Publications

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Job satisfaction remains until this date a prominent factor that managers seek in their employees to ensure the organization’s productivity and success. It has extensively drawn the attention of researchers in the educational field to inform policymakers and school leaders of its impact on teachers’ motivation, commitment, stress, retention, and burnout levels. The aim of this study is twofold. First, it will investigate teachers’ job satisfaction level in Lebanon, and second, it will look at their perceptions of their principals’ self-efficacy levels. A total of 133 Teachers Job Satisfaction Questionnaires (TJSQ) were collected from 6 private and 6 public K-12 schools to measure teachers’ perceptions about the factors that are mostly correlated with their job satisfaction levels. Despite that, overall means of intrinsic factors were higher than extrinsic factors, correlation analysis revealed that extrinsic factors (i.e., working conditions and professional development) were more associated with teachers’ job fulfillment. Findings from this study support the literature indicating that when teachers’ extrinsic needs are fulfilled in less developed countries, they will uplift their job satisfaction level. Further implications for research and practice are also discussed.

Sorry, no abstract is available.

Quality assurance started as a corporate-related process in the 1960s but later became a highly sought-after objective in educational and academic contexts. The growing interest in quality assurance has been the result of government and business expectations, as well as competition in the higher education marketplace. One  such growing market for quality assurance is the United Arab Emirates, where public formal education has only existed since the 1970s. This chapter focuses on the quest for what can be considered as the Holy Grailwithin the context of each of the previous chapters in this edited book, namely, quality education. The chapter offers a synopsis of the fast-paced developments and ongoing activities in quality assurance in education in the United Arab Emirates. Federal and emirate-based initiatives will be presented and discussed while reflecting on lessons learned and offering recommendations whenever possible.

A meta-analytical study of empirical research on gender-based differences in Information and Communication Technology (ICT) perception and use for educational purposes is based on data from 363 primary studies and encompasses four major outcome categories: (1) ICT general attitudes and satisfaction; (2) ICT confidence; (3) ICT interest and motivation; and (4) actual use of ICT tools and applications. The respective weighted average effect sizes (random effects model) were: (1) g+=0.066 (k=153, N=77,977); (2) g+=0.228 (k=163, N=65,501); (3) g+=0.079 (k=121, N=65,501); and (4) g+=0.048 (k=117, N=74,743), all in favour of male students, though the usage effect was not statistically significant. The follow-up moderator variable analyses explored systematic variations in effect sizes and described patterns of results within and across outcome categories.