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dc.contributor.authorKaj-Itani, Khadija
dc.contributor.authorKhalid, Mohammad
dc.date.accessioned2024-03-07T05:03:19Z
dc.date.available2024-03-07T05:03:19Z
dc.date.issued2022-07-01
dc.identifier.issn2201578en_US
dc.identifier.doihttp://dx.doi.org10.12785/jtte/100201en_US
dc.identifier.urihttp://hdl.handle.net/20.500.14131/1475
dc.description.abstractThis case study focuses on two schools in Lebanon that have gained substantial recognition for providing high-quality education after their continuous success in the official General Secondary Exams. The supposed ethical leadership approach employed at these schools is studied here in order to examine whether it has played a role in their respective success. A number of stakeholders participated in the study through a survey, while eight people were interviewed including the two directors, the two principals, and the four coordinators. Further informal discussions were carried out with a couple of teachers outside the school premises. The analysis reveals a strong link between the highly relationship-oriented work environment at the schools under study and their noticeable success.en_US
dc.publisherUniversity of Bahrainen_US
dc.subjectEducational Leadership, Ethical School Leadership, School Performance, School Managementen_US
dc.titleIncreased Effectiveness of Schools through Ethical Educational Leadershipen_US
dc.source.journalJournal of Teaching and Teacher Educationen_US
dc.source.volume10en_US
dc.source.issue2en_US
dc.contributor.researcherDepartment Collaborationen_US
dc.contributor.labNAen_US
dc.subject.KSAEducationen_US
dc.contributor.ugstudent0en_US
dc.contributor.alumnae0en_US
dc.source.indexOther indexen_US
dc.contributor.departmentGeneral Educationen_US
dc.contributor.pgstudent0en_US
dc.contributor.firstauthorKaj-Itani, Khadija


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