Education in Supervision & Administration

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A Study of the Relationship Between Teacher Efficacy, Demographics, and Students' Achievements in Reading in United Arab Emirates
(2006) Francis, Lina G.
The current study examined the effects of teachers' sense of efficacy on students' reading achievement. Other demographic variables were studied as possible influential factors on teachers' sense of efficacy. Two separate questionnaires were completed by the supervisors and the teachers, respectively. The target sample were the foreign teachers (N=42), supervisors (N=3), and students (N=799) in two elementary private schools located in Dubai, United Arab Emirate. The reliability of the teacher efficacy scale was tested by Cronbach Alpha. One-way ANOVA tests, independent t-tests, and multiple regressions were used to test the hypotheses. Significant results showed that experienced teachers have higher sense of efficacy than novice teachers. Furthermore, results showed that the higher the teacher's efficacy: a) in student engagement, the higher the student's open ended score; b) in classroom management, the lower the student's score on comprehension; c) on the whole Teacher Sense of Efficacy Scale, the higher the student’s scores on vocabulary and open ended sections. Finally, new directions for research were proposed.
Academic Achievement as a Function of Frequency of Testing and Level of Motivation
(2010) Nassab, Ghina
The present study reviewed Research on the impact of classroom testing frequency, and examined the effects of frequent testing on student's motivation at the elementary level. Participants were six grade elementary level students in two Lebanese Private schools, which are similar in many aspects but differ in their testing procedures as one uses the frequent testing technique while the other uses the non-frequent way of testing. The instrument used to collect data was the 20-item Academic Motivation Scale (AMS) questionnaire, which is designed to assess the extent to which an individual's academic motivation is intrinsically or extrinsically driven. Data was collected then analyzed using t-tests and correlations. The results indicated that frequently tested students had higher extrinsic motivation and higher school grades than non-frequently tested students.
Citizenship Education in Syrian Private Schools: Conceptions of Science and Language Teachers
(2021) Koul Sahagian, Dzaghig Zohrab
The aim of the study was to examine the conceptions of science and language teachers at Syrian private schools about citizenship education, and to explore their views regarding (a) the sources and the origin of their conceptions of citizenship education; (b) the representation of citizenship education in pedagogical planning and practices, and the challenges associated with this representation; and (c) the academic and professional support they need to enhance citizenship education in their schools. Previous studies suggest that context is particularly important in reviewing citizenship education, since the complex and contested nature of the concept of citizenship leads to a broad range of interpretations. Taking into consideration the particularities of the context of Syrian private schools, as well as the distinctive characteristics of science and language teachers as idiosyncratic individuals on one hand and as experts in their respective disciplines on the other, a qualitative multiple-case study was conducted using focus group interviews. Twenty-nine science and language teachers teaching different grade levels from five private schools participated in the study. The teachers in each school were categorized into focus groups based on the subjects that they teach as the following: (a) Languages (Armenian, Arabic, English); and (b) sciences (physics, biology, chemistry), and the teachers of each category of subjects deemed as one case. A total of 8 focus groups were formed. Data was collected through Teacher Profile Questionnaires, focus group interviews, and content review. The results revealed many similarities between the conceptions of science and language teachers. Moreover, the analysis of the teachers’ views from both cases indicated similar factors affecting their conceptualization of citizenship education, as well as very similar views regarding the challenges they face while they integrate citizenship education in their instructional plans and practices, and the support they need to enhance citizenship education in their schools. Few different themes have emerged regarding the instructional practices that the teachers implement to emphasize citizenship education in their classrooms. The overall analysis of the teachers’ conceptions and views revealed that the teachers are more inclined towards the minimal interpretations of citizenship education, promoting value transmission, and transmitting knowledge and fixed values such as discipline, obedience, hard work, integrity, respect and responsibility. Moreover, the teachers’ lack of pedagogical content knowledge and expertise was evident as they used certain terminologies interchangeably, such as curriculum and textbook, and they could not provide thorough elaborations on some of their responses, especially concerning some teaching methods they use like cooperative learning. Based upon the gathered data and literature recommendations, implications for practice are suggested.
