Norma Ghamrawi
Universite Libanaise, Educational Management and Leadership, Faculty Member
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... more
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.
Drawing upon empirical data, this article explores the potentials of an optimized social media tool in supporting differentiated leadership development of school principals. This is a case study that involved 48 school principals: 24 from... more
Drawing upon empirical data, this article explores the potentials of an optimized social media tool in supporting differentiated leadership development of school principals. This is a case study that involved 48 school principals: 24 from public schools and 24 from private schools; following surveying of 649 principals from both sectors in Lebanon. The study was addressed using qualitative telephone interviewing which followed the participation of a purposeful sample in using a Mobile Application named SkooLead developed by the researcher. SkooLead aimed at responding and catering for all the obstacles cited by school principals as hindering them from using Web 2.0 for personalized learning. As such, SkooLead offered a presumably optimized medium for personalized differentiated leadership development by school principals. Data was treated using theme-based analysis. The case study offered promising findings as to the potential of such tools, under optimum conditions, in nourishing differentiated leadership development by school principals.
This study investigated the impact of an intervention program on developing teacher leadership skills by developing teachers' capacities on shifting classrooms from teacher-centered to student-centered learning environments. Findings of... more
This study investigated the impact of an intervention program on developing teacher leadership skills by developing teachers' capacities on shifting classrooms from teacher-centered to student-centered learning environments. Findings of this paper are part of a larger study that employed the action research methodology, and was carried out over the course of one academic year in a K-12 private school in Mount Lebanon. The sample involved 15 teachers and data was collected through (1) a classroom observation tool; and (2) a teacher leadership survey. Data collection instruments were administered before and after the intervention program that aimed at leveraging the repertoire of classroom practices into student-centered learning environments. Microsoft Excel was employed to calculate descriptive statisctics. Results showed that the intervention had a slight, yet appreciable impact on the teaching-learning environment; and supported the development of teacher leadership skills.
The purpose of this study was to investigate the degree a sample of private school teachers adopted a data-driven approach in their classrooms. Beyond assessing students and collecting their scores on tests and exams, the aim was to... more
The purpose of this study was to investigate the degree a sample of private school teachers adopted a data-driven approach in their classrooms. Beyond assessing students and collecting their scores on tests and exams, the aim was to investigate what teachers did with such data for the purpose of providing better learning opportunities for their students. As such, a random sample of 213 school teachers completed a survey. The survey consisted of 20 items and utilized a four-point Likert scale. Teachers came from 76 schools located in both Beirut and Mount Lebanon governorates. Data was analyzed statistically using SPSS 21.0 for windows. Findings provide a relatively gloomy image of how data is being used in school for the purpose of informing the repertoire of teaching practices and hence impact student outcomes. There is a heavy focus in schools on assessment of learning yet little emphasis on assessment for learning.
The purpose of this study was to improve students' health awareness within a private school in Beirut, Lebanon through incorporating distributed leadership practices in the school health council. The study focused on "smoking and drug... more
The purpose of this study was to improve students' health awareness within a private school in Beirut, Lebanon through incorporating distributed leadership practices in the school health council. The study focused on "smoking and drug abuse" topic among the school health education topics. The study employed the action research methodology combining quantitative and qualitative research methods. Quantitative data was derived from inquiry data using closed-ended questions of three questionnaires completed by 237 students and 33 teachers. Qualitative data was derived from artifacts, observation and inquiry data using school documents, journals, field notes, semi-structured interviews, conferencing and open-ended questions of the questionnaires. Quantitative data was analyzed using SPSS 16.0 while qualitative data was treated thematically. Findings indicated that implementing distributed leadership practices among school health council members at the researched school increased students' health education about smoking and drug dangers, where an improvement in students' knowledge and perceptions was noted.
