References
- Al-Harthi, K., Al-Mahdy, Y. & Omara, E. (2021). Modeling the Influence of Principal leadership on teacher professional Learning in governmental schools in the Sultanate of Oman. International Journal for Research in Education,45(3), 61–94. (In Arabic)
- Atari, A., & Outum, N. (2019). Research on Educational Administration Published in Arabic Language Educational Journals: A Systematic Review and Analysis. International Studies in Educational Administration,47(1), 61–73.
- Barakat, M. (2019). Perceptions of educational leaders regarding contemporary reform initiatives in Egypt. Journal of Educational Administration and History, 51(4), 330–351. https://doi.org/10.1080/00220620.2019.1590323
- Barakat, M., & Maslin-Ostrowski, P. (2019). Ripples of hope: Leading educational change for equity in Egypt’s public schools. International Journal of Leadership in Education, 1–25. https://doi.org/10.1080/13603124.2019.1690706
- Bellibaş, M. Ş., Polatcan, M., & Kılınç, A. Ç. (2020). Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness. Educational Management Administration & Leadership, 174114322094570. https://doi.org/10.1177/1741143220945706
- Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23–30. https://doi.org/10.1177/003172171009100705
- Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1), 1–44. https://doi.org/10.14507/epaa.v8n1.2000
- Day, C., & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423–443. https://doi.org/10.1080/03054980701450746
- Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177/0013161X15616863
- Elbadawy, A. (2015). Education in Egypt: Improvements in attainment, problems with quality and inequality. In R. Assaad & C. Krafft (Eds.), The Egyptian labor market in an era of revolution (pp. 127–146). Oxford University Press.
- El-Bilawi, N. H., & Nasser, I. (2017). Teachers’ professional development as a pathway for educational reform in Egypt. Reflective Practice, 18(2), 147–160. https://doi.org/10.1080/14623943.2016.1251406
- Eltemamy, A. (2017). Establishing a teacher leadership programme in Egypt. In D. Frost (Ed.), Empowering teachers as agents of change: A non-positional approach to teacher leadership(pp. 98–104). LfL, University of Cambridge Faculty of Education.
- Emira, M. (2010). Leading to decide or deciding to lead? Understanding the relationship between teacher leadership and decision making. Educational Management Administration & Leadership, 38(5), 591–612. https://doi.org/10.1177/1741143210373738
- Evers, A. T., Kreijns, K., & Van der Heijden, B. I. (2015). The design and validation of an instrument to measure teachers’ professional development at work. Studies in Continuing Education,38(2), 162–178. http://dx.doi.org/10.1080/0158037X.2015.1055465
- Frost, D. (2006). The concept of ‘agency’ in leadership for learning. Leading and Managing, 12(2), 19–28.
- Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
- Ginsburg, M., Megahed, N., Elmeski, M., & Tanaka, N. (2010). Reforming educational governance and management in Egypt: National and international actors and dynamics. Education Policy Analysis Archives, 18(5), 1–54. https://doi.org/10.14507/epaa.v18n5.2010
- Goldring, E., Huff, J., Spillane, J. P., & Barnes, C. (2009). Measuring the learning-centered leadership expertise of school principals. Leadership and Policy in Schools,8(2), 197–228. https://doi.org/10.1080/15700760902737170
- Gross, N. C. (1965). Staff leadership in public schools: A sociological inquiry. New York: Wiley
- Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective (7th ed.). Pearson Education.
- Hallinger, P., & Kulophas, D. (2020). The evolving knowledge base on leadership and teacher professional learning: A bibliometric analysis of the literature, 1960-2018. Professional Development in Education, 46(4), 521–540. https://doi.org/10.1080/19415257.2019.1623287
- Hallinger, P., Liu, S., & Piyaman, P. (2019). Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education, 49(3), 341–357. https://doi.org/10.1080/03057925.2017.1407237
- Hallinger, P., & Lu, J. (2014). Modelling the effects of principal leadership and school capacity on teacher professional learning in Hong Kong primary schools. School Leadership & Management, 34(5), 481–501. https://doi.org/10.1080/13632434.2014.938039
- Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The elementary school journal,86(2), 217–247.
- Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017). Assessing the effects of learning-centered leadership on teacher professional learning in Thailand. Teaching and Teacher Education, 67, 464–476. https://doi.org/10.1016/j.tate.2017.07.008
- Hammad, W. (2010). Teachers’ perceptions of school culture as a barrier to shared decision‐making (SDM) in Egypt’s secondary schools. Compare,40(1), 97–110. https://doi.org/10.1080/03057920903374432.
