیk ورkxih ا�wxرkh واx¡��ل X

2-6 kz�²xوا kت ا�داریi��Äxا �z~¡ت ت��ی| وتiz�wn pq ءi��Âك �� ا|rأ

khر�wxا pq �z��i��x. X

2-7 kzات·xا k�jا|wxا kvzµو pq k�w }wxدة ا��xات ا|rÌ� �w }ت kری| دوریivت Åqأر

i�xی|ات ا��}xا �n ءi��Â³ �� اxإ khر�w�xkhر�wxا º®دا kری . X

2-8 kz�zات|}hÃا kؤی|xا |l�{ kصi® اءات|jوإ i��® ºw�xی» ا|q Å� gwأص

ºw�xا pq �zw}�wxا kqiر و آ��Âء اizxوأو k��xوا �z²¸�wxا �z{ i�qوأه�ا khر�w�x� ا�j|اءات� kn�w�� ل¨® �� phر�wxا.

X

2-9 xا kzwz��}xا Ðا�|�xا �� kn�w�wx Ë�®ت أihizhت{~» و p}xا kz��¨xو ا kz��w

khر�w�x kz�zات|}hÃا kؤی|xا �� kv¹��wxوا khر�wxاءات ا|jوإ . X

2-10 �� kn�w�� gwوأص kz�zات|}hÃا k�Äxا pq º�iت أتizxÕت" اiz�zات|}hÃا " p}xا

iz}وا� kzmا|jا� iت�i��}wx وت¡�ی�ا i�wzهi²wx i¡zت�ض k�Äxم ت�� ا�Äت iت�ij . X

2-11 gzzv}xوا k�{i}wxi{ k�¨�xاءات ذات ا|jا� gzwت� pq khر�wxا Åw}�� Å� ونiأت�

khر�w�x kz�zات|}hÃا kؤی|xi{ صiÄxا |w}~wxا . X

2-12 khر�w�x p�zات|}hÃا ¦j�}xل ا�� kری| دوریiv}{ ءi��Âُأزود �� ا . X ~klه� �e[دة اk�aق وا©�kاد وت� -3

3-1 أ��م }iz}®iر وأ³�n ºwn ودq gn|ی» �izدة ی{�³x تËz�Ä وت�z²· و�iz�wn k�{i}ت

|zzÒ}xا . X

3-2 kzwz��}xا kz�w�xا pq |zzÒ}xاث ا�� Ëz�Ä}xا pq �.أr|ك اÕ®|ی X 3-3 k�¨�x³ ذوي اxإ khر�wxأه�اف ا ºت�ص k¡واض kz�wn اءات|jإ gwأص . X

