SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW

Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century.   Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was done on two main databases, Web of Science and Scopus. There were three main stages in the process: identification of keywords, screening of articles, and determination of the articles. This resulted in a final database of 16 eligible documents.     Findings: The review of these documents resulted in three main themes – personal challenges, school context, and stakeholders, and 11 sub-themes. There were three subthemes for personal challenges such as lack of knowledge and skills, while school context challenges can be divided into six sub-themes such as lack of trained staff and inadequate facilities and resources. The two subthemes for stakeholders challenges are negative attitudes of parents and interventions from the Ministry.   Contributions: This systematic review expands the literature of principalship in the 21st Century by highlighting the challenges faced in the context of North American, African, European, and Australian schools. Further work on the challenges faced by school principals in other continents should be carried out to achieve a better understanding on the issue.   Keywords: 21st century, challenges, principal leadership, school leadership, systematic review.   Cite as: Adams, D., & Muthiah, V. (2020). School principals and 21st century leadership challenges: A systematic review.  Journal of Nusantara Studies, 5(1), 189-210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-21

Practitioner research : nation-wide educational reform for school improvement in the Kingdom of Bahrain

This commentary consolidates research carried out from 2011-2016 in the island Kingdom of Bahrain, which is a vibrant context of educational reform. It draws attention to the main themes shared by the publications and demonstrates how together they form a clear picture of the development of educational reform in Bahrain and current outcomes. In addition, it demonstrates how these publications have contributed to related knowledge and scholarship, and delineates how, through reflecting on these publications, the researcher advanced her research skills and acquired new perspectives. Four themes are discussed. The first theme is crosscutting, as it relates to research opportunities and limitations with respect to research in education in Bahrain. Such opportunities and limitations impact the investigation of educational practices such as the teaching and development of 21st Century skills (e.g. higher-order thinking skills and deep learning) creating significant challenges, in particular to school improvement efforts. These challenges are the focus of the second theme and link to the third theme, which centres on the main potential factors behind them. Specifically, Theme 3 concentrates on the predominance of a conservative culture of teaching and learning in the educational institutions of the Kingdom. Finally, the fourth theme highlights pedagogical strategies related to student-driven learning, which may mitigate the existing challenges and the factors contributing to them. The discussion of the themes is followed with reflections on what the researcher envisions as the possible way forward in educational reform in Bahrain, which entails an emphasis on an interdisciplinary, problem-oriented approach to learning. Further reflections examine the experiences of being a researcher in a vibrant context of educational reform such as Bahrain’s and what they involve in terms of opportunities and challenges. The final sections highlight how the researcher’s publications have contributed to the scholarly literature and discusses some methodological considerations and possible future research directions

Higher Education Revolutions in the Gulf

Over the past quarter century, the people of the Arabian Peninsula have witnessed a revolutionary transformation in higher education. In 1990, there were fewer than ten public universities that offered their Arabic-language curricula in sex-segregated settings to national citizens only. In 2015, there are more than one hundred public, semi-public, and private colleges and universities. Most of these institutions are open to expatriates and national citizens; a few offer gender integrated instruction; and the language of instruction is much more likely to be in English than Arabic. Higher Education Revolutions in the Gulf explores the reasons behind this dramatic growth. It examines the causes of the sharp shift in educational practices and analyses how these new systems of higher education are regulated, evaluating the extent to which the new universities and colleges are improving quality. Questioning whether these educational changes can be sustained, the book explores how the new curricula and language policies are aligned with official visions of the future. Written by leading scholars in the field, it draws upon their considerable experiences of teaching and doing research in the Arabian Gulf, as well as their different disciplinary backgrounds (linguistics and economics), to provide a holistic and historically informed account of the emergence and viability of the Arabian Peninsula’s higher education revolutions. Offering a comprehensive, critical assessment of education in the Gulf Arab states, this book represents a significant contribution to the field and will be of interest to students and scholars of Middle East and Gulf Studies, and essential for those focused on higher education

Hindering and enabling factors towards ICT integration in schools: A developing country perspective

ICT in education has emerged as a widespread phenomenon and has been widely considered and explored. While remarkable achievement in ICT use in the teaching and learning process has been observed in the developed part of the world, schools in the developing countries still fail to do so. Pakistan, as a less developed country, has still been in its infancy stage of ICT integration in schools. The purpose of this paper was thus, to explore the existing state of affairs in relation to ICT integration in schools via reviewing both the hindering and enabling factors. The study employed a systemic review method to review the available research, conducted in Pakistan, in the last ten years. The results inform about several fundamental issues and provide a way forward towards effective ICT integration in the process of teaching and learning.