Coping Strategies against Burnout in School Leaders: A Comparative Study of School Leaders in Lebanon and Uganda
(2019) Casimiro, Lokwang Koryang
This study explores, compares and contrasts coping strategies used by school leaders in Lebanon and Uganda against risks of burnout. Typically, school leaders’ work is stressful as it is characterised by multiple, undefined and often conflicting roles and expectations despite time, funding and staffing constraints; insufficient preparation; institutional interference; and lack of supports systems. These lead to emotional exhaustion, depersonalisation and job dissatisfaction. Yet there are hardly any empirical and theoretical studies in Lebanon and Uganda that address burnout in school leaders. This study adopted a grounded theory approach to gauge coping strategies used by 16 school leaders selected using purposive and theoretical sampling. Data collection and analysis were simultaneously conducted, with data analysis determining what data to collect next until saturation was reached. Findings revealed few differences in coping strategies at the national context. However, personal and school contexts contributed to variations in coping strategies. Common coping strategies used by school leaders in both Lebanon and Uganda included: sharing leadership responsibilities, understanding school culture, adaptability, balancing work and personal life, building support and collaboration, time management, expertise and professional development. A coping strategy unique to few participants in Lebanon was building a culture of trust, and operating with a leadership team. In Uganda, schools had a leadership structure in which the school leader had two deputies. The leadership structure also gave some responsibilities to student leaders. The study recommends that school leaders adopt leadership styles and school culture that promote shared responsibility to offset stress, strain and possible burnout.
Critical Thinking, Mathematics Classrooms, and School Culture: Views of Principals, Heads of Mathematics Departments, and Secondary Mathematics Teachers in Lebanon
(2019) Hawatian, Taline Yerssaye
The purpose of this study was to explore the views of principals, heads of mathematics departments (HOD), and mathematics teachers of grades 9 to 12 in secondary schools in Lebanon about the role of critical thinking in mathematics classrooms. The study also investigated how principals and heads of mathematics departments viewed their role in creating a school culture conducive to critical thinking. Both constructs of critical thinking and school culture have been investigated at length by researchers, but the interplay between the two constructs has been rarely addressed. School culture was investigated based on Schein’s three levels of cultural analysis: artifacts, espoused beliefs and values, and basic assumptions. The study adopted a qualitative research design, with multiple-case study approach. Questionnaires were administered to the participants and semi-structured interviews were conducted with them. In addition, several mathematics classrooms were observed. Data was coded, patterns were derived from the codes, and themes were emerged. The study identified three themes, namely: the Lebanese mathematics curriculum and official examinations do not foster critical thinking; an epistemological orientation based on student-centered exploration of knowledge and debating controversies create a school culture conducive to critical thinking; a shared vision of critical thinking as an educational goal, teachers’ strong knowledge in critical thinking and its instructional strategies, professional development and training in teaching for critical thinking create a culture conducive to critical thinking. This study contributes to the literature by studying the relationship between two important educational constructs: critical thinking and school culture and showing how a school culture characterized by shared vision, collaborative leadership, and an epistemological orientation based on divergent thinking foster students’ critical thinking. Moreover, this study makes recommendations to stakeholders and school leaders on how to create a school culture conducive to critical thinking by empowering teachers and providing them professional development in teaching for critical thinking.
E-Learning Education: An Exploratory Study on High School Students' Attitudes and Educational Use of the Internet
(2005) Jabbour, Sawsan
The current study explored, within E-Learning education, the possible impact of Internet-based learning on high school students' attitudinal and E-educational use of the Internet. It investigated the context of E-Learning education in Lebanese educational institutions. It explored the practices of Lebanese postmodern generation in relation to the Internet and their tendency towards a New Value System. The study compared students' attitudes towards the use of the Internet with teachers' attitudes towards the Internet, as perceived by students. It also pointed at teachers' impact on students' integration of E-Learning in educational settings. The instrument used to collect the data was a 34-item questionnaire that was answered by 232 English high school students of eleventh grade. Results of frequency tests on Internet accessibility and connectivity is supported, so as the frequency tests of the Practices of the New Value System of postmodern generation. Although the correlation tests run for students' and teachers' attitudes showed no positive relation, it supported the current research considerably. A t-test is run to describe teachers' attitudes and their Internet-based integration. It also was found supported.
