dc.contributor.author |
Elmahdi, Ismail |
|
dc.contributor.author |
Le Fevre, Deidre |
|
dc.date.accessioned |
2022-11-13T05:30:44Z |
|
dc.date.available |
2022-11-13T05:30:44Z |
|
dc.date.issued |
2022-03-01 |
|
dc.identifier.uri |
https://journal.uob.edu.bh:443/handle/123456789/4695 |
|
dc.description.abstract |
Improving leadership practices outcomes for students have gained attention over
recent years. To broaden understanding of effective leadership practice, this study
investigated how school leaders improved students’ academic achievement in Bahrain.
This qualitative study used interviews and document analysis to examine the practices
of ten women leading schools that gained the top student achievement scores in the
most recent review by the Bahrain Education & Training Quality Authority (BQA(.
Findings revealed these school leaders improved students’ academic achievement
through promoting collaboration, creating trust and respect through relationships,
focusing on the leadership of learning and teaching, and providing contextualized
opportunities for professional learning for leaders and teachers. The signifcance
of gender and culture in leadership and the importance of a moral imperative for
leadership were discussed alongside implications for policy and practice. |
en_US |
dc.subject |
leadership; improvement |
en_US |
dc.subject |
academic achievement |
en_US |
dc.subject |
Professional learning |
en_US |
dc.subject |
relational trust |
en_US |
dc.subject |
distributed leadership |
en_US |
dc.title |
Effective educational leadership practices: School leadership in Bahrain |
en_US |
dc.identifier.doi |
https://dx.doi.org/10.12785/jeps/230110 |
|
dc.volume |
Volume 23 |
en_US |
dc.issue |
Issue 1 |
en_US |
dc.contributor.authorcountry |
Bahrain |
en_US |
dc.contributor.authorcountry |
New Zealand |
en_US |
dc.contributor.authoraffiliation |
Bahrain Teachers College University of Bahrain- Bahrain |
en_US |
dc.contributor.authoraffiliation |
Faculty of Education and Social Work, University of Auckland - New Zealand |
en_US |
dc.source.title |
Journal of Educational & Psychological Sciences |
en_US |