Mohammad Noman
Biographic Data
| ID | 139256 |
|---|---|
| NAME | Mohammad Noman |
| GIVEN NAMES | Mohammad |
| FAMILY NAME | Noman |
| SIGNATURE | NOMAN M |
| AFFILIATIONS | Wenzhou-Kean University |
| ORCID | 0000-0002-8900-4993 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1944 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Contextual Leadership and Organizational Citizenship: When Followers Tilt the Balance
This study examines how four culturally grounded followership styles moderate the relationship between contextual leadership and organizational citizenship behavior among 1,063 public high school teachers in Zhejiang Province, China. Using structural equation modeling, moderation models were tested for compliant, active-engaged, manipulative, and indifferent followership styles. Compliant and manipulative followership amplified the positive leade…
Complicit or Social Conditioning? Analyzing Women's Antifeminist Stances Across Cultures
The persistent resistance of some women to feminism, a movement fundamentally designed to advance their rights, presents a critical paradox in gender studies that demands systematic investigation. This study examines why women oppose feminist ideals through a systematic synthesis of 49 peer-reviewed studies across 23 countries, identifying four key factors: (a) deep-rooted patriarchal socialization that naturalizes gender inequality, (b) perceive…
Students as partners in South Asia: Contextualizing values for culturally responsive student-faculty collaborations in higher education
Students as Partners (SaP), originating in Anglophone cultures, is expanding globally. However, the language used to conceptualize its core values can carry different meanings across cultural contexts due to historical legacies. Understanding these cultural nuances can provide insights into how SaP functions in specific settings and promote intercultural awareness for effective pedagogical transfer. This study employed an interpretative phenomeno…
Leadership as moral work: Exploring the value-based practices of primary school principals in China
This study examines the value-based leadership practices of primary school principals in Wenzhou, China, within a cultural and policy context that increasingly emphasizes moral education and ethical governance. Drawing on qualitative case studies of six high-performing public schools, the research explores how principals internalize, enact and negotiate core values in their everyday leadership. Data were collected through semi-structured intervie…
The interplay of contextual leadership and teacher-related organizational outcomes: The mediating role of group cohesion
Recent studies have increasingly highlighted the need for contextual leadership practices within educational settings, however, there remains a notable lack of clarity regarding the specific influence of these practices on crucial organizational outcomes. The present study seeks to address this gap by investigating the relationships between contextual leadership and three key school outcomes: organizational citizenship behavior, group identity, a…
A narrative inquiry into generational ethos: Unravelling the evolution of educational ideologies and practices in China
This study investigates generational perspectives on educational ideologies and practices in China, providing insights into how socio-economic transformations have influenced educational perceptions across different historical periods. Using a narrative inquiry approach, data were gathered from twenty-three participants across seven Chinese families. Each family’s three biologic generations from four different time periods shared their viewpoints…
Navigating dual narratives: The lifestories of successful women leaders in higher education
Traditional leadership discourse has historically defined leadership in gendered terms, distinguishing between ‘masculine’ and ‘feminine’ leadership prototypes. These gender stereotypes and societal norms shape behaviors, attitudes, and expectations, perpetuating inequalities and impacting behavior based on gender. In higher education, despite progress in women's leadership, systemic biases persist, reflecting ongoing challenges in achieving subs…
The Viability of Doctoral Thesis and Oral Exams in Student’s Native Language
The issue of English being the lingua franca in transnational higher education remains a debate, especially regarding fairness in doctoral examinations. The current study builds upon a recent publication that proposes examining doctoral students of an Anglophone doctoral program offered on an offshore campus in China to be held in the Chinese language with translation and interpretation. The current study explores the viability of this option for…
Partnering with doctoral students in research supervision: Opportunities and challenges
Discourse regarding modern doctoral studies criticises the traditional notion of doctoral education as being too narrow to facilitate knowledge creation and transfer towards the knowledge economy. This study considered the pedagogical links to supervisory practices to enable transformative learning experiences. The study, grounded in the student–faculty partnership framework and transformative learning concepts, partnered five senior doctoral stu…
Core leadership practices of school principals in the Kingdom of Saudi Arabia
This qualitative study aims to explore the core leadership practices of school principals in the Kingdom of Saudi Arabia. Given the exploratory nature of this study, a qualitative research design methodology was employed through which an in-depth, multi-perspective study of the practices of four secondary school principals was carried out. Employing a semi-structured interview protocol developed specifically for this study, data was collected fro…
