Rejunevating Teacher Leadership Capacity through an in-service Training Program Focusing on Active Learning: A Case Study

Rejunevating Teacher Leadership Capacity through an in-service Training Program Focusing on Active Learning: A Case Study

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Author(s): Norma Ghamrawi, Noha Al-Hassan

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DOI: 10.18483/ijSci.2212 52 207 32-50 Volume 8 - Oct 2019


This study investigated the impact of an intervention program on developing teacher leadership skills by developing teachers’ capacities on shifting classrooms from teacher-centered to student-centered learning environments. Findings of this paper are part of a larger study that employed the action research methodology, and was carried out over the course of one academic year in a K-12 private school in Mount Lebanon. The sample involved 15 teachers and data was collected through (1) a classroom observation tool; and (2) a teacher leadership survey. Data collection instruments were administered before and after the intervention program that aimed at leveraging the repertoire of classroom practices into student-centered learning environments. Microsoft Excel was employed to calculate descriptive statisctics. Results showed that the intervention had a slight, yet appreciable impact on the teaching-learning environment; and supported the development of teacher leadership skills.


Student-Centered Classrooms, Teacher Leadership, School Improvement, Active Learning


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International Journal of Sciences is Open Access Journal.
This article is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License.
Author(s) retain the copyrights of this article, though, publication rights are with Alkhaer Publications.

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