Yasser F H Al‐mahdy
Biographic Data
| ID | 4628149 |
|---|---|
| NAME | Yasser F H Al‐mahdy |
| GIVEN NAMES | Yasser F H |
| FAMILY NAME | Al‐mahdy |
| SIGNATURE | AL MAHDY Y F H |
| AFFILIATIONS | Sultan Qaboos University |
| ORCID | 0000-0003-0912-4459 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Empowering teachers for teaching innovation: Roles of change leadership, AI self-Efficacy, and innovative school climate
This study examined the relationships between change leadership and teachers’ teaching innovation, considering the mediating roles of innovative school climate and teachers’ AI self-efficacy. Grounded in the transformational leadership and social cognitive theories, the study employed a cross-sectional quantitative design using data collected from public school teachers in Oman. Structural equation modelling (SEM) was used to estimate the structu…
Exploring the Role of School Climate and Self‐Efficacy in Fostering Teacher Commitment Within Inclusive Education Settings
This study investigates the extent to which inclusive school climate (ISC) and teacher efficacy for inclusive instruction (TEII) contribute to fostering teacher commitment (TC) within inclusive education settings in Omani public schools. Participants comprised 535 general education teachers from schools implementing the Learning Disabilities Support Program across Oman. Structural equation modeling (SEM) was employed to test a hypothesized model …
Validating the teacher leadership scale in Oman: Implications for leadership development in Arab schools
Teacher leadership is increasingly recognised as a strategic driver of instructional quality and sustainable school improvement. However, the multidimensional and context-sensitive nature of the construct necessitates empirical validation when instruments are transferred across different linguistic, organisational and policy contexts. This study translated and psychometrically validated the Teacher Leadership Scale within Oman's centralised educa…
Unpacking the Dynamics of Pre-Service Teachers’ Attitudes Toward the Teaching Profession, Belonging, and Knowledge Sharing in an Underexplored Context
Empirical evidence increasingly suggests that the attitudes of pre-service teachers (PSTs) toward the teaching profession (ATTP) are critical determinants of their professional identity, engagement, and collaborative behaviors. This study, guided by the Theory of Planned Behavior and the Self-Determination Theory, investigates how the ATTP dimensions (affection, value, and harmony) influence knowledge sharing both directly and indirectly. A cross…
Principal–Teacher Leadership Interactions in Omani Schools: A Qualitative Exploration of School Improvement
Empirical evidence highlights the critical role of effective school leadership in driving school improvement, enhancing teacher performance, and improving student outcomes. In Omani schools, where adaptive strategies are increasingly essential, the collaborative roles of principals and teachers are pivotal in achieving meaningful educational change. This qualitative study explores how principal–teacher interactions influence teacher leadership de…
Fostering teacher satisfaction and job involvement to support inclusive education
Inclusive education in Oman aimed to integrate students with special educational needs into mainstream schools. The success of these practices hinges on factors such as teacher job involvement (JI), teacher satisfaction (TS) and attitudes towards inclusive education (TATIE). This study tested a mediational model exploring the relationship between job involvement and attitudes towards inclusive education, with teacher satisfaction as a mediator. A…
Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis
Nations throughout the world have been engaged in efforts to redefine the role of principals to include instructional leadership. This is based upon research that has verified a positive indirect relationship between principal instructional leadership and student learning. This study tested a moderated mediation model of how the power distance orientation of teachers influences the effects of principal instructional leadership on teacher agency 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…
‘Between think big and hit hard’ exploring the role of teacher agency in becoming action researchers: The Egyptian context
The study examined how teacher agency is manifested in Egyptian schools, how action research is perceived, and to what extent school contextual factors support or restrict teachers’ agency to become action researchers. Interviews with 40 teachers from schools in northern and southern Egypt were conducted and analysed using the thematic analysis approach. Data were coded to build theoretical themes that describe Egyptian teachers’ agency for actio…
Principal authentic leadership and teacher engagement in Kuwait’s educational reform context
Scholars have asserted that a school principal’s authentic leadership can raise the engagement of teachers under their charge. This paper delves into this consideration, within the context of Kuwaiti educational reform, by investigating the extent to which principal authentic leadership (PAL) affects teacher engagement (TE) by enhancing their occupational self-efficacy (OSE). The study used a non-experimental, predictive survey design, obtaining …
Workplace spirituality and organizational citizenship behavior among teachers in bahrain: Commitment as a mediator
The current study examined the mediating role of teacher commitment (TC) on the relationship between workplace spirituality (WS) and organisational citizenship behaviour (OCB) in Bahraini public schools. A cross-sectional survey design was used to examine a proposed conceptual model. Data were collected from 349 teachers in Bahraini public schools, and were analysed using structural equation modelling (SEM). The study found that workplace spiritu…
Much ado about something’ how school leaders affect attitudes towards inclusive education: The case of Oman
The development of inclusive education (IE) is arguably the biggest challenge currently facing school systems in Oman. School leadership (SL) was argued to be a determinant of organisational effectiveness and an antecedent of organisational commitment (OC). The current study investigated how SL affects teachers’ attitudes towards inclusive education (TATIE). A total of 378 teachers from both genders responded to the Principal Leadership Style (PL…
Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman
Much ado about something’ how school leaders affect attitudes towards inclusive education: The case of Oman
