The perceived challenges to online learning during the COVID-19 pandemic: A nationwide study of K-12 parental perspectives (Arab and other parents) in Qatar.

This study aimed to explore self-reported challenges Arab and other parents encountered during the sudden shift to online teaching and learning due to the COVID-19 pandemic. The researchers investigated the likely effect of demographic and contextual factors on the perceived challenges reported by parents. To achieve the study's objectives, the researchers utilized a mixed-method design involving a random sample of students' parents (Arab and other parents) in public and private schools in Qatar. The study's sample consisted of 2781 parents who responded to the online survey and 25 parents who participated in online semi-structured interview. The results derived from this study identified several challenges like lack of social interaction with schoolteachers, lack of motivation among children to participate in online classes and complete their homework, and dealing with the technical problems encountered during the online learning experience. The results further disclosed differences between Arab and other parents regarding the technologies and devices used during online teaching and learning. Finally, the results revealed differences between schools that do not organize additional activities in the curriculum compared to those that organize such activities. The study recommends home-school communication in order to empower parents and train them on how to manage effective learning at home and deal with children's learning behaviors. The study proposes developing parents' technical skills for online earning and the provision of material support for parents. Finally, it is important to raise a flag calling for revisiting the current curriculum to enrich children's schooling experiences and strengthen the bonds with their schools.

Wellbeing leadership: Perceptions of pre-service school leaders.

This study explored pre-service school leaders' self-perceived roles as future school leaders in terms of securing the provision of wellbeing. Sixteen pre-service school leaders (participants from MA Education Leadership programs) from 14 countries participated in semi-structured interviews. Data was analyzed using theme-based analysis. Findings suggest that pre-service school leaders: (a) exhibited a narrow understanding of the concept of wellbeing; (b) attributed the role of securing students' wellbeing mainly to school psychologists, counselors and teachers; (c) assumed a greater personal role, if any, towards securing students' wellbeing, compared to that of teachers, despite showing more knowledge of how to address teacher wellbeing; and (e) did not receive any form of capacity building addressing wellbeing leadership, as part of their leadership preparatory programs.

A flat profession? Developing an evidence-based career ladder by teachers for teachers-A case study.

This case study aimed at developing a research-based career ladder for public school teachers in Qatar, in an attempt to combat the flatness of the teaching career. Six focus groups interviews, each involving 3-5 teachers from governmental schools comprised the study sample. Data was analyzed using theme-based analysis. Findings suggest the legitimacy of a multi-directional career path for teachers, rather than the current linear career system, in order to support their resilience and wellbeing. A data-driven teacher career ladder is presented, discussed, and debated.

A typology for digital leadership in higher education: the case of a large-scale mobile technology initiative (using tablets).

This study investigated a digital reform initiative, rated excellent by the government, of one higher education institution (HEI) in an Arab State in the Gulf. The focus of the study was to develop a digital typology, while exploring the leadership attributes that characterized the core leadership team, as they accomplished the migration towards a digital culture in one year, within a context where faculty members showed resistance against digitalization. The study was conducted immediately after the implementation of the initiative that took place over the course of one year, just before the Covid-19 pandemic. Semi-structured interviews were conducted with all the six key individuals in the leadership team who led this initiative. Data was analyzed using content-based analysis. Findings of the study were used to synthesize a 5D typology for digital leadership attributes: (1) Digital competence; (2) Digital culture; (3) Digital Differentiation; (4) Digital governance; and (5) Digital advocacy. The paper provides in depth discussion how these attributes supported the adaptive ability of a Higher Education Institution towards accepting digitalization.

Toward agenda 2030 in education: policies and practices for effective school leadership.

School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that seeks to 'ensure inclusive and quality education for all and promote lifelong learning' as per UNESCO 2030 agenda. This study provides a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions within the global thrive for meeting the demands of Agenda 2030 to achieve quality for public education. It utilized a research instrument developed by UNESCO's Division for Policies and Lifelong Learning Systems in Paris. The study used personal interview surveying, also called face-to-face surveying, and was completed with high-level policymakers at the Ministry of Education and Higher Education (MOEHE). It consisted of four sections that addressed: (1) the regulatory frameworks governing school leadership; (2) the professional development opportunities offered to school leaders; (3) the degree the school leadership profession was attractive; and (4) the procedures followed to appraise school leaders. Findings underscore the critical role played by school autonomy, instructional leadership, and governance in responding to Agenda 2030. The discussion contributes to the global discourse in meeting the requirements of Agenda 2030.

Teachers' virtual communities of practice: A strong response in times of crisis or just another Fad?

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