This study explored the perceptions of Lebanese public secondary schools principals, teachers and students pertaining to the profile of student leadership. The purpose was to examine the student leadership profile exemplified through the... more
This study explored the perceptions of Lebanese public secondary schools principals, teachers and students pertaining to the profile of student leadership. The purpose was to examine the student leadership profile exemplified through the opportunities provided to the students inside and outside their schoolsandthat can enhance their leadership skills. 62 Lebanese public secondary schools were investigated. The sample included one principal, 66 teachers and 66 students from each high school. The study was quantitative in nature and utilized three questionnaire addressed to principals, teachers and students. The questionnaire contained items related to students' activities inside and outside school campus. Descriptive statistics was carried out using SPSS 18.0 for windows and frequencies, means and standard deviations were calculated. The findings revealed that the leadership profile of students at the researched schools was relatively unsatisfactory compared to international practice and as recommended in the literature. A very limited number of opportunities were made available to students allowing them to express their opinion, make decisions and be involved in school life. The study recommended exposing students to various activities and make their voices heard. These factors would lead to a better understanding of how a school might focus and further strengthen its commitment concerning the structured development of student leadership. The study highlighted the importance of encouraging all students to engage in developmental leadership experiences such as student government, club leadership, athletics, and community service so that they have the opportunity to gain leader efficacy, andl become motivated to engage in their own development.
This study investigated the perceptions of students regarding the concept of student leadership within the Lebanese school context. The study surveyed 410 high school students from 4 public schools in Beirut, Lebanon. Data was collected... more
This study investigated the perceptions of students regarding the concept of student leadership within the Lebanese school context. The study surveyed 410 high school students from 4 public schools in Beirut, Lebanon. Data was collected via a survey consisting of 20 items developed and adapted from the LPI survey of Kouzes & Posner (2014). It addresses students' perception of leadership around 5 areas: 1) modeling the way; 2) inspiring a shared vision; 3) challenging the process; 4) enabling others to act; and 5) encouraging the heart. In addition, a focus group interview was conducted with 8 students, two from each surveyed school. The interview focused on collecting deep empathetic qualitative data about how the realization of student leadership in their schools would impact on them. Quantitative data was analyzed using SPSS 21.0 for windows, while qualitative data was analyzed thematically. Results indicated that students recognized strengths and weaknesses of student leadership and that if well established, students would be more inclined to learn in their schools.
Drawing upon empirical data, this article explores how Lebanese school principals utilize Web 2.0 in their schools. This article is part of a larger study that was carried out over a 2-year period and involved 649 principals (323 public:... more
Drawing upon empirical data, this article explores how Lebanese school principals utilize Web 2.0 in their schools. This article is part of a larger study that was carried out over a 2-year period and involved 649 principals (323 public: 326 private). This part of the larger study was addressed using quantitative surveyingwhich investigated the relevance and utilization of 5 Web 2.0 Apps by school principals: Facebook, Twitter, Skype, YouTube, Email, and WhatsApp. Data was analyzed statistically using SPSS 21.0 for windows. Results indicated that all the aforementioned Web 2.0 were familiar to school principals in the following order: WhatsApp, Email, Facebook, YouTube, Skype and finally Twitter. Besides, findings have shown that principals valued Web 2.0 Apps as tools for communication and socialization far more than considering them as viable tools for learning.
Research Interests:
Drawing upon empirical data, this article explores the opportunities and obstacles of personal differentiated learning using Web 2.0 by Lebanese school principals. This article is part of a larger study that was carried out over a 2-year... more
Drawing upon empirical data, this article explores the opportunities and obstacles of personal differentiated learning using Web 2.0 by Lebanese school principals. This article is part of a larger study that was carried out over a 2-year period and involved 649 principals (323 public: 326 private). This part of the larger study was addressed using quantitative surveying which investigated the degree school principals utilize social media for personal differentiated learning purposes; alongside the obstacles that confront them to grow professionally using its platforms. 5 Web 2.0 Apps were addressed in the study: Facebook, Twitter, Skype, YouTube, Email, and WhatsApp. Data was analyzed statistically using SPSS 21.0 for windows. Results indicated that principals were making good advantage of Emails and WhatsApp as means for personal differentiated learning. Limited advantage was made through Facebook and YouTube, and almost null advantage through Twitter and Skype. Obstacles are discussed and recommendations are offered.