Effects of Phonological Awareness Instruction on Reading Acquisition of the English Language in Lebanese Private Schools
(2005) Khattab, Gina
The current study examined the effects of phonological awareness instruction on children’s reading achievement in Lebanese private schools at the preschool level. In addition to phonemic awareness, two variables - rhyme and letter-sound knowledge, were included to ascertain if a relationship exists between rhyme and letter-sound knowledge to phonological awareness and its importance in achieving a higher level of literacy development. The target sample was the preschool level in the Lebanese private school (ages 4, 5 & 6). The instrument used to collect data was a 35-item assessment test. One-hundred and eighteen children were assessed in Kindergarten II from three different schools which implement diverse instructional methods in learning a second language (English). Results showed a significant difference between the average scores of children receiving the two instructional methods; phonological awareness and letter-sound knowledge, and the average scores of children who only received letter-sound knowledge and/or rhyme instruction. No evidence was found for a significant difference between children who received rhyme and letter-sound knowledge instruction and children who only received letter-sound instruction.
Effects of Socioeconomic Status on the Educational Aspirations and Expectations of the Lebanese Armenian High School Students
(2001) Harboyan, Lory
The current study examined the effects of socioeconomic status on high school students' educational aspirations and expectations. Two other variables, academic achievement and significant others' influence, were studied as influential factors in students' post-high school destinations. The arguments were based on Hyman's class-differentiated value system, and Sewell's social-psychological model for educational attainment. The target sample was the Lebanese Armenian youth attending Armenian schools in Lebanon. The instrument used to collect the data was a 30-item questionnaire that was answered by 211 Lebanese Armenian eleventh grade students. Results of the stepwise regression analyses showed that socioeconomic status had some significant predictive power over students' educational aspirations and expectations. Reported academic achievement—mainly the official Brevet examination scores—and significant others' influence were also related to the subjects' post-high school plans.
Exploratory Study of Principalship in the Beirut Area
(2006) Al Jamal, Samer H.
The purpose of this exploratory study was to understand and measure principal leadership and effective practices in private Beirut schools. The 16-item questionnaire was mailed to all 113 school principals after whom 24 (14 women principals and 10 men principals) filled their copies and sent it back. Nevertheless, this study was able to investigate the principals' attitude and approach toward various educational leadership issues such as: traits of effective school principals, their effect on student achievement, priorities of a principal, and many other aspects of principalship. We were also eager to survey the principals' enthusiasm toward having a licensure system for school principals in Lebanon as well as their opinion regarding a Leadership Training Program prior to handling this job. The study revealed that 66% of the principals are above 50 years of age. It also showed that 54.2% of the principals hold a bachelor's degree while only 29.2% have a master's degree. In this study, Lebanese school principals ranked "having a clear vision and a plan to achieve that vision" as the first priority for successful school leaders. While 70% of them agreed that the ministry of education should issue a licensure system to qualify principals in the profession, and 80% supported the idea that a Leadership Training Program is necessary for principals to perform a better job, only 66.7% agree that there is a strong relationship between their role and student achievement. However, the study revealed various interesting facts that were highlighted in details.
Extrinsic and Intrinsic Factors Motivating Lebanese Teachers
(2010) Kamarieh, Nancy Ramez
The present study was conducted to assess the extrinsic and intrinsic factors that motivate teachers to teach. It measured each type of motivation: extrinsic and intrinsic, and specified the level where each teacher stands starting from amotivation, passing through the three types of extrinsic motivation (external regulation – introjected regulation – identified regulation) gradually reaching to types of intrinsic motivation (to know – to accomplish things – to experience stimulation). The focus of the study was to measure each type of extrinsic and intrinsic motivation on private school teachers through all the school levels starting from kindergarten (33 teachers), elementary (83 teachers), intermediate (55 teachers), and ending with secondary classes (35 teachers). Participants were asked to provide information concerning their age, degree earned, classes they teach… and fill in the following questionnaire: The Academic Motivation Scale (AMS), adopted from Vallerand (1989) and The Teacher Motication Questionnaire. There were 13 schools involved in this study. The gender of this study consisted of males (n= 43) and females (n= 163). Results showed a significant relationship between total years of teaching experience and years of teaching experience in the current school with both extrinsic and intrinsic motivation. Another significant result was the relationship in gender: Females are more intrinsically motivated than males. Consequently, in order to motivate teachers, they should be supported by their principals and their students' parents, rewarded and less isolated with each other.
