Yara Yasser Hilal
Biographic Data
| ID | 6509192 |
|---|---|
| NAME | Yara Yasser Hilal |
| GIVEN NAMES | Yara Yasser |
| FAMILY NAME | Hilal |
| SIGNATURE | HILAL Y Y |
| AFFILIATIONS | The University of Sydney |
| ORCID | 0000-0001-7461-1638 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
University-Based Educational Leadership Preparation Programs
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
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 …
School leadership at times of crises
The study explores leadership practices of school principals in marginalised communities during times of crisis in public schools in Lebanon. Through in-depth, semi-structured interviews with 24 school principals, we examine (1) their leadership practices and (2) the rationales they gave these practices. This research employs a conceptual triangulation of the Bolman and Deal four-frame model and Foucauldian concepts of governmentality, surveillan…
Exploring teachers’ perceptions of professional learning for reflection
Professional learning (PL), particularly when it targets reflection, remains an area of concern within the persistent performative cultures of schools. Despite this concern, little research has used critical conceptual lenses to explore how teachers perceive PL. The study deploys Habermas's Theory of Communicative Action and Ibn Rushd's Murabbi concept to explore teachers' perceptions of effective PL for reflection in Lebanon, using semi-structur…
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…
Exploring the link between principal instructional leadership and differentiated instruction in an understudied context
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…
‘Between think big and hit hard’ exploring the role of teacher agency in becoming action researchers
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…
School leaders and teachers’ agency
This study examines how school-based practitioners in Lebanon enacted their agency during COVID-19 and other simultaneous crises that closed schools for a period longer than one scholastic year. Lebanon is a conflict-affected, lower- to middle-income country. Through in-depth, semi-structured interviews with 12 school-based practitioners in Lebanon, we examine (1) their agentic manifestations and (2) factors that appeared to have empowered or inh…
No prominent works on this page.
‘Between think big and hit hard’ exploring the role of teacher agency in becoming action researchers
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…
School leaders and teachers’ agency
This study examines how school-based practitioners in Lebanon enacted their agency during COVID-19 and other simultaneous crises that closed schools for a period longer than one scholastic year. Lebanon is a conflict-affected, lower- to middle-income country. Through in-depth, semi-structured interviews with 12 school-based practitioners in Lebanon, we examine (1) their agentic manifestations and (2) factors that appeared to have empowered or inh…
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…
Exploring the link between principal instructional leadership and differentiated instruction in an understudied context
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
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 …
School leadership at times of crises
The study explores leadership practices of school principals in marginalised communities during times of crisis in public schools in Lebanon. Through in-depth, semi-structured interviews with 24 school principals, we examine (1) their leadership practices and (2) the rationales they gave these practices. This research employs a conceptual triangulation of the Bolman and Deal four-frame model and Foucauldian concepts of governmentality, surveillan…
Exploring teachers’ perceptions of professional learning for reflection
Professional learning (PL), particularly when it targets reflection, remains an area of concern within the persistent performative cultures of schools. Despite this concern, little research has used critical conceptual lenses to explore how teachers perceive PL. The study deploys Habermas's Theory of Communicative Action and Ibn Rushd's Murabbi concept to explore teachers' perceptions of effective PL for reflection in Lebanon, using semi-structur…
University-Based Educational Leadership Preparation Programs
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…
Teacher Education and Leadership Studies (8 works) · Educational leadership (5 works) · Pedagogy (5 works) · Psychology (5 works) · Social science (4 works) · Sociology (4 works) · Instructional leadership (3 works) · Mathematics education (3 works) · Computer Science (2 works) · Conceptual framework (2 works)