- Hammad, W., & Hallinger, P. (2017). A systematic review of conceptual models and methods used in research on educational leadership and management in Arab societies. School Leadership & Management,37(5), 434–456. https://doi.org/10.1080/13632434.2017.1366441
- Hammad, W., & Norris, N. (2009). Centralised Control: A Barrier to Shared Decision-making in Egyptian Secondary Schools. International Studies in Educational Administration,37(2), 60–73.
- Hammad, W., Samier, E. A., & Mohammed, A. (2020). Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature. Educational Management Administration & Leadership. https://doi.org/10.1177/1741143220937308
- Hargreaves, E., & Elhawary, D. (2019). Professional development through mutually respectful relationship: Senior teachers’ learning against the backdrop of hierarchical relationships. Professional Development in Education, 45(1), 46–58. https://doi.org/10.1080/19415257.2018.1500390
- Hargreaves, E., Elhawary, D., & Mahgoub, M. (2018). ‘The teacher who helps children learn best’: Affect and authority in the traditional primary classroom. Pedagogy, Culture & Society, 26(1), 1–17. https://doi.org/10.1080/14681366.2017.1314318
- Hargreaves, E., Elhawary, D., & Mahgoub, M. (2020). ‘One girl had a different idea’: Children’s perspectives on learning and teaching models in the traditional classroom. Education 3-13, 48(1), 87–99. https://doi.org/10.1080/03004279.2019.1586975
- Harris, A., Chapman, C., Muijs, D., Russ, J., & Stoll, L. (2006). Improving schools in challenging contexts: Exploring the possible. School Effectiveness and School Improvement, 17(4), 409–424. https://doi.org/10.1080/09243450600743483
- Heck, R. H., & Hallinger, P. (1999). Next generation methods for the study of leadership and school improvement. Handbook of Research on Educational Administration, 2(1), 141–162.
- Heck, R. H., & Hallinger, P. (2014). Modeling the longitudinal effects of school leadership on teaching and learning. Journal of Educational Administration, 52(5), 653–681. https://doi.org/10.1108/JEA-08-2013-0097
- Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
- Ille, S., & Peacey, M. W. (2019). Forced private tutoring in Egypt: Moving away from a corrupt social norm. International Journal of Educational Development, 66, 105–118. https://doi.org/10.1016/j.ijedudev.2018.12.003
- Johnson, S., Monk, M., & Swain, J. (2000). Constraints on development and change to science teachers’ practice in Egyptian classrooms. Journal of Education for Teaching, 26(1), 9–24. https://doi.org/10.1080/02607470050007101
- Karacabey, M. F., Bellibaş, M. Ş., & Adams, D. (2020). Principal leadership and teacher professional learning in Turkish schools: Examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 1–20. https://doi.org/10.1080/03055698.2020.1749835
- Karami-Akkary, R. (2019). Evaluating teacher professional learning in the Arab region; the experience of the TAMAM project. Teaching and Teacher Education, 85, 137–147. https://doi.org/10.1016/j.tate.2019.06.008
- Kilinc, A. C., Bellibas, M. S., & Polatcan, M. (2020). Learning-centred leadership and change in teacher practice in Turkey: Exploring the mediating effects of collaboration. Educational Studies, 1–19. https://doi.org/10.1080/03055698.2020.1828833
- Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170. https://doi.org/10.1016/S0742-051X(02)00101-4
- Lee, M., & Hallinger, P. (2012). National contexts influencing principals’ time use and allocation: Economic development, societal culture, and educational system. School Effectiveness and School Improvement, 23(4), 461–482. https://doi.org/10.1080/09243453.2012.678862
- Li, L., Hallinger, P., & Walker, A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44(1), 20–42. https://doi.org/10.1177/1741143214558577
- Little, J. W. (2012). Professional community and professional development in the learning-centered school. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspectives (pp. 22–46). Routledge.
- Liu, S., & Hallinger, P. (2017). Leading teacher learning in China: A mixed methods study of successful school leadership. In K. Leithwood, J. Sun, & K. Pollock (Eds.), How school leaders contribute to student success (pp. 279–303). Dordrecht, The Netherlands: Springer.
- Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528. https://doi.org/10.1177/0013161X18769048
- Liu, S., Hallinger, P., & Feng, D. (2016a). Learning-centered leadership and teacher learning in China: Does trust matter? Journal of Educational Administration, 54(6), 661–682. https://doi.org/10.1108/JEA-02-2016-0015
- Liu, S., Hallinger, P., & Feng, D. (2016b). Supporting the professional learning of teachers in China: Does principal leadership make a difference? Teaching and Teacher Education, 59(59), 79–91. https://doi.org/10.1016/j.tate.2016.05.023
- Loveluck, L. (2012). Education in Egypt: Key Challenges. Chatham House.
- Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397. https://doi.org/10.1177/0013161X03253412
- McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203–229. https://doi.org/10.1080/15700760600805816
- Ministry of Education. (2014). Strategic plan for pre-university education.
- Ministry of Education (2020). Statistical year book 2019–2020. Ministry of Education. Cairo. Retrieved March 16, 2021, from http://emis.gov.eg/Site%20Content/book/019-020/main_book2020.html.
- Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. C. (2006). Learning-centered leadership: A conceptual foundation. Nashville, TN: Vanderbilt University, Learning Sciences Institute.
- Naguib, K. (2006). The production and reproduction of culture in Egyptian schools. In Herrera & Torres (Eds.), Cultures of Arab schooling: Critical ethnographies from Egypt (pp. 53–81). SUNY Press.
- Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609
- Organisation for Economic Co-operation and Development (OECD). (2009). Creating effective teaching and learning environments: First results from TALIS. OECD.
- Organisation for Economic Co-operation and Development OECD. 2015. Schools for skills: A new learning agenda for Egypt. Retrieved May 16, 2021, from http://www.oecd.org/countries/egypt/Schools-for-skills-anew-learning-agenda-for-Egypt.pd
- Parise, L. M., & Spillane, J. P. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice. The Eementary School Journal, 110(3), 323–346. https://doi.org/10.1086/648981
- Pedder, D., & Opfer, V. D. (2013). Professional learning orientations: Patterns of dissonance and alignment between teachers’ values and practices. Research Papers in Education, 28(5), 539–570. https://doi.org/10.1080/02671522.2012.706632
- Piyaman, P., Hallinger, P., & Viseshsiri, P. (2017). Addressing the achievement gap: Exploring principal leadership and teacher professional learning in urban and rural primary schools in Thailand. Journal of Educational Administration, 55(6), 717–734. https://doi.org/10.1108/JEA-12-2016-0142
- Purinton, T., & Khalil, D. (2016). Adaptations of international standards on educational leadership preparation in Egypt. Educational Considerations, 43(3), 2–9. https://doi.org/10.4148/0146-9282.1015
- Qian, H., & Walker, A. (2013). How principals promote and understand teacher development under curriculum reform in China. Asia-Pacific Journal of Teacher Education, 41(3), 304–315. https://doi.org/10.1080/1359866X.2013.809050
- Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509
- Saphier, J., King, M., & D’Auria, J. (2006). 3 strands form strong school leadership. Journal of Staff Development 27(2), 51–57.
- Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48(4), 626–663. https://doi.org/10.1177/0013161X11436273
- Sleegers, P., Thoonen, E., Oort, F. J., & Peetsma, T. (2014). Changing classroom practices: The role of school-wide capacity for sustainable improvement. Journal of Educational Administration, 52(5), 617–652. https://doi.org/10.1108/JEA-11-2013-0126
- Sobhy, H. (2012). The de-facto privatization of secondary education in Egypt: A study of private tutoring in technical and general schools. Compare: A Journal of Comparative and International Education, 42(1), 47–67. https://doi.org/10.1080/03057925.2011.629042
- Thoonen, E. E., Sleegers, P. J., Oort, F. J., & Peetsma, T. T. (2012). Building school-wide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441–460. https://doi.org/10.1080/09243453.2012.678867
- Timperley, H. (2011). Realizing the Power of Professional Learning. McGraw-Hill Education.
- Valentine, J. W., & Prater, M. (2011). Instructional, transformational, and managerial leadership and student achievement: High school principals make a difference. NASSP Bulletin, 95(1), 5–30. https://doi.org/10.1177/0192636511404062
- Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26–38. https://doi.org/10.1016/j.tate.2016.03.003
- Voelkel, R. H., Jr. (2019). Causal relationship among transformational leadership, professional learning communities, and teacher collective efficacy. International Journal of Leadership in Education, 1–22. https://doi.org/10.1080/13603124.2019.1690699
- Yu, H., Leithwood, K., & Jantzi, D. (2002). The effects of transformational leadership on teachers’ commitment to change in Hong Kong. Journal of Educational Administration, 40(4), 368–389. https://doi.org/10.1108/09578230210433436