3-4 rأ Ë�® pq kz�w}�� داتizو� phر�wxا Åw}�wxء اi nء وأi��Âك �� ا|

kzhر�wxاءات ا|jوت��ی| ا� |zzÒ}xا . X

3-5 k�xi�w{ k�z²�xا «mا|�xا �� kn�w�� «zµوت��ی| وت� Á³ ت¡�ی�n ºwnأ

. ا�lwx¨ت اi�xت�pq k ا�zwxان اx{|}�ي X

3-6 mا��xو ا |©iÄwxi{ kصi® تiت�� Åأض k�z²�xاءات ا|jذ ا�iÄتÃ k�w}¡wxا «

khر�wxأه�اف ا «zv¡³ تxإ Ãًوص� i�}�xi�w{ X

3-7 «mا|© Èz¸³ ت��n g��lت k��xو ا �z��i��x kw�� kت إداریihرiw� È¸أو

khر�wxا pq gz��}xت اij|Ä� �.إ}�اpq kzn اgz��}x و اg��}x ت¡~ X

ت��iت اÂداءpq آº أ�~iم ا�wxرkh أصgw وأ�Ä}hم ¾izxت ت|Åq �~{�ى 3-8 X

3-9 أh{�Äم اh{|اتiz�zت إ}�اkzn �دارة ا�wxارد اiwxدیk و اl�x|یk }iw ی��ز �jدة

khر�wxا iت�²·ه p}xا g��}xوا gz��}xا Ðا�|{ X

3-10 khر�wxأه�اف ا «qو |zzÒ}�x kz{iا�ی� k{i�}h¨x ºw�xق ا|qاد و|qÂا gnأد

i��®و. X

3-11 gرات�iو�� g�qرi�� |ت��ی pq ²|قxاد وا|qÂة ا�ni~wx Îری�}xد واirا�ر È¸أو

. وات�iهiت�t g¡� اx{zzÒ| ا�ی�i}p و��Ãiت¦ و¾izxت¦ X

107

3-12 pq gz��}xا �� iهi��}ی p}xا Ë�Äxت واihiz~xل ا�� k��²� |ریivت Åqوأر �nأ

k�¨�xب اi¡³ أصxإ |�� kxدو . X

3-13 iهi��}ی p}xا gz��}xدرة ت��ی| اi�� دئi�wx Îz�}~ی i²z¸ت� khر�wxت اihizh È¸أو

|�� kxدو pq gz��}�x ³�nÂا ��wxا. X

3-14 �أضÅ تiwzzv ��ل ��ى �iwرgzvx p}h ا�wxرiw� khرiz� khدیi�{ kءة ت��g اÕ®|ی

i�wzو� khر�w�x ءÃ�x³ ا�n gوت¡�²ه. X

4- `�«paا kl~وإدارت�[ ت� �ji¢jaوا `gرcjaا �ed -

4-1 kم رؤی�Äی iw{ Åw}�wxر وا��Âء اizxأو Å� k�¨�xا pq ديizvxا ºw�xا gz� º¹wأت

i�qوأه�ا khر�wxا. X

4-2 �zw��wxوا k��xا Å� kv¹xدل واi�}wxام ا|}�Ã³ ا�n kz�� kz�� تi�¨�x Ë�®ُأ

p�¡wxا Åw}�wxوا . X

4-3 � iwzq ی{��» }{��z» أkwÍt أ�Ä}hم أz{�~�wxت اihرiw� k�{i}دوات رص� و�

khر�wxا �ztو��ا . X

4-4 k��x ºniq gء ت��i�{ �� اqÂ|اد �z�w}} k�z²�xت اiz�z{|اتhÃا �nأ. X

4-5 � pq ا�wxر³�n kh ا®{¨ف z��i��x p��wxی| ا��}xت اiz�zات|}h²· اtو أ Ë�®أ

.�kz²z¸�x~{�یiت�g اkzw��x وا X

4-6 kؤی|xا Å� g�~ی� iw{ i�}�jو�|ا iه·z²وت� iت�iz�w�{ ²|قxا k��z�x Ë�®أ

khر�w�x kz�zات|}hÃا. X

4-7 � اqÂ|اد وا²x|ق }��رة � º�x |ri�� |zو� |ri�� º�l{ ءةi�{ k�jرا kی·Òت |qأو

. ��{iw x kwÍن ت�z²· اÂه�اف X

.ة ا�x{Ðmi اiÄxصk }�iÍم إدارة اÂداءأضÅ �� اi��Âء }��ر 4-8 X