Factors Influencing School Mobility: Armenian Case in Lebanon
(2003) Khatchigian, Sarine Ghazaros
The purpose of the following research is to try to comprehend the factors that influence and contribute to school mobility, with a stress on the Armenian situation in Lebanon. The research also attempts to scientifically ascertain why some Armenian parents are choosing non-Armenian schools, and to understand the parents' opinions and perceptions concerning Armenian schools operating in Lebanon. The instrument used to collect data was a 32-item questionnaire, which was made up of two sections. The sample consisted of 311 parents of grade six students attending the Armenian schools in Greater Beirut. The results showed that the majority of the families come from a low SES background. It also became clear that there have been significant demographic changes when residence is concerned, and, also, more than half of the students have already changed school before. As for parents' perceptions of Armenian and non-Armenian schools, in most cases parents have a positive perception of the Armenian schools, except when integration with the local Lebanese community and establishing contacts with the latter are considered.
Factors that Affect Teachers' Quality of Professional Life
(2000) Osseiran, Lara
Increasingly, national and international initiatives are directed toward finding ways to improve the quality of the teaching profession for all teachers. One step in developing a high-quality staff would be in understanding the factors (work conditions, roles and responsibilities, and classroom practices) associated with teachers' perceptions regarding their teaching career (overall job satisfaction, work centrality, and occupational stress). The schools were randomly selected from a list of private schools in Beirut, Lebanon whose language of instruction is English. The list was available from the Center of Education Research and Development. Permission to involve the teachers was obtained from the principals of schools. 90 teachers out of one hundred-ten responded to the questionnaire that inquired about teacher's perceptions regarding the teaching career in terms of the factors that affect satisfaction on the job. The frequencies of the teachers' perceptions were measured through the selection of one of the following indicators: "a great deal, to some extent, not much." These indicators were represented consecutively by the numbers 3, 2, and 1. The questionnaire consisted of 31 questions. Frequency counts were calculated to detect the range required for the teachers' responses. In addition, Pearson product moment correlation coefficient was calculated to determine the level of the teachers' satisfaction on the job. Positive results were obtained by correlating classroom practices with overall job satisfaction (r = .355; p < 0.001). Another positive correlation was found between work centrality and classroom practices (r = .311; p < 0.001). Almost 98% of the teachers considered success on the job as important. In the case of roles and responsibilities with overall job satisfaction, there was a significant positive correlation between them (r = .316; p<0.001). Another significant positive correlation was obtained between work conditions and overall job satisfaction (r = .387; p<0.001). All subjects appear to place high value regarding classroom practices. They were all in favor of building warm relationships with their pupils. Further, only 17% of the subjects considered that job satisfaction is not good "most of the time." Finally, results showed that 16% of the subjects experienced stress in their present job.
Grade Nine and Twelve Students' Attitudes toward Civics: Influences on Conceptions of Citizenship and Expected Participation
(2017) Artin, Anna
Citizenship education is a tool for nation building, developing social cohesion, and bringing up active citizens. However findings of previous studies have showed that students have negative attitudes toward this subject. Studies have also found a decline in the youth’s political engagement and their lack of participation in the life of the community. The study examined the attitudes of selected sample of Lebanese students towards civics, and the influence of instructional methods and classroom climate on their attitudes. It determined the relationship of these variables on students’ conceptions of citizenship and expected political participation. Finally, it examined if students' attitudes toward civics moderate the relationship between the grade level, classroom climate, instructional methods and the students' conceptions of citizenship and their expected citizenship participation. Questionnaires were distributed to 628 students in grades 9 and 12 in seven private schools in Lebanon. The study used a quantitative method, and utilized SPSS to analyze the data. Results showed positive attitudes towards civics for both grade levels and found that student centered instructional methods and open classroom climate predict students' conception of citizenship and their expected citizenship participation with variation in grade level. An important finding of the study was that students' conception of good citizenship was more strongly related to open classroom climate for discussion, when the attitudes towards civics were positive. Finally, an unexpected finding was that engaging in human rights activities and community service contributed to active participation.