Evaluating the impact of ICT on teaching and learning: A study of Palestinian students’ and teachers’ perceptions

This is an accepted manuscript of an article published by Springer in Education and Information Technologies on 19/09/2020, available online: https://doi.org/10.1007/s10639-020-10339-5 The accepted version of the publication may differ from the final published version.This study aimed to investigate the impact of ICT on teaching and learning from the point-of-view of Palestinian students and teachers. A total of 207 school teachers and 276 students from 53 schools taking part in an ICT project in Palestine responded to a questionnaire survey. Results indicated that students in Palestinian public schools perceived ICT to have a moderate influence on their learning. Students indicated that they face frequent challenges such as: lesson duration, access to modern devices and issues with information research skills. These results contrasted with school teachers’ views, which reflected a much stronger impression of the influence of ICT on teaching

The role of transformative leadership, ICT-infrastructure and learning climate in teachers’ use of digital learning materials during their classes

This study investigated whether the school organizational variables transformative leadership (TL), ICT-infrastructure (technical and social), and organizational learning climate were related to teachers’ dispositional variables attitude, perceived norm, and perceived behavior control (PBC). The direct and indirect influences of these variables on teachers’ intention and use of modern technology such as digital learning materials (DLMs) were also investigated. A longitudinal design was used with three measurements spread out over three years, with 544 randomly selected teachers from the Dutch primary, secondary and vocational education. Model fit was tested using structural equation modeling (SEM). All dispositional variables predicted the use of DLMs, mediated by teachers’ intention. TL had direct and indirect relationships via ICT-infrastructure and learning climate with attitude, perceived norm, and PBC. The longitudinal design proved the chronological effect of TL on learning climate and the dispositional variables. However, not all TL dimensions had relationships with ICT-infrastructure (only TL-vision and TL-intellectual stimulation) and with learning climate (only TL-intellectual stimulation). For educational practice, the results indicated that leadership can promote teachers’ use of DLMs directly and by supporting a school wide learning climate under the condition that an ICT-infrastructure exists

The Relationship Between English and Employability in the Middle East and North Africa