The development of inclusive education (IE) is arguably the biggest challenge currently facing school systems in Oman. School leadership (SL) was argued to be a determinant of organisational effectiveness and an antecedent of organisational commitment (OC). The current study investigated how SL affects teachers’ attitudes towards inclusive education (TATIE). A total of 378 teachers from both genders responded to the Principal Leadership Style (PL…
Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman
Much ado about something’ how school leaders affect attitudes towards inclusive education: The case of Oman
The development of inclusive education (IE) is arguably the biggest challenge currently facing school systems in Oman. School leadership (SL) was argued to be a determinant of organisational effectiveness and an antecedent of organisational commitment (OC). The current study investigated how SL affects teachers’ attitudes towards inclusive education (TATIE). A total of 378 teachers from both genders responded to the Principal Leadership Style (PL…
Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman
Principal authentic leadership and teacher engagement in Kuwait’s educational reform context
Scholars have asserted that a school principal’s authentic leadership can raise the engagement of teachers under their charge. This paper delves into this consideration, within the context of Kuwaiti educational reform, by investigating the extent to which principal authentic leadership (PAL) affects teacher engagement (TE) by enhancing their occupational self-efficacy (OSE). The study used a non-experimental, predictive survey design, obtaining …
Workplace spirituality and organizational citizenship behavior among teachers in bahrain: Commitment as a mediator
The current study examined the mediating role of teacher commitment (TC) on the relationship between workplace spirituality (WS) and organisational citizenship behaviour (OCB) in Bahraini public schools. A cross-sectional survey design was used to examine a proposed conceptual model. Data were collected from 349 teachers in Bahraini public schools, and were analysed using structural equation modelling (SEM). The study found that workplace spiritu…
‘Between think big and hit hard’ exploring the role of teacher agency in becoming action researchers: The Egyptian context
The study examined how teacher agency is manifested in Egyptian schools, how action research is perceived, and to what extent school contextual factors support or restrict teachers’ agency to become action researchers. Interviews with 40 teachers from schools in northern and southern Egypt were conducted and analysed using the thematic analysis approach. Data were coded to build theoretical themes that describe Egyptian teachers’ agency for actio…
Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis
Nations throughout the world have been engaged in efforts to redefine the role of principals to include instructional leadership. This is based upon research that has verified a positive indirect relationship between principal instructional leadership and student learning. This study tested a moderated mediation model of how the power distance orientation of teachers influences the effects of principal instructional leadership on teacher agency 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…
Unpacking the Dynamics of Pre-Service Teachers’ Attitudes Toward the Teaching Profession, Belonging, and Knowledge Sharing in an Underexplored Context
Empirical evidence increasingly suggests that the attitudes of pre-service teachers (PSTs) toward the teaching profession (ATTP) are critical determinants of their professional identity, engagement, and collaborative behaviors. This study, guided by the Theory of Planned Behavior and the Self-Determination Theory, investigates how the ATTP dimensions (affection, value, and harmony) influence knowledge sharing both directly and indirectly. A cross…
Principal–Teacher Leadership Interactions in Omani Schools: A Qualitative Exploration of School Improvement
Empirical evidence highlights the critical role of effective school leadership in driving school improvement, enhancing teacher performance, and improving student outcomes. In Omani schools, where adaptive strategies are increasingly essential, the collaborative roles of principals and teachers are pivotal in achieving meaningful educational change. This qualitative study explores how principal–teacher interactions influence teacher leadership de…
Fostering teacher satisfaction and job involvement to support inclusive education
Inclusive education in Oman aimed to integrate students with special educational needs into mainstream schools. The success of these practices hinges on factors such as teacher job involvement (JI), teacher satisfaction (TS) and attitudes towards inclusive education (TATIE). This study tested a mediational model exploring the relationship between job involvement and attitudes towards inclusive education, with teacher satisfaction as a mediator. A…
Empowering teachers for teaching innovation: Roles of change leadership, AI self-Efficacy, and innovative school climate
This study examined the relationships between change leadership and teachers’ teaching innovation, considering the mediating roles of innovative school climate and teachers’ AI self-efficacy. Grounded in the transformational leadership and social cognitive theories, the study employed a cross-sectional quantitative design using data collected from public school teachers in Oman. Structural equation modelling (SEM) was used to estimate the structu…
Exploring the Role of School Climate and Self‐Efficacy in Fostering Teacher Commitment Within Inclusive Education Settings
This study investigates the extent to which inclusive school climate (ISC) and teacher efficacy for inclusive instruction (TEII) contribute to fostering teacher commitment (TC) within inclusive education settings in Omani public schools. Participants comprised 535 general education teachers from schools implementing the Learning Disabilities Support Program across Oman. Structural equation modeling (SEM) was employed to test a hypothesized model …
Validating the teacher leadership scale in Oman: Implications for leadership development in Arab schools
Teacher leadership is increasingly recognised as a strategic driver of instructional quality and sustainable school improvement. However, the multidimensional and context-sensitive nature of the construct necessitates empirical validation when instruments are transferred across different linguistic, organisational and policy contexts. This study translated and psychometrically validated the Teacher Leadership Scale within Oman's centralised educa…
Pedagogy (11 works) · Psychology (11 works) · Teacher Education and Leadership Studies (9 works) · Sociology (8 works) · Social Psychology (7 works) · Educational leadership (6 works) · Instructional leadership (6 works) · Mathematics education (6 works) · Structural equation modeling (5 works) · Teacher Leadership (5 works)