Promoting teacher professional learning in Egyptian schools: the contribution of learning-centered leadership

ABSTRACT

This study aimed to explore learning-centered leadership (LCL) and teacher professional learning (TPL) in Egypt, a context that is relatively underrepresented in the international literature. Specifically, the study sought to determine whether and to what extent LCL and TPL were practiced in Egyptian schools, and whether principal’s LCL practices can predict teachers’ engagement in professional learning activities. The study used a cross-sectional survey design and collected data from a sample of 358 public school teachers in the northern city of Damietta. The findings revealed only a moderate level of LCL and a slightly above moderate level of TPL. No significant differences were found in teachers’ perceptions of LCL according to gender or school level. There were significant differences between males and females with regards to TPL in favor of females. Consistent with prior research, regression analysis showed that LCL had a positive and significant effect on TPL. The study’s findings are interpreted in light of existing literature and emerging implications are discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Waheed Hammad

Waheed Hammad is an Associate Professor of educational administration and leadership in the College of Education at Sultan Qaboos University (Oman) and Damietta University (Egypt). He received his PhD from the University of East Anglia (UK). His research interests include educational leadership and administration, instructional supervision, and teachers’ and principals’ professional development. His international publication outlets include Educational Administration Quarterly; Educational Management, Administration & Leadership; School Leadership & Management; Compare; and Leadership & Policy in Schools.

Yousef Abu Shindi

Yousef Abu Shindi is an Associate Professor in the Department of Psychology, College of Education, Sultan Qaboos University, Oman. He holds a Ph.D. in measurement and evaluation from Yarmouk University, Jordan. His research interests include scale development, Item Response Theory (IRT), program evaluation, psychometrics, and educational assessment.

Hosam Morad

Hosam Morad is a Lecturer in the Foundations of Education Department, College of Education, Damietta University, Egypt. He holds a Ph.D. in the area of higher education excellence and competitiveness. His research interests include institutional excellence, educational administration and higher education.

Yasser F. Hendawy Al-Mahdy

Yasser F. Hendawy Al-Mahdy is a professor of educational administration and leadership at Faculty of Education, Ain Shams University, Egypt & Sultan Qaboos University, Oman. His recent research interests include school reform & improvement, instructional leadership, teacher professional learning, and structural equation modeling. He has published in referred journals such as Educational Management Administration & Leadership, Teaching & Teacher Education, Leadership & Policy in Schools, International Journal of Educational Management, School Psychology International, and International Journal of inclusive education.

Khalsa Al-Harthi

Khalsa Al-Harthi works in the Ministry of Education, Oman. She holds a Ph.D. in educational leadership from Sultan Qaboos University. Her main research interests are educational leadership and teacher professional learning.