Differentiated Education Supervision Approaches in Schools through the Lens of Teachers

The purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.’s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested

The Rise and Fall of Teacher Leadership: A Post-Pandemic Phenomenological Study

This study explored teacher leadership functions during and post-school disruption, due to COVID-19 pandemic. Participants were recruited from three primary government schools in Qatar, and included 12 teachers, three vice-principals (assistant principals) and three principals. A phenomenological research design was employed using semi-structured interviews for data collection. Findings suggest nine teacher leadership functions during school closure, two of which only were sustained post-school reopening. The study argues that the regression in teacher leadership functions relates to the failure in the internalization of teacher leadership cultural norms and values. The study offers recommendations for policy and practice.Open Access funding provided by the Qatar National Library

Parent’s Perceptions of Online Learning during Covid-19 Pandemic: The Road Ahead

This study explored parents’ perceptions pertaining online learning in the state of Qatar during Covid-19 pandemic.  688 parents were surveyed and data was analyzed statistically using SPSS 28.0.  Findings suggest that parents perceived online learning positively only when a set of conditions coexisted, including parental readiness, school support, and abundance of online resources. Moreover, parents viewed in-person learning to be of higher quality than remote learning, believing that academic progress and wellbeing were stymied through online learning. Moreover, parents suggested a road map for leveraging the quality of online learning, which sheds light on the importance of a solution that is family-centered, accounting for parental multi-tasking; apprehending economic and social pressures; responding to the cultural context; and securing student wellbeing

School Leadership 4.0: Are We Ready?

This study explores the relevance of Leadership 4.0 in the context of Education 4.0 for school leaders. By investigating school leaders’ knowledge and perceptions of Education 4.0, the study provides insights into their understanding and preparedness for this transformative shift. Four focus group interviews were conducted with 16 school principals from 8 countries after a webinar on Education 4.0. The findings indicate that school leaders had limited prior knowledge but were familiar with related terms. Concerns include potential impacts on physical schooling, teacher and student well-being, and educational inequalities. Despite concerns, school leaders recognized the benefits of Education 4.0, emphasizing the importance of empowering themselves and teachers with various leadership skills. Agile leadership emerged as crucial for guiding Education 4.0, focusing on crisis management, planned professional development, and leveraging collective community capacity. The study underscores the need for a paradigm shift in policy structures to enhance collaboration and co-construction of reform agendas, emphasizing the urgency of enhancing school leaders’ awareness and capacity for Education 4.0 challenges

Webinars for teacher professional development: perceptions of members of a virtual professional community of practice

This study explores the significance of webinars as tools for supporting teachers’ professional development and growth beyond the COVID-19 pandemic, as perceived by the teachers themselves. The study employs a mixed methods approach, involving 394 teachers registered on a popular virtual community of practice (vCoP) who completed a survey, with twenty of them participating in focus group interviews. Quantitative data from the survey were statistically analysed using SPSS 25.0, while qualitative data from the focus group interviews underwent theme-based analysis. The findings suggest that teachers highly regard webinars as effective tools for professional development and believe that webinars should be an integral part of future teacher development programmes within the framework of blended learning models. The key strengths and weaknesses of webinars as tools for supporting teacher professional development are thoroughly addressed.Open Access funding provided by the Qatar National Library

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership

This study explored the development of teacher leadership in collaborative online spaces, also called virtual communities of practice (vCoP). Employing a phenomenological research design with semi-structured interviews as the primary data collection method, participants were drawn from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership. Teacher agency empowers educators to proactively take control of their learning journey within vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume leadership roles within the vCoP, irrespective of their formal positions or seniority, involving activities such as guiding discussions and organizing professional development. This harmonious collaboration between teacher agency and distributed leadership fosters a collaborative and inclusive environment within vCoPs, where teacher leadership thrive

External and Internal Reliability of Digital Indirect Bonding Technique Using Three Dimensional Models and Double Transfer Trays

Introduction: Digital technology invaded all branches of orthodontics such as diagnostic aids, treatment planning, manufacturing of appliances and printing 3D models. there were many CAD programs to facilitate bracket placement more precisely and efficiently. there were many studies evaluated the efficacy and precision of digital indirect bonding approach and they found that it is effective strategy in general. However, there were limited research on the external reliability of digital indirect bonding approaches in literatures. Aim of the Study: To evaluate digitally the amount of discrepancy happened in bracket positions during transferring them by indirect bonding tray inside the patient’s mouth and external reliability of the measurements. Materials and Methods: Ten patients (4 males and 6 females), ranging from 15.9 to 23.4 years of age (mean 19.647 years, SD± 2.232), PVS impressions was taken for the upper arch of the patients and scanned by laboratory scanner to produce STL files to create digital models. digital indirect bonding of 100 American Orthodontic minimaster braces were performed on upper arch by positioning brackets on digital models using Ortho Analyzer (3Shape) software. Then, printing 3D model with braces and constructing the double transfer tray to be loaded with braces to bond it inside the patient’s mouth. After that, scanning of the bonded brackets was done by CEREC omnicam. Geomagic Control X software was used to measure the deviations happened in the bracket position on the patient’s mouth and the bracket position in Orthoanalyzer (3Shape) software. Results: Overall linear measurements were ranging from (-173.1±131.65 μm) to (200.2±132.86 μm). These deviations were related to occlusogingival and in-out directions and denoted to upper right first premolars and upper left canines respectively. Overall angular measurements were ranging from (0.51±0.03 degree) to (1.94±0.03 degree). These deviations were related to mesiodistal tip and denoted to upper right canines and upper left central incisors respectively. Discussion: The overall angular differences in the present study ranged from 0.51° to 1.94° and overall linear differences ranged from 0.1731 mm to 0.2002 mm, which agreed with those observed in the literature, confirming the reliability of the technique. Conclusion: Indirect bonding with a dual transfer tray can correctly replicate the position of brackets on digital models