Research Interests:
This study investigated the offerings of Lebanese public schools against requirements of 21 st century skills through the lenses of teachers. A survey that captures the features of the 21 st century schools was adapted from Hixson,... more
This study investigated the offerings of Lebanese public schools against requirements of 21 st century skills through the lenses of teachers. A survey that captures the features of the 21 st century schools was adapted from Hixson, Ra-vitz & Whisman (2012) and was administered to 667 middle and secondary schoolteachers in 68 public schools in Beirut and Mount Lebanon. The survey addressed 8 teaching practices that are recognized in the literature as the basic 21 st century skills: critical thinking skills, collaboration skills, communication skills, creativity and innovation skills, self-direction skills, global connections skills, local connections skills, and technology skills. Data were analyzed using SPSS 21.0 for windows. Results indicated that a huge gap existed between how schools function as opposed to how they are supposed to do so, in light of the 21 st century demands. Lebanese public schools have not yet moved to the 21 st century and are quite far from doing so. Recommendations for policy and practice are provided.
Research Interests:
Today's students grow up with developing technology, access to internet anytime and anywhere being available. In fact, they are citizens of the 21st century who read, communicate, collaborate, socialize, work, explore, and learn with... more
Today's students grow up with developing technology, access to internet anytime and anywhere being available. In fact, they are citizens of the 21st century who read, communicate, collaborate, socialize, work, explore, and learn with personal technologies. They are addicts of social networking sites, follow streams of information from web page to web page, and use technology in almost every aspect of their lives. Marc Prensky coined the term "Digital Natives" describing 21st century learners. They are the native speakers of the digital age and developing technology. They are fluent in using computers, internet, mobile phones, messaging and console gaming. However, schools are failing to capitalize on the talents and interests of this collaborative, resourceful, and innovative generation of thinkers by bringing them the tools that they are already familiar with and use them for their academic achievement. The purpose of this paper is to a) provide an argument on the importance of using technology and social networking tools in teaching and learning, (b) suggesting means for using such tools, and (c) highlighting a success story from Lebanon.
This study investigated the impact of using ICT in delivering a career guidance program in one public high school in Beirut, Lebanon. The sample consisted of Grade 11 students (N=106) from all sections of this grade level. Students at... more
This study investigated the impact of using ICT in delivering a career guidance program in one public high school in Beirut, Lebanon. The sample consisted of Grade 11 students (N=106) from all sections of this grade level. Students at this school often received the same career guidance program consisting of 14 hours during their tenth grade and then their eleventh grade. The ICT-assisted career guidance intervention program was conducted after students covered 6 hours of their regular career guidance program during their eleventh grade and it extended over 6 hours itself. Pre-and post-tests were administered to students and data was analyzed using SPSS 21.0 for windows. An independent sample t-test was carried to compare the means showing significant impact of the ICT-assisted intervention program on students. Limitations and recommendations are provided at the end of the study.
Research Interests:
This study explored the perception of Lebanese public school leaders pertaining to character education, and their expected role within its development and effective implementation. The sample included 153 randomly selected public school... more
This study explored the perception of Lebanese public school leaders pertaining to character education, and their expected role within its development and effective implementation. The sample included 153 randomly selected public school principals from all the Lebanese districts (Mouhafazat). The purpose is to provide a general overview of their understanding, expectations, their knowledge of character education prescribed in the Lebanese curriculum goals, and their opinion as to the principal's role in addressing character development. The study was quantitative in nature and utilized a survey instrument that consisted of 39 items classified into 12 domains of character. The first domain targeted the knowledge of school principals pertaining to the character development goals within the Lebanese curriculum, besides their perception of school's educational mission. The other eleven domains were developed based on " The Eleven Principles of Effective Character Education " constructed by the character education partnership organization (CEP, 2014). SPSS 18.0 for windows was employed to calculate the mean and the standard deviation of responses in order to determine the perceptions of the Lebanese public school leaders related to character education. Findings suggested that Lebanese public school principals were generally not fully aware of the character goals outlined in the Lebanese curriculum and the school's educational mission concerning building students' character. Their perception on effective character education unmatched a wide scope of the eleven principles of character education. The study recommends a reform of character education in the Lebanese public schools involving the school principals as leaders of change.
