Education in Supervision & Administration

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The Advantages of Knowing One's Learning Style among Lebanese High School Students
(2012) Soghomonian, Hrout
The last several decades has seen the emergence of "Learning Style," the approach that states that each student has a unique and preferred way to study and assimilate information. Learning style is an individual's unique approach to learning, and by knowing and understanding one's style, one can optimize one's learning experiences both in terms of time, quantity and quality of information absorbed. This descriptive study will try to explore the different theories and models surrounding the topic of learning styles. The study participants are high school students in the Lebanese educational system. The aim is to present accessible approaches that allow a student to recognize their individual learning style, optimizing their learning experiences.
The Effect of Chronotypes on Motivation and Academic Achievement in Elementary Students
(2012) Yoghourdjian, Lale
The present study examined the effect of the time-of-day preference of a sample of elementary students (N=103) on their motivation level and on their overall academic achievement. The study relied on self-report measures where participants were asked to provide demographic information and fill two questionnaires: The Morningness-Eveningness Questionnaire (MEQ) and the elementary School Motivation Scale (ESMS). The scores of both questionnaires were later analyzed along with the yearly GPA of the students. Results were computed using analyses of correlation and variance. The results of the study showed that academic achievement is positively correlated with morningness (r=.61) as well as motivation (r=.71) and that morning-preferring students (larks) tend to be more intrinsically motivated than evening-preferring students (owls).
The Relationship between School Building Condition and Student Behavior and Achievement in the Lebanese Armenian Schools
(2011) Balejkian, Guluzar (Vartoug)
The present qualitative study investigated if school building conditions have a relationship with student achievement and behavior in twenty Lebanese Armenian schools applying the 9th grade official program. The study relied on self-report measures, as the principals of the schools completed a 22-item and 4-question surveys (adapted from the 1993 study of C. Cash), as well as providing academic and behavior scores of their 9th grade students (n = 361) for the academic year 2009-2010. Also, the principals answered five open-ended questions on their opinion of the relationship of the school building condition and several aspects of the building with student achievement and behavior. A qualitative analysis of the obtained data showed that there is no relationship between school building conditions and student achievement and behavior. Moreover, the scores for behavior were high across the schools, and the achievement scores were low, in general, for all three kinds of school buildings: substandard, standard and above standard, regardless of the school building condition.
The Relationship between Extracurricular Activities, Academic Achievement and Self Esteem among Lebanese High School Students
(2011) Ghazarian, Mary Yeghia
The relationship between involvement in ECA, academic achievement and self esteem was studied in the research paper. The sample included 141 middle and high school students selected from 2 middle SES schools in Greater Beirut. The findings of the ANOVA and t-test suggest that there is a statistically significant difference in the academic achievement of participants in moderate hours of ECA (10-15 hrs/week) compared to low (0-9) or high (16+) participation in ECA. Additional results suggested that self esteem among the three groups was insignificant. Moreover the outcomes revealed that ECA related to sports had greater impact on the academic performance of students than non sport ECA. However, males were the most influenced when it came to sports. Further longitudinal research can be done to identify the long term effect of these ECA on students. The number of ECA can be complementary study as well.
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.
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.
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.
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.
The Views of Secondary Teachers in Beirut Regarding Student Evaluation of Teaching and the Elements Influencing those Views
(2018) Wazir, Rana
This study was designed to explore the views of secondary teachers in Beirut regarding student evaluation of teaching (SET) and to provide additional insight by exploring elements contributing to their views. SET is when students provide feedback about their courses and report on their experiences anonymously, allowing teachers to view their feedback. Many studies have examined different forms of SET and the views of teachers and faculty members teaching at schools and universities respectively. Moreover, previous research has shown that elements such as gender, age, teachers’ years of experience, subject taught, and school leadership can contribute to teachers’ views of SET. However, not much has been written about secondary teachers’ views of SET within the Lebanese context. A qualitative approach with survey design was adopted in the study. Data sources included: (a) surveys for teachers in schools that use SET, (b) surveys for teachers in schools that don’t use SET and (c) semi-structured individual interviews with teachers and school leaders. All data was analyzed qualitatively using thematic analysis. Findings revealed that teachers in general hold positive views regarding SET and consider the evaluation beneficial for students’ empowerment as evaluators, teachers’ self-improvement, and school administration’s role in enhancing the school’s accountability towards students. Teachers identified several factors related to teachers and students that affect the validity of SET and asserted that schools have a vital role in SET. Elements such as purpose of evaluation, school environment, and interpretation and dissemination of results were found to be contributing to teachers’ views of SET. This study contributes towards filling in a gap in literature in the Lebanese and international context. Recommendations were discussed for future research.
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.
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.
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.
The Relationship of Teacher’s Transformational Leadership Behavior and Process-based Curriculum with Democratic Classroom Climate and Participatory Citizenship
(2015) Al Khatib, Layan
The study examined Gutmann’s (1987) theoretical framework of democratic education in an empirical context of some private middle schools operating in Lebanon. The research examined the relationship of teachers’ Transformational leadership (TL) behavior and process-based curriculum with democratic classroom climate, as democratic means, and student’s participatory citizenship, as democratic ends, for middle school students in Lebanon. The sample consisted of 12 teachers and 301 students from grades 6, 7, and 8 in 4 schools. The instruments used were Multifactor Leadership Questionnaire (5x), Democratic Classroom Climate, and Participatory Citizenship. The results indicated no significant correlation between teacher’s TL behavior and Democratic Classroom Climate. Also, there was no significant correlation between teacher’s TL behavior and middle school students’ participatory citizenship. On the other hand, process-based curriculum schools scored significantly higher than non-process-based curriculum schools on democratic classroom climate. Moreover, process-based curriculum schools scored higher than non-process-based curriculum schools on students’ participatory citizenship with marginal significance. Further analyses showed that process-based curriculum schools score significantly higher than non-process based curriculum schools on teacher’s Transformational Leadership behavior. Thus, it is concluded that democratic means and ends, in addition to teacher’s TL behavior, are more evident at process versus non-process-based curriculum schools. Finally, as part of further analyses, a significant positive correlation between democratic classroom climate and participatory citizenship gives further support for Gutmann’s framework of democratic education in its means and ends.
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.
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.
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.
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.
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.
Student Mobility: Academic Achievement and the Effect of an Intervention Plan
(2009) Kourieh, Elias
This study is initiated to determine if students' mobility has a negative effect on the academic achievement in Math and English. It discusses findings based on interviews with families. It also covers the impact of an intervention program aiming to minimize mobility's effect on students. The study extends throughout two years. In 2006-2007 the total number of students is 389, and in 2007-2008 the total number of students is 367. The sample comprises of students of grade 6, 7 and 8 who are divided into two groups: mobile and no mobile students. Their results of the year 2006-2007 are taken and compared. The comparison shows that the no-mobile (stable) students performed better than the mobile ones in Math and English. The intervention program comprises a set of strategies used to lessen the effect of mobility. The analysis shows that these strategies are effective, and they helped the students to overcome some of the academic problems in English but not in Math.
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.

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