Hessa Al-Thani
Biographic Data
| ID | 1707335 |
|---|---|
| NAME | Hessa Al-Thani |
| GIVEN NAMES | Hessa |
| FAMILY NAME | Al-Thani |
| SIGNATURE | AL-THANI H |
| AFFILIATIONS | Qatar University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The association between teachers’ cognitive and psychological capacities, their well-being, and implications for professional effectiveness: A systematic review
This systematic review examines the association between teachers’ cognitive and psychological capacities and their well-being, as well as the implications for their professional effectiveness. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, relevant articles were identified across four databases in Arabic and English, yielding a final sample of 55 studies comprising K-12 teachers. The review …
From values to action: The role of personal and social values in shaping K−12 teachers' wellbeing and professional outcomes
Introduction Teachers' personal and social values are key determinants of their goals, behaviors, and interactions within the school environment. This systematic review explores the values upheld by K−12 teachers, examining their impact on teachers' wellbeing and their professional outcomes. Anchored in Schwartz's theory of human values, this study investigates the close and complex relationships between teachers' core values—namely, conservation…
Student wellbeing in Qatar: A systems thinking approach to educational, societal, and cultural challenges
Introduction This study investigated the challenges affecting sustainable student well-being in Qatar, with a specific emphasis on educational, societal, and cultural dimensions. Using Systems Thinking to conceptualize the interconnected nature of these challenges, the study aimed to analyze how these domains collectively impact student well-being. Methods Data were gathered from focus groups involving key stakeholders, including educators, paren…
Supports and constraints to middle leadership development in higher education: A Q-methodology study
Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was …
An integrated systems model for understanding experiences of academic leadership development in Qatar
While leadership development is acknowledged as essential for institutional growth in the higher education sector, it remains poorly understood and under researched both empirically and theoretically. Although knowledge in this area is growing in wes- tern contexts, there is little published data from the Arabic speaking world. This article addresses this gap by reporting on a Qatar National Research Fund (QNRF) funded research project which aime…
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
Supports and constraints to middle leadership development in higher education: A Q-methodology study
Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was …
An integrated systems model for understanding experiences of academic leadership development in Qatar
While leadership development is acknowledged as essential for institutional growth in the higher education sector, it remains poorly understood and under researched both empirically and theoretically. Although knowledge in this area is growing in wes- tern contexts, there is little published data from the Arabic speaking world. This article addresses this gap by reporting on a Qatar National Research Fund (QNRF) funded research project which aime…
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
An integrated systems model for understanding experiences of academic leadership development in Qatar
While leadership development is acknowledged as essential for institutional growth in the higher education sector, it remains poorly understood and under researched both empirically and theoretically. Although knowledge in this area is growing in wes- tern contexts, there is little published data from the Arabic speaking world. This article addresses this gap by reporting on a Qatar National Research Fund (QNRF) funded research project which aime…
From values to action: The role of personal and social values in shaping K−12 teachers' wellbeing and professional outcomes
Introduction Teachers' personal and social values are key determinants of their goals, behaviors, and interactions within the school environment. This systematic review explores the values upheld by K−12 teachers, examining their impact on teachers' wellbeing and their professional outcomes. Anchored in Schwartz's theory of human values, this study investigates the close and complex relationships between teachers' core values—namely, conservation…
Student wellbeing in Qatar: A systems thinking approach to educational, societal, and cultural challenges
Introduction This study investigated the challenges affecting sustainable student well-being in Qatar, with a specific emphasis on educational, societal, and cultural dimensions. Using Systems Thinking to conceptualize the interconnected nature of these challenges, the study aimed to analyze how these domains collectively impact student well-being. Methods Data were gathered from focus groups involving key stakeholders, including educators, paren…
Supports and constraints to middle leadership development in higher education: A Q-methodology study
Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was …
The association between teachers’ cognitive and psychological capacities, their well-being, and implications for professional effectiveness: A systematic review
This systematic review examines the association between teachers’ cognitive and psychological capacities and their well-being, as well as the implications for their professional effectiveness. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, relevant articles were identified across four databases in Arabic and English, yielding a final sample of 55 studies comprising K-12 teachers. The review …
Psychology (5 works) · Sociology (5 works) · Political science (3 works) · Public relations (3 works) · Early Childhood Education and Development (2 works) · Leadership development (2 works) · Leadership style (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Social Psychology (2 works)