Job-related Stress, School Climate and Burnout Among Classroom Teachers
(2001) Balian Sarkissian, Takouhie
A questionnaire-based research was conducted to examine the relationship between both forms of teacher burnout (psychological and physical) with the following factors: (a) job-induced stress, (b) school climate and (c) teaching experience. The questionnaire was adopted from Hock (1988) and Riehl and Sipple (1996). The sample was composed of 48 elementary English teachers of private schools in Beirut. The results showed that only the school climate was positively related with both forms of burnout. Moreover, it was found that buffers (i.e. parental support, paperwork and being provided with the necessary teaching materials) were significantly related with teachers' physical burnout. While the order of students (i.e. students' attitude toward school work and their behavior in classroom) and administrative support were significantly correlated with teachers' psychological burnout. Salary was also found to be the highest stress-inducing factor among the other job-stressors, for most of these teachers. Therefore, to enhance the psychological and physical well-being of teachers, they should be supported by their principals and by their students' parents. In addition, they should be provided with the essential teaching materials and be relieved from unnecessary paperwork and from the disciplinary problems that are associated with students.
Kindergarten Teachers' Perceptions and Implementation of Free Play at the Armenian Schools of Lebanon
(2021) Kazanjian, Loucine
Recent literature in Early Childhood Education underscores the importance of play, in general, and free play, in particular, in the early years of children’s lives. However, little is known about free play and its implementation in Lebanese Kindergartens. This research involved a qualitative case study of Kindergarten teachers’ perceptions and implementation of free play in the Armenian schools of Lebanon. Data sources included a questionnaire with open-ended questions and semi-structured interviews. Twenty-five KG teachers from 8 schools participated in the study by completing the questionnaire and of which 22 were interviewed. Data was coded, patterns were identified, and themes emerged through conducting thematic analysis. The results assured the implementation of free play in the Kindergartens of the Armenian schools of Lebanon; however, differences were noticed with regards to time and place of implementation as well as the teachers’ role during free play. The teachers considered that free play is crucial in early childhood and that its benefits suppress its disadvantages. However, they gave little time for free play. Moreover, at times, free play was replaced with structural play, because the teachers thought that the latter would lead to more learning. The findings of the present study are discussed in light of the existing literature. Culture-specific contribution is highlighted as well as recommendations for future research and policy.
Mentoring Practices: The Perspectives of Principals, Mentors and Novice Teachers
(2016) Nourian, Rita Waroujan
The purpose of this research study was to explore the perspectives of principals, mentors and novice teachers at nine private schools in Beirut on how they conceived mentoring, the forms of mentoring support available at their schools, the mentoring practices implemented at their schools and their recommendations on improvement of current practices. A theoretical framework was developed based on well-established mentoring practices evident in the literature. A qualitative research design, with grounded theory as its methodology, was adopted in this study. Data was analyzed using the constant comparative approach. The conceptual categories emerging formed the basis to develop a proposed model of mentoring practices that is grounded in the context of private schools in Beirut. The proposed model was compared to the theoretical framework. In addition to the proposed model, the findings of the study revealed that the schools lacked institutionalized and documented mentoring programs. Novice teachers were under-prepared, lacked adequate pre- and in-service teacher training and received support (if found) by their superiors and peers. The study also revealed that the participants used the terms supervising, coordinating and mentoring interchangeably. They did not realize the difference between mentoring as a function and the formalized supervisory roles held by the school superiors and accordingly regarded their superiors as their mentors. In addition, the mentors (mainly head of departments) followed the directive approach to supervision, which hindered opportunities for novice teachers‘ professional development and encouraged dependency. Finally, principals and mentors (head of departments and head of divisions) seemed to underestimate the collegial support novice teachers received from their peers. Although mentors relied highly on peer mentoring support they did not admit of its importance and of its being one form of mentoring support. Recommendations for practice and research were then suggested.