This report explores what is known about the relationship between English language learning and employability in the Middle East and North Africa (MENA). Section 1 summarises the economic situation in MENA and describes some of the approaches to reform that have been proposed to generate economic growth, which include labour market reform (a focus on demand), and investment in education and changes in education systems (a focus on supply). It concludes with a collated list of recommendations for reforming MENA economies. Section 2 provides an overview of education systems in MENA and educational policy attempts to respond to economic and social needs in the region. Included in these reforms are proposals to enhance both access to and quality of education; making education more responsive to the needs of the private sector; and expanding and improving English language teaching. This section also presents an overview of the data that exists on the relationship between economic development and education that is relevant to the region. It demonstrates that overall investments in education, though significant in many countries across the region (and particularly in the Gulf Cooperation Council (GCC), have not resulted in the expected outcomes (i.e. significant improvements in the provision of education). Section 3 looks at the role and status of English in society and in education systems across MENA, and considers the role of the language in promoting employability. The section first reviews the evidence that relates English language learning to economic gain for nations and individuals, paying heed also to the results that have been found elsewhere. It suggests that there is a relationship between English language skills and economic gain, but the benefits at a national level are limited by the wider system and factors such as macro-economic stability, good governance and transparency. Similarly, a person’s social environment and individual circumstances limit the returns of English at an individual level. So without targeting the long-embedded inequalities in terms of gender, ethnicity and the urban-rural divide, education in general – and English language education in particular – is not likely to provide disadvantaged individuals with the resources that they need to catch up. There is little quantitative evidence from the MENA region that would allow us to make claims such as “an individual who speaks English earns X% more than an individual that doesn’t” – and this might be the type of evidence that parents and policy makers would most like to see. But even when such claims are made, they are restricted to certain employment sectors and geographic regions and cannot be generalised to whole populations or regions. Evidence also shows that while English language skills are related to economic opportunities, the same can be said of any language skills. Multilingualism is very valuable for societies, and it is certainly not the case, as was once thought by some, that multilingualism acts as a barrier to economic development. This provides good justification for ensuring that local and national languages maintain a strong role in societies, and that children are offered opportunities to develop a strong foundation of literacy and communication skills in local languages, which will then, in turn, ensure a strong basis for second language learning. Section 3 ends with a review of the emerging research into English language teaching programmes and programmes in higher education that are using English as medium of instruction (EMI). These studies highlight the serious challenges involved in implementing effective English language teaching initiatives in the region. They also uncover clear needs to develop teachers’ competences in student-centred, communicative teaching approaches, as well as abilities to deliver sector-specific, authentic ESP programmes. Research into EMI raises severe concerns about the efficacy of such programmes in MENA and the opportunities for students to access learning through English. Moreover, the research uncovers concerns among some MENA populations (overall but particularly in the GCC) of dominance of global culture over local values, as well as efforts to maintain local values, cultures, religion and languages. This research therefore implies that offering quality English language teaching is a challenge in the region. Offering education through English as the only medium seems likely to act as a further hindrance to learning. Despite the significant investment of governments and individuals, even in some of the most generously funded education systems in the world, these challenges persist. This suggests that there are wider issues at stake, and that there is a need for significant transformation in education systems and traditions. Access to high quality English language teaching should be equitable, and should offer individuals opportunities to enhance their capabilities in ways that allow them to capitalise on economic and social opportunities and to take ownership of English as a medium for the expression of local values. At the moment there is little evidence that this is happening. The report concludes by summarising the implications of this review and by proposing recommendations for policy makers and implementers that would help support the transformation of education systems in MENA so that education and language learning can better contribute to human development. These recommendations relate to both wider education systems in general, as the context in which language learning and skills development sits, and English language teaching in particular. The recommendations include: Approaches concerning language use and language learning • Applying a bilingual/multilingual approach to education at all levels and in all countries to support improvements in quality • Building more bridges to allow students to move between their local languages and varieties, the national language and international languages • Ensuring strong foundations in local language(s) literacies as well as English literacy, with bridges connecting the two • Ensuring that appropriate language learning pedagogies are used with young learners so that they gain confidence and useful communication skills • Promoting high quality English language teaching through appropriate teacher education or professional development initiatives and shifts in assessment policies Curriculum reforms • Implementing in policy and practice learner-centred pedagogies that move away from rote learning and memorisation • Integrating critical thinking, problem solving and autonomy skills into the subject curriculum • Updating the curriculum to be relevant to the real needs of society Teacher education • Strengthening systems for initial teacher education and opportunities for the professional development of practising teachers over time and at scale • Harnessing ICTs for the provision of teacher education • Providing support for teachers to enact multilingual strategies in the classroom to support students in learning to communicate in local, national and international languages Educational system reforms • Implementing national quality assurance standards • Reforming assessment systems so that they ensure that certain knowledge and competencies are learned instead of working as gatekeepers • Maintaining focus on improving quality of basic education so that it is relevant to people’s lives and potential for employment • Embedding more flexibility into education systems • Focusing on equity issues (particularly those related to location, gender and language background) • Ensuring that education is delivered in a medium that students can access Technical education • Ensuring that skills development initiatives are relevant and accessible to those who need them most (reducing barriers to vocational education) • Embedding literacy and numeracy development and language learning within Technical Vocational Educational Training (TVET) • Improving the image of TVET (through enhancing employability) Further research, monitoring and evaluation • Filling the data gap with regards to learning outcomes in the region in general and in terms of English levels among teachers and students • Developing independent education research institutions • Promoting monitoring and evaluation, for sharing good practice across the region, and for scaling up successful initiatives • Providing more quantitative data about levels of English in society and needs for English (and other languages) in the labour market, including the informal sector • Providing more qualitative data – through case studies – about what people can actually do with English language skills once obtained, what challenges can be solved and opportunities sought with additional competences in English This report suggests that such education initiatives (including those in ELT) are embedded within wider programmes for development that take into account the larger structural issues in order to enhance people’s opportunities and capabilities

Rethinking e-learning strategy 2.0 in the digital age: case study of the future school project in the Kingdom of Bahrain

PhD ThesisThis research aims to rethink e-learning strategy in the digital age by taking The Future School Project in The Kingdom of Bahrain as a case study and by investigating and evaluating e-learning strategies. In the Digital Age, the new technologies of web 2.0 (such as Facebook, blog, YouTube, etc.) have changed the learning landscape, where learners are becoming active participants and creators of knowledge. Many claims and suggestion have made about learning potential of Web 2.0 tools and technologies, however, these claims and suggestions have not been based on research evidence. New research is critical because many learning institutions and schools are making significant investments in e-learning; however, changes in the learning process have been incremental rather than transformational, mainly due to the lack of strategic direction. The research approach adopted in this dissertation includes (1) Observations and Document Analysis, (2) Interviews Stakeholders and (3) Questionnaires (Staffs, Teachers and Students). The findings show how teachers and students are using ICTs in learning. Moreover, they explain another factor which has an impact on the successful integration of technology in e-learning: this factor is the gaps between e-learning policy, the actual practice of teachers, and students’ practice; these three worlds are very far apart. Also the findings show that Web 2.0 could bridge the gap between digital natives and the educational system leading to successful integration of technology in learning. Furthermore, it explains the role of Web 2.0 in learning and provides an e-learning strategic framework for evaluating e-learning. The research recommends (1) Using social network sites Facebook and video sharing site YouTube in learning, (2) Triangulation of e-learning policy, teacher practice and students practice, (4) Rethinking using current ICTs, and (5) Encouraging and monitoring teachers using ICTs.Ministry of Education in the Kingdom of Bahrai

