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

Waheed Hammad*, Yousef Abu Shindi, Hosam Morad, Yasser F.Hendawy Al-Mahdy, Khalsa Al-Harthi

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
JournalInternational Journal of Leadership in Education
DOIs
Publication statusAccepted/In press - 2021
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)
  • Strategy and Management

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