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The purpose of this study was to determine the degree to which Kouzes and Posner’s Transformational Leadership Model is being practiced by school principals as perceived by their teachers in Jordanian schools. Means, standard deviations, t-tests, and one-way analysis of variance (ANOVA) were utilized in this study. Results indicated that transformational leadership is being moderately practiced and applied by Jordanian principals. Furthermore, statistical results indicated that gender and school type had an influence on teachers’ perceptions in favor of female teachers and basic schools respectively. Finally, there were no significant differences among the three experience level groups of teachers (new hiring, middle career, and long experience) in their perceptions of each dimension of Kouzes and Posner’s model.

Two main purposes guide this study. The first is to assess the level of individual, group, and organizational learning at Qatar University (QU), and the level of career resilience among its faculty members. The second is to explore the relationships between these levels of learning at QU and the career resilience of its faculty members.

This study is quantitative in nature and was conducted using a survey methodology as its research design. A variety of statistical techniques were utilized in this research. A multiple regression model, the Pearson production‐moment correlation coefficient (r), means, and standard deviations were used as the main statistical techniques.

The findings of this study indicated that faculty members at QU practice three different levels of learning – i.e. individual learning, departmental learning, and university learning – separately or combined in a moderately high way. Further, the results clarified that faculty members at QU perceived themselves to have a moderately high level of career resilience. In terms of the relationship between career resilience and the three different levels of learning, the results of the Pearson production‐moment correlation coefficient (r) and the coefficient of determination, R², statistically confirmed the positive, modest, and significant relationship between career resilience and the three levels of learning combined.

A hypothesized correlation between career resilience and organizational learning is affirmed. The results of this study confirm the feasibility of connecting two emerging frameworks, i.e. organizational learning and career resilience. Therefore, studying the organizational learning of faculty members is a device that can be used to predict the possibility of faculty members adopting the characteristics and values of a learning organization in their academic life individually or organizationally, while displaying minimal dysfunctional behavior through their career resilience.

The purpose of this paper is to examine the degree to which Kouzes and Posner's Transformational Leadership Model is being practised by Jordanian school principals. Currently, there are both internally and externally increasing pressures on Jordanian schools to enact reform. The empirical literature on leadership has shown that transformational leadership is positively associated with principals' effectiveness in implementing reform agenda. Kouzes and Posner's Transformational Leadership Model provides school principals in Jordon with practical guidance on how to lead, as well as practical suggestions on how to act during reform agenda.

The research paper is quantitative in nature and was conducted using a survey design. Means, standard deviations, t‐test, and one‐way analysis of variance (ANOVA) were utilized to analyze gained data.

The findings indicated that Kouzes and Posner's model is being moderately practised by Jordanian school principals. Female teachers and basic schoolteachers more than male teachers and high school teachers identified their principals as transformational. Finally, there were no significant differences among the three experience level groups of teachers in their perceptions of each dimension of Kouzes and Posner's Model.

The paper suggests that more workshops and training courses in Kouzes and Posner's Leadership Model should be conducted in Jordanian schools. Moreover, it is hoped that this research will encourage new projects sponsored by the Jordanian Ministry of Education such as “Discovery Schools” and “School as a Development Unit” to adopt Kouzes and Posner's Leadership Model in their schools.

This study aims to investigate the effectiveness of the school-based support program (SBSP) as perceived by teachers who participated in this program. SBSP was designed to collectively build the capacity and promote the overall quality of teaching and learning in identified independent schools in the State of Qatar.

This study is quantitative in nature and was conducted using a survey methodology as its research design. A variety of statistical techniques were utilized in this research. Means, standard deviations, t-test, and one-way analysis of variance (ANOVA) were utilized to analyze gained data.

The findings indicated that teachers perceived the effectiveness of SBSP to be moderate-to- high. Further, there was a significant difference between male and female teachers in their perceptions of the effectiveness of SBSP overall. Male participant teachers perceived SBSP overall to be more effective than female participant teachers did. However, there were no significant differences among participant teachers in perceiving the effectiveness of SBSP that is attributed to their teaching experience or academic qualifications.

This study suggests a common level of satisfaction of the SBSP program that was launched just two years ago. At the same time, however, many recommendations and implications were discussed and suggested to enhance the effectiveness of the program.