Open Educational Resources: Policy, Costs and Transformation

Open Educational Resources (OER) — teaching, learning and research materials that their owners make free for others to use, revise and share — offer a powerful means of expanding the reach and effectiveness of worldwide education. The Commonwealth of Learning (COL) and UNESCO co-organised the World OER Congress in 2012 in Paris. That Congress resulted in the OER Paris Declaration: a statement that urged governments around the world to release, as OER, all teaching, learning and research materials developed with public funds. This book, drawing on 15 case studies contributed by 29 OER researchers and policy-makers from 15 countries across six continents, examines the implementation of the pivotal declaration through the thematic lenses of policy, costs and transformation. The case studies provide a detailed picture of OER policies and initiatives as they are unfolding in different country contexts and adopting a range of approaches, from bottom-up to top-down. The book illuminates the impacts of OER on the costs of producing, distributing and providing access to learning materials, and shows the way that OER can transform the teaching and learning methodology mindset. Recommendations on key actions to be taken by policy-makers, practitioners, OER developers and users are also outlined, particularly within the context of Education 2030. Clearly, progress is being made, although more work must be done if the international community is to realise the full potential of OER. Contents Foreword by the President and CEO, Commonwealth of Learning Foreword by the Assistant Director-General for Education, UNESCO Introduction Open Educational Resources: Policy, Costs and Transformation | Rory McGreal, Fengchun Miao and Sanjaya Mishra Chapter 1 Open Educational Practices in Australia | Carina Bossu Chapter 2 Open Educational Resources Policy for Developing a Knowledge-Based Economy in the Kingdom of Bahrain | Nawal Ebrahim Al Khater, Hala Amer and Fadheela Tallaq Chapter 3 The State of Open Educational Resources in Brazil: Policies and Realities | Carolina Rossini and Oona Castro Chapter 4 Open Educational Resources in Canada | Rory McGreal, Terry Anderson and Dianne Conrad Chapter 5 Caribbean Open Textbooks Initiative | Neil Butcher, Andrew Moore and Sarah Hoosen Chapter 6 Open Educational Resources in Germany | Ulf-Daniel Ehlers Chapter 7 Copyrights in OER Publishing in India: The Case of the National Programme on Technology-Enhanced Learning | Mangala Sunder Krishnan iv Chapter 8 The Promise of Open Educational Resources in Indonesia | Petra Wiyakti Bodrogini and Mohammad Rinaldi Chapter 9 Using Open Educational Resources for Undergraduate Programme Development at Wawasan Open University | Teik Kooi Liew Chapter 10 OERu: Realising Sustainable Education Futures | Wayne Mackintosh Chapter 11 Integrating ICT for Innovative Educational Solutions in Oman: Leveraging OER Policy to Enhance Teaching and Learning | Maimoona Al Abri and Saif Hamed Hilal Al Busaidi Chapter 12 The Polish Open e-Textbooks Project as a Policy Model for Openness of Public Educational Resources | Alek Tarkowski Chapter 13 Open Access to Educational Resources Through Federal Portals and OER in Russia | Svetlana Knyazeva and Aleksei Sigalov Chapter 14 Open Educational Resources for Early Literacy in Africa: The Role of the African Storybook Initiative | Tessa Welch and Jennifer Glennie Chapter 15 Developing an Infrastructure Support for Faculty Use of Open Educational Resources: The Case of the Washington State Community and Technical Colleges System | Boyoung Chae and Mark Jenkins Conclusions | Fengchun Miao, Sanjaya Mishra and Rory McGrea

CHALLENGES OF USING ICT INTEGRATION IN 21ST CENTURY EDUCATION: ENGLISH TEACHER PERSPECTIVE

In the 21st century, teachers are the important aspect in education process because teachers as digital immigrant for education develops and changes affected, so that teachers are required to follow developments in education such as using ICT. It is challenges for the teachers adapt this change by engaging with some information dealing with the 21st century education. This research aims to analyses challenges faced by English teachers in using ICT integration in 21st century and strategies used to overcome the challenges of ICT integration in 21st century. This research uses qualitative method based on describe the research data and use interview for collecting data from teachers in Senior High School West Java. The findings of this research show that challenges faced by English teachers in using ICT integration in 21st century teaching are teachers‟ less competency in using ICT, difficulties in creating learning design, students‟ social change, lack of Internet access, lack of technical support, teachers‟ difficulties in selection the content, lack of time, students‟ lack enthusiasm for learning, teachers‟ creativity in teaching process, and lack of students awareness. Strategies used by English teachers to overcome the challenges of ICT integration in teaching are educating teachers with training and professional development, designing effective online learning, providing technical support and internet access, providing personal technical support, and educating the students about the importance of using ICT in the learning process