Covid-19 fallout: Interplay between stressors and support on academic functioning of Malaysian university students
The role of goal orientations in students’ perceptions of classroom assessment in higher education
Students’ perception of assessment methods plays a significant role in determining their effort towards learning and their assessment tasks. Similar to the role of goal orientation in predicting students’ classroom learning, this study aims to examine how students’ goal orientations influence their perception of classroom assessments. Using a qualitative research design, the data was collected from 41 students enrolled in master’s degree programm…
Inclusive assessment for linguistically diverse learners in higher education
As classrooms become increasingly diverse in higher education, educators are emphasising inclusive practices in teaching and learning to accommodate the needs of diverse learners. There is also an emerging need for an inclusive approach in assessment for accessibility, opportunity, relevance and engagement. This study, using design-based research guidelines with student–faculty partnership, designed, developed, implemented and evaluated contextua…
Principal’s Coalition Building and Personal Traits Brings Success to a Struggling School in Malaysia
This paper presents findings from a single site case study of a school in a rural part of Malaysia. Based on data collected through semi-structured interviews of the principal, teachers, students and parents, and observations, document scanning and field notes, the study attempts to identify the context under which the school operates, the core practices of the school principal and the enactment of these core practices. The data analysis was carr…
Defining Intercultural Education for Social Cohesion in Malaysian Context
Schools are considered as powerful institutions that are capable of fostering a sense of coherence and common identity to integrate students of different ethnic, social, and cultural origins. Effective implementation of intercultural education at schools can facilitate social integration. However, it is important that the design and implementation of intercultural education be guided by the knowledge and understanding of the issues and patterns o…
Teacher autonomy support intervention as a classroom practice in a Thai school: A self-determination theory perspective
Purpose – The benefits of teacher autonomy support for optimal school functioning is evident in literature. However, studies are meager about teachers applying the concept of autonomy support in real settings (regular classroom). Design/methodology/approach – Based on empirical data within self-determination theory, a longitudinal intervention program was designed to facilitate autonomy support instruction in a natural classroom setting and to as…
Exploring strategies of teaching and classroom practices in response to challenges of inclusion in a Thai school: A case study
The shift from special schools towards inclusive education is becoming increasingly prevalent across education systems around the world. However, the challenges this shift brings remain critical for developing nations where there is a huge chasm between policies and practices. This study used instrumental case study design to examine how a general education teacher strategised her teaching and classroom practices while accommodating a student wit…
Exploring Classroom Practices in Collectivist Cultures Through the Lens of Hofstede’s Model
This study explores beliefs and classroom practices of teachers from collectivist nations through the lens of Hofstede’s cultural dimensions. In this grounded theory study, an in-depth investigation of the ways in which six teachers from five different collectivist countries described their beliefs and classroom practices was carried out. Through the constant comparative method, the two authors grouped the findings into categories of beliefs and …
Muslim India
Exploring strategies of teaching and classroom practices in response to challenges of inclusion in a Thai school: A case study
The shift from special schools towards inclusive education is becoming increasingly prevalent across education systems around the world. However, the challenges this shift brings remain critical for developing nations where there is a huge chasm between policies and practices. This study used instrumental case study design to examine how a general education teacher strategised her teaching and classroom practices while accommodating a student wit…
Exploring Classroom Practices in Collectivist Cultures Through the Lens of Hofstede’s Model
This study explores beliefs and classroom practices of teachers from collectivist nations through the lens of Hofstede’s cultural dimensions. In this grounded theory study, an in-depth investigation of the ways in which six teachers from five different collectivist countries described their beliefs and classroom practices was carried out. Through the constant comparative method, the two authors grouped the findings into categories of beliefs and …
Principal’s Coalition Building and Personal Traits Brings Success to a Struggling School in Malaysia