Research Interests:
The purpose of this study was to examine the relationship existing between the emotional intelligence of subject leaders and their leadership performance. The study was carried out in 23, K-12 private schools in Beirut, Lebanon where 10... more
The purpose of this study was to examine the relationship existing between the emotional intelligence of subject leaders and their leadership performance. The study was carried out in 23, K-12 private schools in Beirut, Lebanon where 10 subject leaders from each school participated. Thus the sample was comprised of 230 subject leaders. Participant completed two surveys: (1) Emotional Intelligence Appraisal (Bradberry and Greaves , 2003), which measures (a) self–awareness, (b) self–management, (c) social awareness, (d) relationship management, and (e) overall emotional intelligence; and (2) Educational Leadership Improvement Tool (DeFranco and Golden, 2003), which assesses leadership performance in the area of (a) leadership attributes, (b) visionary leadership, (c) community leadership, (d) instructional leadership, (e) data-driven improvement, (f) organization to improve student learning, (g) organization to improve staff efficacy, (h) cultural competence, and (i) educational management. SPSS 18.0 was employed to carry out a multivariate analysis of variance (MANOVA) in order to determine the relationship between emotional intelligence and subject leaders' leadership performance.
Research Interests:
This study investigated the impact of using ICT in delivering a career guidance program in one public high school in Beirut, Lebanon. The sample consisted of Grade 11 students (N=106) from all sections of this grade level. Students at... more
This study investigated the impact of using ICT in delivering a career guidance program in one public high school in Beirut, Lebanon. The sample consisted of Grade 11 students (N=106) from all sections of this grade level. Students at this school often received the same career guidance program consisting of 14 hours during their tenth grade and then their eleventh grade. The ICT-assisted career guidance intervention program was conducted after students covered 6 hours of their regular career guidance program during their eleventh grade and it extended over 6 hours itself. Pre-and post-tests were administered to students and data was analyzed using SPSS 21.0 for windows. An independent sample t-test was carried to compare the means showing significant impact of the ICT-assisted intervention program on students. Limitations and recommendations are provided at the end of the study.
Research Interests:
Cyberbullying has become prevalent in schools with the increased spread and usage of technology. The purpose of this study was to examine the degree to which teachers in Lebanon were aware of the concept of cyber bullying; as well as to... more
Cyberbullying has become prevalent in schools with the increased spread and usage of technology. The purpose of this study was to examine the degree to which teachers in Lebanon were aware of the concept of cyber bullying; as well as to investigate their beliefs of the best interventional preventional strategies to combat this phenomenon. The study surveyed 149 public school teachers from the different governorates in Lebanon. A survey consisting of 40 items was developed to address teachers' perception of cyberbullying, around 4 areas: 1) the impact of cyberbullying on students, 2) the necessary interventional strategies for cyberbullying inside the school, 3) the suitable interventional strategies for cyberbullying outside the school, and 4) the possible preventional strategies for a cyberbullying program. Data were analyzed using SPSS 21.0 for windows. Results indicated that school teachers recognized the gross negative impacts of cyberbullying on students. While teachers suggested anit-cyberbullying interventional strategies inside the school, they were less hesitant to suggest strategies to confront cyberbullying when students were away from school. They were also indeterminate concerning pre-ventional strategies of this phenomenon. Teachers' perceptions highlight the importance of their active role and the importance of building students character as two major keys for counteracting cyberbullying and designing an efficient anti-cyberbullying program.
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The purpose of this study was to investigate the degree to which a sample of public and private schools in Beirut, Lebanon; were catering for Total Quality Management (TQM) in their contexts. The sample of this study consisted of 650... more
The purpose of this study was to investigate the degree to which a sample of public and private schools in Beirut, Lebanon; were catering for Total Quality Management (TQM) in their contexts. The sample of this study consisted of 650 participants: 130 school principals (65 public school principals and 65 private school principals) and 520 teachers (4 teachers from each public school and 4 teachers from each private school). A survey was developed based on an extensive review of the literature. SPSS 21.0 was utilized to analyze data. Results indicate that the vast majority of private school principals considered all TQM components to be effective in their schools. Conversely, all TQM components were perceived as ineffective by the majority of public school principals. All TQM components were considered to be ineffective by the majority of both private and public school teachers. Recommendations for future research and for practice are offered.