The purpose of this paper is to examine the development of a professional development (PD) model for educator growth and learning that is embedded into the school context in Qatar. Because the success of a PD program in practice cannot be judged against its theoretical underpinnings, the paper goes on to examine the perceptions of instructional coaches on the effectiveness of the PD model.

Through the use of a qualitative, constant comparative approach, data were collected from 19 instructional coaches through open-ended surveys followed by focus group interviews. The instructional coaches provided information about the strengths of the PD program, the challenges they faced in their day-to-day implementation of the program, and their suggestions for the improvement of the program’s implementation and outcomes.

The instructional coaches reported several strengths, which were compatible with the literature on effective PD. However, the challenges they faced were deeply rooted within the inherent structure of the program, in addition to external challenges at both the school and Ministry of Education levels. Thus, a general consensus on the way that the program should be implemented was reached.

The study revealed the complexity inherent in transferring research-based principles and theory into practice. It indicated that the components of PD programs interact within complex social settings.

The purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education in early 2012 to the end of 2018. The review examines how coaching is theorized and practised in an educational context, and how coaching has evolved across educational disciplines.

The study is based on an analysis of research trends published in the International Journal of Mentoring and Coaching in Education from Volume 1 Issue 1 (2012) to Volume 7 Issue 4 (2018). The criterion according to which the articles were selected for inclusion in the literature review is whether the word “coaching” is used in the title, abstract or keywords.

Across a wide range of geographical and institutional contexts, the studies surveyed in this literature review point to the different ways in which coaching interventions support success in teaching and leadership. This review identifies three principal themes across the literature on coaching: confidence, trust and identity.

The literature review is confined to studies published in a single publication and is therefore not representative of the entire field of coaching research.

The focus of this review is coaching in education. The review comprises a survey of research concepts, innovation and creativity in the area of coaching and education. It highlights advances in the field of coaching and education and points to areas of development for future research.

By bringing together existing research in a number of areas across the field of coaching, this literature review provides a coherent overview of a rapidly evolving and diverse field.

This exploratory research intends to comprehend the perspectives of high school teachers toward incorporating technology in instruction.

Drawing upon Davis’s technology acceptance model as a theoretical framework, this study examines several aspects, including teachers’ access to and ease of using technology, as well as the support provided by educational institutions for the integration of technology in teaching. The quantitative data analysis (reliability tests, descriptive statistics, Mann–Whitney test) was computed via Statistical Package for the Social Science software. Furthermore, the study uses structural equation modeling to validate and substantiate the relationships (path analytical model) between the examined variables.

The key finding points to the fact that female teachers have statistically significant positive beliefs toward technology usage/integration in instruction than their counterparts (i.e. male teachers) (p < 0.01). Even though there exists no significant difference in computer usage/integration of teachers across age, nationality, grade, educational level and years of teaching experience, findings demonstrated the impulse of assisting and acclimating high school teachers to use technology in their education. Conclusively, the study culminates with future scope, considering the derived findings.

The study illustrates a validated framework (through path analytical modeling) for teachers’ technology integration in instructions. It highlights that the extent to which teachers use technology in the classroom is impacted by factors such as their accessibility to technology, comfort with its usage and the level of institutional support they receive for integration.

This study aims to examine the influence of transformational leadership and mindfulness on lecturers' commitment to teaching entrepreneurship with mediating effect of readiness for change in polytechnics.

The study used the cross-sectional survey method. The sample participants were 171 lecturers from polytechnics. Data were analysed by using partial least squares–structural equation modelling (PLS-SEM) approach.

Findings indicated that readiness for change mediated the relationship between transformational leadership and commitment to teaching entrepreneurship. Transformational leadership and mindfulness had no significant influence on commitment to teaching entrepreneurship. Readiness for change did not mediate the relationship between mindfulness and commitment to teaching entrepreneurship.

Higher education should be aware of the importance of lecturers' readiness for change. This is because readiness for change is the mediator of the relationship between transformational leadership and commitment to teaching entrepreneurship.

The study sheds light on the explanation of mediating effect of readiness for change to influence the relationship between transformational leadership and lecturers' commitment to teaching entrepreneurship in the Malaysian polytechnic context.