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dc.contributor.authorKhalid, Mohammad
dc.contributor.authorKaj-Itani, Khadija
dc.date.accessioned2023-05-08T07:54:10Z
dc.date.available2023-05-08T07:54:10Z
dc.date.issued2022-07-01
dc.identifier.issn2210-1578en_US
dc.identifier.urihttp://hdl.handle.net/20.500.14131/787
dc.descriptionNAen_US
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.description.sponsorshipNAen_US
dc.publisherUniversity of Bahrainen_US
dc.subjectEducational Leadership; Ethical School Leadership; School performance; School Managementen_US
dc.subjectLeadership, transformational leadership, ethicsen_US
dc.titleIncreased Effectiveness of Schools through Ethical Educational Leadershipen_US
dc.source.journalJournal of Teaching and Teacher Educationen_US
dc.source.volume2en_US
dc.source.issue10en_US
dc.contributor.researcherNo Collaborationen_US
dc.subject.KSAEntp&Innoven_US
dc.contributor.ugstudentNAen_US
dc.contributor.alumnaeNAen_US
dc.title.projectIncreased Effectiveness of Schools through Ethical Educational Leadershipen_US
dc.contributor.departmentGeneral Educationen_US
dc.contributor.pgstudentNAen_US
dc.contributor.firstauthorKaj-Itani, Khadija


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