Research Interests:
This study examined teachers’ use of the Multiple Intelligences Theory on vocabulary acquisition by preschoolers during English as a second language (ESL) classes in a K-12 school in Lebanon. Eighty kindergartners (KG II, aged 5 years)... more
This study examined teachers’ use of the Multiple Intelligences Theory on vocabulary
acquisition by preschoolers during English as a second language (ESL) classes in a K-12
school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers
constituted the sample. The study used mixed methods, including observations of
videotaped sessions, teacher surveys, and student interviews. Results indicated that
(a) students acquired new vocabulary faster using traditional methods of teaching;
however, their retention of such vocabulary was significantly weaker when compared
with the vocabulary acquired in Multiple Intelligence (MI) classes; (b) the MI profile
of the teachers was correlated with their teaching styles and lesson delivery; and (c)
teachers who used MI in their teaching also had lower usage of higher order thinking
skills. The study recommends the utilization of MI in ESL teaching and learning, yet
also stipulates some aspects to be taken into consideration.
acquisition by preschoolers during English as a second language (ESL) classes in a K-12
school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers
constituted the sample. The study used mixed methods, including observations of
videotaped sessions, teacher surveys, and student interviews. Results indicated that
(a) students acquired new vocabulary faster using traditional methods of teaching;
however, their retention of such vocabulary was significantly weaker when compared
with the vocabulary acquired in Multiple Intelligence (MI) classes; (b) the MI profile
of the teachers was correlated with their teaching styles and lesson delivery; and (c)
teachers who used MI in their teaching also had lower usage of higher order thinking
skills. The study recommends the utilization of MI in ESL teaching and learning, yet
also stipulates some aspects to be taken into consideration.
Research Interests: Learning and Teaching, Multiple Intelligences, Learning Styles, Preschool Educational Materials Design, Foreign language teaching and learning, and 5 morePreschool Education, Preschool Education Curriculum, Learning Styles and Multiple Intelligences, English As a Second Language (ESL), and ESL Curriculum Design
The purpose of this study was to investigate servant leadership within a sample of private schools in Beirut, Lebanon. For that purpose, 46 school principals and 276 teachers from 46 private schools in Beirut participated in the study. An... more
The purpose of this study was to investigate servant leadership within a sample of private schools in Beirut, Lebanon. For that purpose, 46 school principals and 276 teachers from 46 private schools in Beirut participated in the study. An adapted version of the Leadership Skills Inventory (LSI) (Hunter, 2004) was employed to assess the shape of the servant leadership skills of school principals through their own lens and through that of their teachers. Additionally, teachers and school principals responded to an open-ended question pertaining to servant leadership. The quantitative data thus collected was analyzed with the help of SPSS 21.0. Qualitative data generated through the open-ended question was analyzed using thematic analysis. Results indicate that some school principals enjoyed attributes of servant leaders, despite the fact that the concept of servant leadership was unknown to the majority of the participant sample. Few participants, however, suggested explanations for the term, utilizing Christian and Islamic faith. Recommendations for practice and future research are proposed.
Research Interests:
The purpose of this study was the degree private school leaders from Lebanon and the UAE were using social media in their schools. The study addresses the frequency school leaders used social media sites, purposes for using and the... more
The purpose of this study was the degree private school leaders from Lebanon and the UAE were
using social media in their schools. The study addresses the frequency school leaders used social
media sites, purposes for using and the problems they encountered while using it. 150 school
principals from each country participated by completing a survey. Data was analyzed using SPSS
21.0. Results indicate that the usage of social media by principals from both countries was limited.
However, the Lebanese image was even darker than that of their UAE counterparts. The study
provides recommendations for practice and future research.
using social media in their schools. The study addresses the frequency school leaders used social
media sites, purposes for using and the problems they encountered while using it. 150 school
principals from each country participated by completing a survey. Data was analyzed using SPSS
21.0. Results indicate that the usage of social media by principals from both countries was limited.
However, the Lebanese image was even darker than that of their UAE counterparts. The study
provides recommendations for practice and future research.