4-9 أ®�k�ltÂ Ë ت��nیk و إرirدیqÂ k|اد اÅw}�wx اp�¡wx و ³�n ��ار اi�xم

phرا�xا. X

4-10 أصÅ� k�¨��x i��® gw ا�wx{Åw اp�¡wx و�i~hÌت¦ }iw ی��º ا�wxرÌ{ khرة

.إi�rع pqivµ و��|pq و�q|ي X

.إj|اءات اlx|اآÅ� k ا�wx{Åw اp�¡wx }iw ی�Äم اºw�x ا�wxرphأ��د ��Ãiت و 4-11 X

4-12 iw{ ²|قxاد وا|qÂا ºwn gnف د��{ i�jرi®و khر�wxا º®ت داi�¨n k��r �hأؤ

k��xا ºz�¡ت gnد pq g�~ی. X

4-13 ºwn gnت� p}xا khر�wxوا Åw}�wxا �z{ تi�¨�xا k��r kz�niq ار ��ى|w}hi{ gzأ�

|²xا i�qوأه�ا i�}رؤی «zv¡ت �� khر�wxا ��wی iw{ اد|qÂق وا X

–إ�cاد اja~ارد وإدارت�[ -5

5-1 k�niqو k��¾ gت�� kÊz{ kÊz�}x k�hi�wxارد ا�wxا z�Ä}x kز�¨xارات ا|vxا ·Äأت

. و��زة X

5-2 w{ iت�ihizh iاده�nإ pq khر�wxدر اi�w{ k�¨�xت ذات اi��wxأ��د ا º²ی� i

|�� pq gz��}�x ³�nÂا ��wxت اi��}� «qدر وi�wxإدارة ت�� ا . X

5-3 kی|l�xارد ا�wxi{ «��}ی iwzq |�� kxدو pq gz��}�x ³�nÂا ��wxت اihizh «�©أ

khر�wxi{ kصiÄxا �z²¸�wxون اÌr اءات إدارة|jإ pq i��zw وت . X

5-4 }{ kصiÄxاءات ا|jت وا�ihiz~xا �n³ أ�nÂا ��wxم اiأ�� «qو �z²¸�wxا �zz�

i�vzµ³ ت��n ºw�xوا |�� kxدو pq gz��}�x . X

108

5-5 ًivqو �� اÕ®|یz²¸�wxوا iz��xی» ا�دارة ا|q ءi nÂ مi�wxا Ù�{ ض�qأ

gz��}xو�� ا khر�wxا khizh Å� g�~ی� iw{ khر�wxت اijiz}�Ã X

5-6 � وz²¸�wxا gzzvاءات ت|jإ Å³ أض�nÂا ��wxت اihizhو g�~ی� iw{ iه·z²ت�

|�� kxدو pq gz��}�x . X

5-7 kم رؤی�Äت k�}و�� kxوÌ~و� kznوا khرiw� Ù�²ی}xا ºاءات ت��|jإ Åأض

i�}hizhو khر�wxا. X

5-8 «qو �z²¸�wxأداء ا gzzvاءات ت|jإ Ðmi}t �n gz��}xا kÊzء وهi��Âأزود �� ا

|�� kxدو pq gz��}�x ³�nÂا ��wxى ا�x ة�w}�wxا khiz~xا. X

5-9 ³�nÂا ��wxت اihizh Å� «~}ت khر�wxأه�اف ا Å� kw�~�� kzxi� k�® Åأض

|�� pq gz��}�x. X

5-10 h kzhر�wxا k�Äxا �wوذات أض kzmا|jوإ kxدinو k¡واض kت ��یÚqi�� khiz

kzا��. X

5-11 «qو khر�w�x kzxiwxارد ا�wx³ ا�n اف|rوا� ktاز�wxاد ا�n� اءات|jإ Åأض

|�� pq ³�nÂا ��wxت اihizh. X

5-12 pq gz��}�x ³�nÂا ��wxت اihizh Å� g�~ی� iw{ ptو|}�xا� gz��}xا Ðُأ©�» }|ا�

|��. X

5-13 khر�wxل اiwnÀ{ kv��}wxت اi��wxا Åw�{ kصiÄxا kwÍtÂا �� kn�w�� «�©أ

|�� pq gz��}�x ³�nÂا ��wxت اihizhو g�~ی� iw{ iًztو|}�xإ iی��Äوت iوإدارت�. X