This paper presents findings from a single site case study of a school in a rural part of Malaysia. Based on data collected through semi-structured interviews of the principal, teachers, students and parents, and observations, document scanning and field notes, the study attempts to identify the context under which the school operates, the core practices of the school principal and the enactment of these core practices. The data analysis was carr…
Defining Intercultural Education for Social Cohesion in Malaysian Context
Schools are considered as powerful institutions that are capable of fostering a sense of coherence and common identity to integrate students of different ethnic, social, and cultural origins. Effective implementation of intercultural education at schools can facilitate social integration. However, it is important that the design and implementation of intercultural education be guided by the knowledge and understanding of the issues and patterns o…
Covid-19 fallout: Interplay between stressors and support on academic functioning of Malaysian university students
Teacher autonomy support intervention as a classroom practice in a Thai school: A self-determination theory perspective
Purpose – The benefits of teacher autonomy support for optimal school functioning is evident in literature. However, studies are meager about teachers applying the concept of autonomy support in real settings (regular classroom). Design/methodology/approach – Based on empirical data within self-determination theory, a longitudinal intervention program was designed to facilitate autonomy support instruction in a natural classroom setting and to as…
Muslim India
Teacher autonomy support intervention as a classroom practice in a Thai school: A self-determination theory perspective
Purpose – The benefits of teacher autonomy support for optimal school functioning is evident in literature. However, studies are meager about teachers applying the concept of autonomy support in real settings (regular classroom). Design/methodology/approach – Based on empirical data within self-determination theory, a longitudinal intervention program was designed to facilitate autonomy support instruction in a natural classroom setting and to as…
Exploring strategies of teaching and classroom practices in response to challenges of inclusion in a Thai school: A case study
The shift from special schools towards inclusive education is becoming increasingly prevalent across education systems around the world. However, the challenges this shift brings remain critical for developing nations where there is a huge chasm between policies and practices. This study used instrumental case study design to examine how a general education teacher strategised her teaching and classroom practices while accommodating a student wit…
Exploring Classroom Practices in Collectivist Cultures Through the Lens of Hofstede’s Model
This study explores beliefs and classroom practices of teachers from collectivist nations through the lens of Hofstede’s cultural dimensions. In this grounded theory study, an in-depth investigation of the ways in which six teachers from five different collectivist countries described their beliefs and classroom practices was carried out. Through the constant comparative method, the two authors grouped the findings into categories of beliefs and …
Inclusive assessment for linguistically diverse learners in higher education
As classrooms become increasingly diverse in higher education, educators are emphasising inclusive practices in teaching and learning to accommodate the needs of diverse learners. There is also an emerging need for an inclusive approach in assessment for accessibility, opportunity, relevance and engagement. This study, using design-based research guidelines with student–faculty partnership, designed, developed, implemented and evaluated contextua…
Principal’s Coalition Building and Personal Traits Brings Success to a Struggling School in Malaysia
This paper presents findings from a single site case study of a school in a rural part of Malaysia. Based on data collected through semi-structured interviews of the principal, teachers, students and parents, and observations, document scanning and field notes, the study attempts to identify the context under which the school operates, the core practices of the school principal and the enactment of these core practices. The data analysis was carr…
Defining Intercultural Education for Social Cohesion in Malaysian Context
Schools are considered as powerful institutions that are capable of fostering a sense of coherence and common identity to integrate students of different ethnic, social, and cultural origins. Effective implementation of intercultural education at schools can facilitate social integration. However, it is important that the design and implementation of intercultural education be guided by the knowledge and understanding of the issues and patterns o…
The role of goal orientations in students’ perceptions of classroom assessment in higher education
Students’ perception of assessment methods plays a significant role in determining their effort towards learning and their assessment tasks. Similar to the role of goal orientation in predicting students’ classroom learning, this study aims to examine how students’ goal orientations influence their perception of classroom assessments. Using a qualitative research design, the data was collected from 41 students enrolled in master’s degree programm…
Core leadership practices of school principals in the Kingdom of Saudi Arabia
