Browsing by Author "Hossni, Mohamed"

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    Examining the Impact of Teachers’ Professional Development on the Quality of Implementing School Self-evaluation Policy: A Case study in Dubai
    (The British University in Dubai (BUiD), 2020-06) Hossni, Mohamed
    School self-evaluation policy is meant to effectively enhance schools’ performance and to evaluate education transparently. However, the implementation process of this policy faces many caveats. To attain its benefits, practitioners should be well-informed about the procedures of implementing the school self-evaluation policy. To this end, teachers’ professional development sets the foundation to the school self-evaluation policy implementation and builds organisational capacity for evidence-based practice. Accordingly, this study aims to investigate the impact of teachers’ professional development on the quality of implementing school self-evaluation policy. Hence, the study sets three objectives. The first objective is to determine teachers’ and administrations’ awareness about school self-evaluation and professional development. The second objective is to identify the impact of professional development on school culture. The third objective is to evaluate the impact of teachers training and professional development on the quality of implementing school self-evaluation policy. To achieve this, the study utilised the mixed methods case study design. The sample of the study was two administrators, four heads of departments, and 34 teachers. The study developed four instruments: a questionnaire, interviews, focus group discussion, and content analysis. Considering the study limitations, findings of the study indicated that the effective teachers’ professional development reflect school’s needs. Moreover, it revealed the importance of teachers’ professional development on the implementation of school self-evaluation policy. Based on this, the study proposed set of recommendations to be consider for policymakers and policy implementers. These recommendations highlight three areas of focus: designing effective professional development, building the capacity of educational institutions to conduct self-evaluation, and considering transparency and impartiality in the implementation of self-evaluation.
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    Exploring School Leadership and Teachers’ Perspectives on the Effectiveness of Classroom Observation on Tracking Curriculum Implementation: A Case Study in a Private School in Abu Dhabi
    (The British University in Dubai (BUiD), 2023-12) Hossni, Mohamed; Abouelanein, Ahmed ElSayed
    Curriculum is the core component of education development with a direct impact on learners’ knowledge, skills, and competencies. There are many approaches to evaluating the implementation process of the curriculum, and classroom observation is an effective tool as it reflects what happens inside classrooms. This qualitative case study was designed as a response to a current issue in a private international school in Abu Dhabi that lacked an appraisal policy, and the observation report was the only evaluation tool for teachers’ overall performance. Given this, the study aimed to explore the effectiveness of classroom observation as a tool to track the quality of curriculum delivery from the perspectives of heads of departments and teachers. For this to be achieved, the study utilised three instruments: semi-structured interviews, focus group discussions, and qualitative content analysis. The study's findings highlighted key characteristics of effective classroom observation, emphasising deliberate alignment with curriculum goals and the need for a comprehensive understanding of educational activities. The research also identified qualities in current observation rubrics, emphasising the importance of addressing inconsistencies across departments for reliable and valid assessments. Additionally, teacher and school leadership perspectives revealed the influence of experience and pedagogical beliefs, emphasising the need for professional development to enhance professionalism and support positive views of observations.
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    The Impact of Teachers' Opinions of MAP Test on Their Attitude: A Study in a Private School in Dubai
    (The British University in Dubai (BUiD), 2022-10) Abouelanein, Ahmed ElSayed; Hossni, Mohamed
    The Measures of Academic Progress (MAP) test is a unique benchmark exam with the differentiation features and the various individualized reports generated from test data. The aim of this study was to determine how teachers’ opinions of the MAP exam influence their attitude towards the MAP policy. To achieve this aim, a mixed-methods approach was utilized. Content analysis of relevant literature was applied as the quantitative instrument to form a profound and critical understanding of the benchmark test MAP. In addition, Teachers’ questionnaire was utilized as a quantitative instrument to collect data about teachers’ perceptions’ influence on their attitude. The study concluded that teachers’ perceptions heavily affected their attitudes in terms of MAP test data analysis and communicating the automatically generated reports with different stakeholders.
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    Successful Practices of Leadership on School Improvement: A Case Study in a Private School in Dubai
    (Springer Link, 2023) Abouelanein, Ahmed ElSayed; Hossni, Mohamed
    This paper aimed to investigate successful practices of school leadership that lead to school improvement. To achieve this, the paper adopted the mixed-method approach and utilized two instruments: The first instrument is teachers’ and leadership members’ perceptions of school improvement questionnaire to collect quantitative data, the second instrument is a semi-structured interview with the school principal for the qualitative data. The analysis of both collected data led to a conclusion that school principal careful and professional practices have a significant impact on the overall school improvement. These practices include parents’ engagement, curriculum reform, teachers’ well-being, and professional development for both teachers and leadership members. This case study is an evidence-based guideline for educators and decision makers seeking quality education in their personalized- context learning community.