Waheed Hammad
Biographic Data
| ID | 1087208 |
|---|---|
| NAME | Waheed Hammad |
| GIVEN NAMES | Waheed |
| FAMILY NAME | Hammad |
| SIGNATURE | HAMMAD W |
| AFFILIATIONS | Sultan Qaboos University |
| ORCID | 0000-0003-4388-7230 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Researching sustainability in Arab educational institutions: A systematic review
This review aims to identify patterns in knowledge production on sustainability within Arab educational institutions. It seeks to highlight gaps and opportunities for further research and to guide efforts to develop more sustainable education systems across Arab societies. This focus is especially relevant given the unprecedented educational developments in the region. The review used systematic methods to examine English-language articles and bo…
Teacher Professionalism in Omani Schools: Qualitative Insights from the ELT Context
The present study sought to examine teachers’ perceptions of professionalism in the context of English language teaching (ELT) in Oman, using a model of professionalism as a guiding framework. Adopting a qualitative research design, data were collected through semi-structured interviews with 10 teachers working in Cycle 2 (grades 5–10) and Post-Basic (grades 11–12) schools situated in two governorates in Oman. Inductive thematic analysis was cond…
University-Based Educational Leadership Preparation Programs: A Mixed-Methods Study in Oman
The study investigates how university-based leadership preparation programs in Oman contribute to the preparation of school leaders and responds to calls for a better understanding of leadership preparation in under-researched contexts. Using mixed methods, this study examines participants’ satisfaction with university-based educational leadership programs, their perceptions of these programs’ effectiveness, and the challenges associated with the…
Science mapping the knowledge base on educational leadership and management in the Arab region: A bibliometric review
This bibliometric review examined the emerging knowledge base on educational leadership and management (EDLM) in the Arab region. The review analyzed 718 Scopus-indexed journal articles to reveal the research landscape, author productivity and impact, thematic trends, and co-authorship patterns in Arab EDLM scholarship. The review found that the Arab EDLM literature began to grow significantly after 2010. Nonetheless, knowledge production is not …
Perceptions of teacher leadership in the Arab region: A comparative analysis of three countries
This study compares teachers’ perceptions of teacher leadership in three Arab countries: Qatar, Oman and Egypt. Using the Teacher Leadership Inventory tool, the study examined the factors and demographic variables associated with teacher leadership in the selected countries. Specifically, the study explored the four factors identified by the TLI: Sharing Expertise (SE), Sharing Leadership (SL), Supra-Practitioner (SP), and Principal Selection (PS…
Does distributed leadership improve teacher agency? Exploring the mediating effect of teacher reflection
The manner in which perceived principal distributed leadership affects teachers’ professional agency remains ambiguous in Oman. The study aimed to explore the effect of distributed leadership on teacher agency through teacher reflection. In the cross-sectional study, survey data were gathered from 1095 teachers in 58 middle and secondary schools in Muscat, Oman. Structural equation modelling and bootstrapping were used to analyse the data. Data a…
Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency
Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teach…
Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: A mediated-effects analysis
Purpose Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined…
Exploring the link between principal instructional leadership and differentiated instruction in an understudied context: The role of teacher collaboration and self-efficacy
Purpose Research has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, a…
Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency
Research has revealed that appropriate school leadership practices can positively support and promote teacher learning. This study examines the influences of Learning-Centered Leadership upon Teacher Agency, Trust and professional learning in a Kuwaiti context. Following results from recent empirical research, this study tested a model of principal leadership effects upon teacher learning via the mediators of Teacher Trust and Agency. The researc…
Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature
The purpose of this systematic review was to identify trends in educational leadership and management (EDLM) knowledge production in the Arabian Gulf region, drawing on a database of 272 studies published in local (Arabic) journals over a 10-year period (2009–2018). The review focused on the geographic distribution of the literature, authorship trends, types of studies, research topics, research methods and data collection techniques. The study e…
Building Educational Research Capacity: Challenges and Opportunities From the Perspectives of Faculty Members at a National University in Oman
The purpose of this article is to explore the perceptions of faculty members regarding research capacity building in the field of Education. It particularly seeks to identify the challenges and opportunities associated with this practice from the perspectives of these members. The study adopted a qualitative research design, using focus group interviews to collect data from a sample of faculty members in the College of Education at a national uni…
Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman
This article reports on findings from a larger research project examining instructional supervision in the Sultanate of Oman. It sought to explore how teacher supervisors perceived their preparation for the current education reforms. To realize this objective, the study adopted a qualitative research design. Data were collected using semistructured interviews with a sample of teacher supervisors in the Muscat Educational Supervision Directorate. …
Decision Domains and Teacher Participation: A Qualitative Investigation of Decision-Making in Egyptian Schools
The purpose of this paper is to explore the gap between actual and desired decision domains as a potential factor affecting teacher participation in decision-making in Egyptian schools. In order to explore this gap, the study sets out to answer three questions: (1) what would a typology of school decisions look like in Egypt’s secondary schools? (2) How do Egyptian teachers perceive actual decisions made in their schools? (3) What decision domain…
Conflicting road maps: Cross-cultural professional development for Egyptian educators
This article reports on findings from a qualitative research study on overseas teachers’ continuing professional development (CPD). It seeks to explore the perceptions of a cohort of Egyptian teachers about their overseas training experience upon completion of a nine-month training programme in the UK. Data were mainly gathered through four focus-group interviews with a sample of 35 Egyptian teachers during the last week of their stay in England.…
Teachers’ perceptions of school culture as a barrier to shared decision‐making (SDM) in Egypt’s secondary schools
This article explores cultural factors impeding members of the school community from engaging in shared decision‐making (SDM) processes. It reports on findings from a larger qualitative research study of SDM in Egypt’s secondary schools. The purpose of the study was to identify barriers to SDM, using data collected from nine general secondary schools in Damietta County. Identifying these barriers is crucial as Egypt moves towards decentralisation…
Conflicting road maps: Cross-cultural professional development for Egyptian educators
This article reports on findings from a qualitative research study on overseas teachers’ continuing professional development (CPD). It seeks to explore the perceptions of a cohort of Egyptian teachers about their overseas training experience upon completion of a nine-month training programme in the UK. Data were mainly gathered through four focus-group interviews with a sample of 35 Egyptian teachers during the last week of their stay in England.…
Teachers’ perceptions of school culture as a barrier to shared decision‐making (SDM) in Egypt’s secondary schools
This article explores cultural factors impeding members of the school community from engaging in shared decision‐making (SDM) processes. It reports on findings from a larger qualitative research study of SDM in Egypt’s secondary schools. The purpose of the study was to identify barriers to SDM, using data collected from nine general secondary schools in Damietta County. Identifying these barriers is crucial as Egypt moves towards decentralisation…
Perceptions of teacher leadership in the Arab region: A comparative analysis of three countries
This study compares teachers’ perceptions of teacher leadership in three Arab countries: Qatar, Oman and Egypt. Using the Teacher Leadership Inventory tool, the study examined the factors and demographic variables associated with teacher leadership in the selected countries. Specifically, the study explored the four factors identified by the TLI: Sharing Expertise (SE), Sharing Leadership (SL), Supra-Practitioner (SP), and Principal Selection (PS…
Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman
This article reports on findings from a larger research project examining instructional supervision in the Sultanate of Oman. It sought to explore how teacher supervisors perceived their preparation for the current education reforms. To realize this objective, the study adopted a qualitative research design. Data were collected using semistructured interviews with a sample of teacher supervisors in the Muscat Educational Supervision Directorate. …
Teachers’ perceptions of school culture as a barrier to shared decision‐making (SDM) in Egypt’s secondary schools
This article explores cultural factors impeding members of the school community from engaging in shared decision‐making (SDM) processes. It reports on findings from a larger qualitative research study of SDM in Egypt’s secondary schools. The purpose of the study was to identify barriers to SDM, using data collected from nine general secondary schools in Damietta County. Identifying these barriers is crucial as Egypt moves towards decentralisation…
Conflicting road maps: Cross-cultural professional development for Egyptian educators
This article reports on findings from a qualitative research study on overseas teachers’ continuing professional development (CPD). It seeks to explore the perceptions of a cohort of Egyptian teachers about their overseas training experience upon completion of a nine-month training programme in the UK. Data were mainly gathered through four focus-group interviews with a sample of 35 Egyptian teachers during the last week of their stay in England.…
Decision Domains and Teacher Participation: A Qualitative Investigation of Decision-Making in Egyptian Schools
The purpose of this paper is to explore the gap between actual and desired decision domains as a potential factor affecting teacher participation in decision-making in Egyptian schools. In order to explore this gap, the study sets out to answer three questions: (1) what would a typology of school decisions look like in Egypt’s secondary schools? (2) How do Egyptian teachers perceive actual decisions made in their schools? (3) What decision domain…
Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman
This article reports on findings from a larger research project examining instructional supervision in the Sultanate of Oman. It sought to explore how teacher supervisors perceived their preparation for the current education reforms. To realize this objective, the study adopted a qualitative research design. Data were collected using semistructured interviews with a sample of teacher supervisors in the Muscat Educational Supervision Directorate. …
Building Educational Research Capacity: Challenges and Opportunities From the Perspectives of Faculty Members at a National University in Oman
The purpose of this article is to explore the perceptions of faculty members regarding research capacity building in the field of Education. It particularly seeks to identify the challenges and opportunities associated with this practice from the perspectives of these members. The study adopted a qualitative research design, using focus group interviews to collect data from a sample of faculty members in the College of Education at a national uni…
Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature
The purpose of this systematic review was to identify trends in educational leadership and management (EDLM) knowledge production in the Arabian Gulf region, drawing on a database of 272 studies published in local (Arabic) journals over a 10-year period (2009–2018). The review focused on the geographic distribution of the literature, authorship trends, types of studies, research topics, research methods and data collection techniques. The study e…
Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency
Research has revealed that appropriate school leadership practices can positively support and promote teacher learning. This study examines the influences of Learning-Centered Leadership upon Teacher Agency, Trust and professional learning in a Kuwaiti context. Following results from recent empirical research, this study tested a model of principal leadership effects upon teacher learning via the mediators of Teacher Trust and Agency. The researc…
Does distributed leadership improve teacher agency? Exploring the mediating effect of teacher reflection
The manner in which perceived principal distributed leadership affects teachers’ professional agency remains ambiguous in Oman. The study aimed to explore the effect of distributed leadership on teacher agency through teacher reflection. In the cross-sectional study, survey data were gathered from 1095 teachers in 58 middle and secondary schools in Muscat, Oman. Structural equation modelling and bootstrapping were used to analyse the data. Data a…
Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency
Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teach…
Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: A mediated-effects analysis
Purpose Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined…
Exploring the link between principal instructional leadership and differentiated instruction in an understudied context: The role of teacher collaboration and self-efficacy
Purpose Research has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, a…
Science mapping the knowledge base on educational leadership and management in the Arab region: A bibliometric review
This bibliometric review examined the emerging knowledge base on educational leadership and management (EDLM) in the Arab region. The review analyzed 718 Scopus-indexed journal articles to reveal the research landscape, author productivity and impact, thematic trends, and co-authorship patterns in Arab EDLM scholarship. The review found that the Arab EDLM literature began to grow significantly after 2010. Nonetheless, knowledge production is not …
Perceptions of teacher leadership in the Arab region: A comparative analysis of three countries
This study compares teachers’ perceptions of teacher leadership in three Arab countries: Qatar, Oman and Egypt. Using the Teacher Leadership Inventory tool, the study examined the factors and demographic variables associated with teacher leadership in the selected countries. Specifically, the study explored the four factors identified by the TLI: Sharing Expertise (SE), Sharing Leadership (SL), Supra-Practitioner (SP), and Principal Selection (PS…
Researching sustainability in Arab educational institutions: A systematic review
This review aims to identify patterns in knowledge production on sustainability within Arab educational institutions. It seeks to highlight gaps and opportunities for further research and to guide efforts to develop more sustainable education systems across Arab societies. This focus is especially relevant given the unprecedented educational developments in the region. The review used systematic methods to examine English-language articles and bo…
Teacher Professionalism in Omani Schools: Qualitative Insights from the ELT Context
The present study sought to examine teachers’ perceptions of professionalism in the context of English language teaching (ELT) in Oman, using a model of professionalism as a guiding framework. Adopting a qualitative research design, data were collected through semi-structured interviews with 10 teachers working in Cycle 2 (grades 5–10) and Post-Basic (grades 11–12) schools situated in two governorates in Oman. Inductive thematic analysis was cond…
University-Based Educational Leadership Preparation Programs: A Mixed-Methods Study in Oman
The study investigates how university-based leadership preparation programs in Oman contribute to the preparation of school leaders and responds to calls for a better understanding of leadership preparation in under-researched contexts. Using mixed methods, this study examines participants’ satisfaction with university-based educational leadership programs, their perceptions of these programs’ effectiveness, and the challenges associated with the…
Pedagogy (11 works) · Teacher Education and Leadership Studies (11 works) · Psychology (10 works) · Educational leadership (8 works) · Qualitative research (8 works) · Social science (8 works) · Sociology (8 works) · Political science (7 works) · Public relations (6 works) · Teacher Leadership (6 works)