This qualitative study aims to explore the core leadership practices of school principals in the Kingdom of Saudi Arabia. Given the exploratory nature of this study, a qualitative research design methodology was employed through which an in-depth, multi-perspective study of the practices of four secondary school principals was carried out. Employing a semi-structured interview protocol developed specifically for this study, data was collected fro…
Covid-19 fallout: Interplay between stressors and support on academic functioning of Malaysian university students
Partnering with doctoral students in research supervision: Opportunities and challenges
Discourse regarding modern doctoral studies criticises the traditional notion of doctoral education as being too narrow to facilitate knowledge creation and transfer towards the knowledge economy. This study considered the pedagogical links to supervisory practices to enable transformative learning experiences. The study, grounded in the student–faculty partnership framework and transformative learning concepts, partnered five senior doctoral stu…
The Viability of Doctoral Thesis and Oral Exams in Student’s Native Language
The issue of English being the lingua franca in transnational higher education remains a debate, especially regarding fairness in doctoral examinations. The current study builds upon a recent publication that proposes examining doctoral students of an Anglophone doctoral program offered on an offshore campus in China to be held in the Chinese language with translation and interpretation. The current study explores the viability of this option for…
A narrative inquiry into generational ethos: Unravelling the evolution of educational ideologies and practices in China
This study investigates generational perspectives on educational ideologies and practices in China, providing insights into how socio-economic transformations have influenced educational perceptions across different historical periods. Using a narrative inquiry approach, data were gathered from twenty-three participants across seven Chinese families. Each family’s three biologic generations from four different time periods shared their viewpoints…
Navigating dual narratives: The lifestories of successful women leaders in higher education
Traditional leadership discourse has historically defined leadership in gendered terms, distinguishing between ‘masculine’ and ‘feminine’ leadership prototypes. These gender stereotypes and societal norms shape behaviors, attitudes, and expectations, perpetuating inequalities and impacting behavior based on gender. In higher education, despite progress in women's leadership, systemic biases persist, reflecting ongoing challenges in achieving subs…
Contextual Leadership and Organizational Citizenship: When Followers Tilt the Balance
This study examines how four culturally grounded followership styles moderate the relationship between contextual leadership and organizational citizenship behavior among 1,063 public high school teachers in Zhejiang Province, China. Using structural equation modeling, moderation models were tested for compliant, active-engaged, manipulative, and indifferent followership styles. Compliant and manipulative followership amplified the positive leade…
Complicit or Social Conditioning? Analyzing Women's Antifeminist Stances Across Cultures
The persistent resistance of some women to feminism, a movement fundamentally designed to advance their rights, presents a critical paradox in gender studies that demands systematic investigation. This study examines why women oppose feminist ideals through a systematic synthesis of 49 peer-reviewed studies across 23 countries, identifying four key factors: (a) deep-rooted patriarchal socialization that naturalizes gender inequality, (b) perceive…
Students as partners in South Asia: Contextualizing values for culturally responsive student-faculty collaborations in higher education
Students as Partners (SaP), originating in Anglophone cultures, is expanding globally. However, the language used to conceptualize its core values can carry different meanings across cultural contexts due to historical legacies. Understanding these cultural nuances can provide insights into how SaP functions in specific settings and promote intercultural awareness for effective pedagogical transfer. This study employed an interpretative phenomeno…
Leadership as moral work: Exploring the value-based practices of primary school principals in China
This study examines the value-based leadership practices of primary school principals in Wenzhou, China, within a cultural and policy context that increasingly emphasizes moral education and ethical governance. Drawing on qualitative case studies of six high-performing public schools, the research explores how principals internalize, enact and negotiate core values in their everyday leadership. Data were collected through semi-structured intervie…
The interplay of contextual leadership and teacher-related organizational outcomes: The mediating role of group cohesion
Recent studies have increasingly highlighted the need for contextual leadership practices within educational settings, however, there remains a notable lack of clarity regarding the specific influence of these practices on crucial organizational outcomes. The present study seeks to address this gap by investigating the relationships between contextual leadership and three key school outcomes: organizational citizenship behavior, group identity, a…
Pedagogy (12 works) · Psychology (12 works) · Political science (11 works) · Qualitative research (10 works) · Sociology (9 works) · Social science (7 works) · Teacher Education and Leadership Studies (7 works) · Mathematics education (6 works) · Higher education (5 works) · Medical education (4 works)