Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisation
<p dir="ltr">This qualitative study explored teacher leadership as conceptualised through an Arab lens, drawing on perspectives of 17 non – teacher leaders from ten Arab countries. Using an interpretive approach grounded in situated praxis theory, semi-structured interviews were them...
محفوظ في:
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| مؤلفون آخرون: | , |
| منشور في: |
2025
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| الموضوعات: | |
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إضافة وسم
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| _version_ | 1864513523595345920 |
|---|---|
| author | Norma Ghamrawi (7643180) |
| author2 | Tarek Shal (17773482) Najah A.R. Ghamrawi (17773485) |
| author2_role | author author |
| author_facet | Norma Ghamrawi (7643180) Tarek Shal (17773482) Najah A.R. Ghamrawi (17773485) |
| author_role | author |
| dc.creator.none.fl_str_mv | Norma Ghamrawi (7643180) Tarek Shal (17773482) Najah A.R. Ghamrawi (17773485) |
| dc.date.none.fl_str_mv | 2025-11-01T00:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1080/13632434.2025.2585015 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/Teacher_leadership_through_an_Arab_lens_a_contextual_and_culturally_grounded_reconceptualisation/31241536 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Education Curriculum and pedagogy Education policy, sociology and philosophy Teacher leadership Arab educational context situated praxis cultural relationality ethical leadership relational trust |
| dc.title.none.fl_str_mv | Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisation |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <p dir="ltr">This qualitative study explored teacher leadership as conceptualised through an Arab lens, drawing on perspectives of 17 non – teacher leaders from ten Arab countries. Using an interpretive approach grounded in situated praxis theory, semi-structured interviews were thematically analyzed to reveal three intersecting conceptions: (1) contextual enactment rooted in spiritual consciousness, moral discernment, and alignment with communal values; (2) relational enactment expressed through trust-building, humility, and compassion; and (3) political mediation involving the negotiation of imposed reforms and affirmation of localised educational ethics. While findings affirm elements of existing relational and identity-based models, they also problematise the applicability of leadership frameworks predominantly developed within Western sociocultural contexts and often transferred to non-Western systems without sufficient cultural adaptation. The study foregrounds a spiritually attuned, ethically grounded, and socially legitimised conception of leadership, calling for a re-theorisation of teacher leadership that is ecologically responsive and epistemologically plural, offering an empirically derived definition centred on spiritual integrity, moral purpose, and collective trust.</p><h2 dir="ltr">Other Information</h2><p dir="ltr">Published in: School Leadership & Management<br>License: <a href="http://creativecommons.org/licenses/by/4.0/" target="_blank">http://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1080/13632434.2025.2585015" target="_blank">https://dx.doi.org/10.1080/13632434.2025.2585015</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara2_bc93ca29b5dcce12a192912a33035271 |
| identifier_str_mv | 10.1080/13632434.2025.2585015 |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/31241536 |
| publishDate | 2025 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisationNorma Ghamrawi (7643180)Tarek Shal (17773482)Najah A.R. Ghamrawi (17773485)EducationCurriculum and pedagogyEducation policy, sociology and philosophyTeacher leadershipArab educational contextsituated praxiscultural relationalityethical leadershiprelational trust<p dir="ltr">This qualitative study explored teacher leadership as conceptualised through an Arab lens, drawing on perspectives of 17 non – teacher leaders from ten Arab countries. Using an interpretive approach grounded in situated praxis theory, semi-structured interviews were thematically analyzed to reveal three intersecting conceptions: (1) contextual enactment rooted in spiritual consciousness, moral discernment, and alignment with communal values; (2) relational enactment expressed through trust-building, humility, and compassion; and (3) political mediation involving the negotiation of imposed reforms and affirmation of localised educational ethics. While findings affirm elements of existing relational and identity-based models, they also problematise the applicability of leadership frameworks predominantly developed within Western sociocultural contexts and often transferred to non-Western systems without sufficient cultural adaptation. The study foregrounds a spiritually attuned, ethically grounded, and socially legitimised conception of leadership, calling for a re-theorisation of teacher leadership that is ecologically responsive and epistemologically plural, offering an empirically derived definition centred on spiritual integrity, moral purpose, and collective trust.</p><h2 dir="ltr">Other Information</h2><p dir="ltr">Published in: School Leadership & Management<br>License: <a href="http://creativecommons.org/licenses/by/4.0/" target="_blank">http://creativecommons.org/licenses/by/4.0/</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1080/13632434.2025.2585015" target="_blank">https://dx.doi.org/10.1080/13632434.2025.2585015</a></p>2025-11-01T00:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1080/13632434.2025.2585015https://figshare.com/articles/journal_contribution/Teacher_leadership_through_an_Arab_lens_a_contextual_and_culturally_grounded_reconceptualisation/31241536CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/312415362025-11-01T00:00:00Z |
| spellingShingle | Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisation Norma Ghamrawi (7643180) Education Curriculum and pedagogy Education policy, sociology and philosophy Teacher leadership Arab educational context situated praxis cultural relationality ethical leadership relational trust |
| status_str | publishedVersion |
| title | Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisation |
| title_full | Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisation |
| title_fullStr | Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisation |
| title_full_unstemmed | Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisation |
| title_short | Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisation |
| title_sort | Teacher leadership through an Arab lens: a contextual and culturally grounded reconceptualisation |
| topic | Education Curriculum and pedagogy Education policy, sociology and philosophy Teacher leadership Arab educational context situated praxis cultural relationality ethical leadership relational trust |