Perceptions of educational leaders regarding contemporary reform initiatives in Egypt

Bibliographic Data

ID10106703
AuthorsMaysaa Barakat (0000-0002-4901-4564, Florida Atlantic University, corresponding author)
Year2019
Volume51
Issue4
Pages330-351
Publication date2019-03-18
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Educational Administration & History (JOURNAL)
Journal identifiersISSN: 0022-0620 • E-ISSN: 1478-7431
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00220620.2019.1590323
OpenAlexW2922218386
LanguageEN
References cited22

Many educational reform initiatives worldwide do not result in deep and sustainable change. Limited studies have looked at reform initiatives in countries like Egypt. The purpose of this mixed methods study is to examine educational reform initiatives in Egypt throughout modern history using a transformative leadership lens, and to explore the perceptions of educational leaders regarding the more contemporary reform initiatives. The findings show that historically, large-scale reform initiatives in Egypt, which had transformative and sustainable results, were typically associated with a more comprehensive ideological inclination. More contemporary educational reform attempts were not transformative because these were perceived to be top-down reforms that were driven by foreign-aid agencies, and had no support from stakeholders

Economic growth · Economics · Education reform · Higher education · Ideology · Pedagogy · Perception · Political science · Politics · Public relations · Sociology · Transformative learning · Educational Assessment and Improvement · Global Educational Policies and Reforms · Law · Psychology · Public Administration · Teacher Education and Leadership Studies

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