5-14 iو��ات� khر�wxت اi��}w� ktizاء وص|rدارة وÛ{ kصi® kwÍt²· أtوأ �nأ

ihizh «qو i�vqو�|ا|�� pq gz��}�x ³�nÂا ��wxت ا. X

5-15 ³�n Üqi¡م وإت¨ف ت¨}hوا gz�~د وت|j اءات|jوإ khizh وأ©�ر gwأص

khر�wxت اi��}w�. X

6- ]�}efoوت ]�jeeuدة وا_دارة وت]euaا �� kdciaا

6-1 ºzÒlت kz�i²أه�اف ات Å� g�~ی� iw{ khر�wxت اihizhت وiz�zات|}hا ·z²ت� Åjأرا

kxدو pq ³�nÂا gz��}xا �� Å� i�z�n ��i�}wxت اi�zت|}xوا k�v}~wxا khر�wxا|�� .

X

6-2 gzzv}xا kz�wn gnد pq i��z�¡ت Ðmi}tو kwmا�xا kzات·xا k�jا|wxت اiz�wn È¸أو

.ا�xوري اx·ي ت�|ی¦ هkÊz ا³�n gz��}x ��ى µ¨ث ��hات X

6-3 Âء اizxء و أوi��Âأزود �� ا ºw�xت اÃi�w{ kصiÄxا gzzv}xا Ðmi}�{ k��xر و ا��

gzzv}xا kÊzه �. ا�wxرph و ا�xاردة � X

6-4 � ��j ÁzاÎt ا�vxة وا³�n È� x �~{�ى ا�دارة واizvxدة � ºw�xا Ðmi}t ºأ��

�z~¡}xف ا��{ . X

6-5 � �� اi��Âء و®�|اء اgz��}x وا� k�jا|xا kی·Ò}xا Åwj تizx¾ Åء أض¨��xp��wxی| ا��}xف ا��{ gء أ��رهizxوأو k��xوا khر�wxا pq �z��i�xوا .

X

6-6 phرا�xا ºz�¡}xدة ا�j نiwت ضizx¾و kwÍtأ È¸أو. X

6-7 pq º�À}�x khر�wxا pq �z��i�xا Å� ونi�}xi{ kzhت ��رihizhاءات و|jإ Åأض

kzwz��}xت اizxi�²xا-�wxا pq kریi�xا kzw��}xا khر . X

6-8 p�¡wxى ا�}~wx³ ا�n kz��wxت اi��lxوا g��}xت اi�w}�� ³ ت¡�ی��n ºwnأkhر�wxا pq �z��i��x kz��wxت اi��}wxا Å� «qت{�ا p}xا pxو�xوا pwzوا�� .

X

109

6-9 k�j³ ��ا�n درivxا pv²|یxا ºw�xروح ا knirÛ{ k�z²�xاءات ا|jت وا�ihiz~xا �nأ

iت و��¨�lwxا. X

6-10 p��wxوا p�Älxی| ا��}xا kzÒ{ دة وا�دارةizvxا pq ث�¡�xا Ðmi}t p�v}hأ. X

6-11 أو¸È ت��izj�x اi��wxت واÃت�Ãiت x{��ی� ا�vxرات اpq kz��wx اizvxدة

. وا�دارة X

6-12 xوا kz�Älxا kرآilwxا �� i�z�n ل��¡xا ��wی p}xا k�w}¡wxا �m�²اxا gzأ� kzhر�w

kz��wxت اi��lxوا g��}xت اi�w}�� pq. X

6-13 أضk�® Å ت��g وت�ریÎ ذاتp ��ل رÅq �~{�ى دور اizvxدة ا�wxرpq kzh ��²م

phر�wxا Ðتi�xوا �z{�~�wx³ ا�n ¤|µم وأi�xا� . X

EÖTVÖS LORÁND TUDOMÁNYEGYETEM EÖTVÖS LORÁND … file3 Acknowledgements I am deeply grateful...

Documents

Transcript of EÖTVÖS LORÁND TUDOMÁNYEGYETEM EÖTVÖS LORÁND … file3 Acknowledgements I am deeply grateful...