Participatory Decision-making and Kindergarten Teachers' Intrinsic Motivation: A Case Study in Lebanon
(2017) Koundakjian, Nathalie Vatche
The purpose of this case study was to explore teachers' involvement in participatory decision- making processes and the contribution (or hindrance) that such an involvement might have on their intrinsic motivation, particularly with respect to their autonomy, competence and relatedness. The study focused on one private school in Lebanon that hosts students from middle-upper class families. The research questions raised were bound to the context of the case. Departmental and general meeting minutes, teachers' lesson plans, two questionnaires and individual interviews were used as data sources. The participants, selected by purposeful sampling, included 24 Lebanese kindergarten female teachers (8 current, 8 assistant and 8 former teachers) working with children between ages 3 to 5, two directors and the general director of the school. Data was analyzed qualitatively through content analysis and constant comparative method. After coding, patterns were derived which led to the emergence of nine different themes. The themes that emerged constituted the bases to conclude that teachers were not involved in decisions at the managerial domain. Teachers were somehow involved in curricular and instructional decisions but they felt their involvement was limited and wanted greater participation in decisions related to these domains. When decisions were taken without teachers' involvement, they showed indifference. The study also revealed that extrinsic motivation was highly practiced at the school and teachers were involved in school life and tasks through imposed involvement. Imposed involvement was used since the directors and the coordinator believed that the kindergarten teachers lacked the initiative to take on different tasks. Although teachers were empowered in their profession, empowerment wasn't reflected in participatory decision-making. However, the classroom teachers and the assistant teachers experienced intrinsic motivation when they were involved in participatory decision-making. Finally, the study revealed that the directors were skeptical about kindergarten teachers' involvement in participatory decision-making which was one factor that hindered teachers' involvement in the decision making process. Recommendations for practice and further research were then suggested.
Perceived-teacher Self-efficacy as a Predictor of Job Burnout among a Sample of Lebanese Teachers
(2010) Sinno, Manal
The present study examined the relationship of teacher self-efficacy and general self-efficacy to burnout on a sample of school teachers (N= 112) in Beirut. The study relied on self-report measures where participants were asked to provide demographic work-related information and fill three questionnaires: Maslach Burnout Inventory (MBI), General Self-Efficacy Scale (GSE), and teacher Self-Efficacy Scale (TSE). Results were computed using analyses of correlations and regression. The results of the study showed that Teacher Self-Efficacy and General Self-Efficacy are positively and significantly correlated; whereas there was no significant relationship with general or with teacher self-efficacy. Further analysis showed that the number of absent days, among all other demographic variables, is the highest predictor of burnout.
Principals' Reported Practices in their Hiring Process of Teachers: An Exploratory Study in Lebanese Private Schools
(2013) Jabbour, Nisrine Youssef
The purpose of this exploratory study was to examine the hiring decision of principals in a sample of Lebanese private schools. The study aimed at exploring what school principals look for in a teacher candidate and what factors influence their hiring decision. The factors included the teacher’s credentials and character, religion, affiliation with the principal’s leadership style, job recommendations, and nepotism. A total of 27 principals from various private schools in Lebanon participated in this study. The study relied on 27 close-ended questions and 10 open-ended questions collected upon studying ample surveys from existing similar research studies. Data were collected and analyzed. The results showed that the teacher’s character and personality mattered most; recommendations from trusted sources were relied upon; religious beliefs were also valued.
Relation of Instructional, Pedagogical and Course Content Characteristics to Student Ratings of University Instructors' Teaching Effectiveness
(2010) Haddad, Samar
It is essential to determine if student ratings of instructors' teaching effectiveness reflect systematic bias due to instructor's gender. Students in five universities were asked to rate instructors in three factors: interpersonal characteristics, pedagogical characteristics and course content characteristics. Group differences were examined based on student gender, instructor gender, student level, and class size. Results indicated significant interactions between student gender and instructor gender in the course content characteristics but no differences were found in the interpersonal characteristics or pedagogical characteristics. Significant results were also found in the course content characteristics when the course was required. The findings were promising in the sense that they tended to eliminate gender bias in student evaluations of their instructors. The findings also suggested that administrators should not assume one gender to supply good or bad instruction, and they should not reward instructors on the basis of the instructor's gender but rather on individual course performance.

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