Mahmoud Mohamed Emam
Biographic Data
| ID | 4628150 |
|---|---|
| NAME | Mahmoud Mohamed Emam |
| GIVEN NAMES | Mahmoud Mohamed |
| FAMILY NAME | Emam |
| SIGNATURE | EMAM M M |
| AFFILIATIONS | Sultan Qaboos University |
| ORCID | 0000-0003-4451-9237 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Heterogeneity in teachers' perceptions of inclusive education and their association with school‐level indicator fulfilment
This study examined heterogeneity in teachers' perceptions of inclusive education (IE) and their association with schools' fulfilment of IE indicators in Oman. Data were collected from 430 public‐school teachers using Arabic versions of the Sentiments, Attitudes and Concerns about Inclusive Education–Revised (SACIE‐R) and a localized Inclusive Education Fulfilment Scale derived from the Pacific‐INDIE framework. Confirmatory factor analyses suppor…
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 …
Evaluating inclusive school practices: A multilevel analysis of teacher readiness, climate, and student outcomes
Professional identity formation in intercultural education: A study of preservice teachers in Oman
Purpose This study aims to investigate the formation of teacher professional identity (TPI) among preservice teachers in Oman from an intercultural perspective and explores how cultural and institutional contexts shape identity factors. Design/methodology/approach Using a four-factor model (Fisherman and Abbot, 1998), TPI was assessed across four factors: confidence about teaching, self-actualisation, teaching as a mission and recognition of prof…
Understanding inclusion from the inside out: How inclusive education fulfilment, perceptions and agency shape teacher competence
This study examined the extent to which inclusive education fulfilment (IEF) at the school level influences teachers' professional skills for inclusive practices (PSIP) in Oman, and whether this relationship is mediated by teachers' perceptions of inclusive education (PIE) and teacher agency for inclusive practices (TAIP). A total of 298 elementary and middle school teachers participated in the study. Data were collected using Arabic versions of …
Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers
This study investigates the feasibility of improving science teaching quality in middle schools by enhancing teachers' Pedagogical Content Knowledge (PCK) through targeted professional development. In response to the growing demand for effective Science, Technology, Engineering, and Mathematics (STEM) education, the study examines the impact of a competency-based STEM training program on teachers' PCK and science teaching competencies. Grounded i…
Exploring Healthy Behaviours of female adolescents with intellectual disability using teachers’ report data
Within- and cross-language contributions of metalinguistic awareness to vocabulary knowledge in Arabic- German bilingual learners
Student satisfaction with teacher preparation program completers in Oman: A multilevel analysis
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…
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…
Does Fear of Covid-19 Prolongation Lead to Future Career Anxiety Among Adolescents? The Mediating Role of Depressive Symptoms
Association between motivation to leave the teaching profession profiles and job satisfaction among Omani teachers: A latent profile analysis
Parenting stress and life satisfaction in families of children with disabilities: The mediating effect of social support in three Arab speaking countries
Parents of children with disabilities (PCWD) need to be provided with resources to empower them with the knowledge and skills needed to reduce their parenting stress and enhance their life satisfaction. This study aimed to examine the mediating effect of social support in the relationship between parenting stress and parents’ satisfaction with life (SWL) across samples from three Arab countries (N = 867: Oman = 420, Saudi Arabia = 350, Qatar = 26…
The Relationship Between Intrusive Cognitions and Defense Mechanisms in Healthy and Clinical Populations
Purpose: to examine the relationship between defense mechanisms and intrusive cognitions in normal healthy individuals and psychiatric patients. Methodology: The study sample consists of a healthy group (n=60; 30 males & 30 females), whereas the clinical group (n=66; 34 males, 32 females) includes patients with major depressive disorder (12 patients, 5 males, 7 females), schizophrenia (31 patients; 14 males, 17 females), obsessive-compulsive diso…
Temperament Styles of Children from Egypt and the United States: A Cross-Cultural Examination
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
Visual motor integration as a screener for responders and non-responders in preschool and early school years: Implications for inclusive assessment in Oman
Visual motor integration (VMI) is the ability of the eyes and hands to work together in smooth, efficient patterns. In Oman, there are few effective methods to assess VMI skills in children in inclusive settings. The current study investigated the performance of preschool and early school years responders and non-responders on a VMI test. The full range test of visual motor integration (FRTVMI) was administered to a sample of 359 children from pr…
Spiritual Experiences, Personal Commitment: Relationship With Work Stress Among Support Staff for Children with Disabilities in Oman
Background: The development of a meaningful career for support staff working with children who have disabilities is part of a process of self-exploration and crystallization of identity. Such process is determined by several individual characteristics including spirituality and personal commitment. This study examined whether both constructs can predict levels of stress in disability support staff in Oman. Additionally this study examined how bot…
Variations in Arabic Reading Skills between Normally Achieving and at Risk for Reading Disability Students in Second and Fourth Grades
The study investigated variations in Arabic reading skills between normally achieving students and students at risk for reading disability in second and fourth grades. Using a cross-sectional design the study tested the effect of gender, grade level, and student condition on the variation of Arabic reading skills. Participants were 381 Arabic speaking children from second and fourth grades. Participants included both normally achieving students a…
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
Parenting stress and life satisfaction in families of children with disabilities: The mediating effect of social support in three Arab speaking countries
Parents of children with disabilities (PCWD) need to be provided with resources to empower them with the knowledge and skills needed to reduce their parenting stress and enhance their life satisfaction. This study aimed to examine the mediating effect of social support in the relationship between parenting stress and parents’ satisfaction with life (SWL) across samples from three Arab countries (N = 867: Oman = 420, Saudi Arabia = 350, Qatar = 26…
Spiritual Experiences, Personal Commitment: Relationship With Work Stress Among Support Staff for Children with Disabilities in Oman
Background: The development of a meaningful career for support staff working with children who have disabilities is part of a process of self-exploration and crystallization of identity. Such process is determined by several individual characteristics including spirituality and personal commitment. This study examined whether both constructs can predict levels of stress in disability support staff in Oman. Additionally this study examined how bot…
Variations in Arabic Reading Skills between Normally Achieving and at Risk for Reading Disability Students in Second and Fourth Grades
The study investigated variations in Arabic reading skills between normally achieving students and students at risk for reading disability in second and fourth grades. Using a cross-sectional design the study tested the effect of gender, grade level, and student condition on the variation of Arabic reading skills. Participants were 381 Arabic speaking children from second and fourth grades. Participants included both normally achieving students a…
Visual motor integration as a screener for responders and non-responders in preschool and early school years: Implications for inclusive assessment in Oman
Visual motor integration (VMI) is the ability of the eyes and hands to work together in smooth, efficient patterns. In Oman, there are few effective methods to assess VMI skills in children in inclusive settings. The current study investigated the performance of preschool and early school years responders and non-responders on a VMI test. The full range test of visual motor integration (FRTVMI) was administered to a sample of 359 children from pr…
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
Temperament Styles of Children from Egypt and the United States: A Cross-Cultural Examination
The Relationship Between Intrusive Cognitions and Defense Mechanisms in Healthy and Clinical Populations
Purpose: to examine the relationship between defense mechanisms and intrusive cognitions in normal healthy individuals and psychiatric patients. Methodology: The study sample consists of a healthy group (n=60; 30 males & 30 females), whereas the clinical group (n=66; 34 males, 32 females) includes patients with major depressive disorder (12 patients, 5 males, 7 females), schizophrenia (31 patients; 14 males, 17 females), obsessive-compulsive diso…
Parenting stress and life satisfaction in families of children with disabilities: The mediating effect of social support in three Arab speaking countries
Parents of children with disabilities (PCWD) need to be provided with resources to empower them with the knowledge and skills needed to reduce their parenting stress and enhance their life satisfaction. This study aimed to examine the mediating effect of social support in the relationship between parenting stress and parents’ satisfaction with life (SWL) across samples from three Arab countries (N = 867: Oman = 420, Saudi Arabia = 350, Qatar = 26…
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…
Does Fear of Covid-19 Prolongation Lead to Future Career Anxiety Among Adolescents? The Mediating Role of Depressive Symptoms
Association between motivation to leave the teaching profession profiles and job satisfaction among Omani teachers: A latent profile analysis
‘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…
Enhancing middle school science education: Evaluating a competency-based STEM training program for teachers
This study investigates the feasibility of improving science teaching quality in middle schools by enhancing teachers' Pedagogical Content Knowledge (PCK) through targeted professional development. In response to the growing demand for effective Science, Technology, Engineering, and Mathematics (STEM) education, the study examines the impact of a competency-based STEM training program on teachers' PCK and science teaching competencies. Grounded i…
Exploring Healthy Behaviours of female adolescents with intellectual disability using teachers’ report data
Within- and cross-language contributions of metalinguistic awareness to vocabulary knowledge in Arabic- German bilingual learners
Student satisfaction with teacher preparation program completers in Oman: A multilevel analysis
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…
Heterogeneity in teachers' perceptions of inclusive education and their association with school‐level indicator fulfilment
This study examined heterogeneity in teachers' perceptions of inclusive education (IE) and their association with schools' fulfilment of IE indicators in Oman. Data were collected from 430 public‐school teachers using Arabic versions of the Sentiments, Attitudes and Concerns about Inclusive Education–Revised (SACIE‐R) and a localized Inclusive Education Fulfilment Scale derived from the Pacific‐INDIE framework. Confirmatory factor analyses suppor…
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 …
Evaluating inclusive school practices: A multilevel analysis of teacher readiness, climate, and student outcomes
Professional identity formation in intercultural education: A study of preservice teachers in Oman
Purpose This study aims to investigate the formation of teacher professional identity (TPI) among preservice teachers in Oman from an intercultural perspective and explores how cultural and institutional contexts shape identity factors. Design/methodology/approach Using a four-factor model (Fisherman and Abbot, 1998), TPI was assessed across four factors: confidence about teaching, self-actualisation, teaching as a mission and recognition of prof…
Understanding inclusion from the inside out: How inclusive education fulfilment, perceptions and agency shape teacher competence
This study examined the extent to which inclusive education fulfilment (IEF) at the school level influences teachers' professional skills for inclusive practices (PSIP) in Oman, and whether this relationship is mediated by teachers' perceptions of inclusive education (PIE) and teacher agency for inclusive practices (TAIP). A total of 298 elementary and middle school teachers participated in the study. Data were collected using Arabic versions of …
Psychology (21 works) · Pedagogy (12 works) · Teacher Education and Leadership Studies (11 works) · Mathematics education (10 works) · Social Psychology (10 works) · Structural equation modeling (7 works) · Sociology (6 works) · Teacher education (6 works) · Developmental psychology (5 works) · Medicine (5 works)