This study aims to investigate the status of educational management performance adopted by education departments in the KSA in light of the standards of total quality management and from educational supervisors' point of view. It also attempts to build and test proposed standards for the quality of administrative performance of these departments in light of the standards of total quality management and from educational supervisors' point of view. The study follows a descriptive-analytical method. The overall number of the study population is (9002) educational supervisors of ( 4 7) education departments in the KSA. These departments are divided according to the Ministry of education into five geographical areas: (North, East, West, midland, and South). Samples representing all sectors are randomly selected. To achieve the objectives of the study, a questionnaire of 119 items has been designed taking into consideration the face validity and stability test of the coefficient of Cronbach's alpha reaching general stability (0.99). The study selected sample is (369) educational supervisors and the applied analyses are: statistical (SPSS), descriptive, exploratory, EF A, CF A, AMOS, and the Smart PLS. The study concludes: the current status of the quality of educational management performance adopted by education departments in the KSA is low with an average of 1.57 and a standard deviation of 1.161 from the point of view of the educational supervisors; the importance of ten proposed criteria with an average of(4.3) and a standard deviation of(.871); alternative standards of the quality of educational management performance seem to be acceptable, significant and valid. Further, the study proposes and recommends a model that includes main and secondary standards to achieve high quality in educational management performance of education departments in the KSA equal to international quality standards.

The challenges facing Arabic education in Nigeria today will be reduced if the graduates are trained with effective communication and employability skills, and clear career paths. This study investigates the effect of the National Undergraduate Arabic Curriculum on graduate employability and career advancement in Nigerian universities through a quantitative approach with a total population of 2021 Arabic graduates. The instrument used was adapted from Kumar and Shukla (2011), Yorke and Knight (2007), and Cole et al.’s (2022) scale of measurements and was self-administered on a sample of 347 Arabic graduates at selected Nigerian universities using a stratified random sampling of the proportionate method. The sample were categorized into two stratum each stratum represented by the region. Descriptive and inferential analysis was used to analyse the research questions using (SPSS) and AMOS 24.0 for Structural Equation Modelling to check if the minimum requirement Goodness-of-Fit for the model construct was met and to further test the study hypotheses. The findings showed that 55.0% (n= 191) of the respondents were self-employed. The study confirmed that 84.4%, (n= 293) of the respondents were male, while the remaining 15.6%, (n= 54) were female. In addition, the findings of the study indicated that the graduates of Arabic at the selected Nigerian universities are unhappy with the National Undergraduate Arabic Curriculum since the curriculum does not inculcate the required employability skills requested by the employees and does not benefit their career path. The study confirmed that the curriculum, employability, and career advancement construct meet the SEM’s model-fit indices. Moreover, the findings indicate that the National Undergraduate Arabic Curriculum positively and significantly affect graduate employability and career advancement. At the same time, the study also affirmed that there is a relationship between all the study variables. Additionally, all study hypotheses were supported. Therefore, the study recommends the implementation of this research model in Nigerian universities, especially for the graduates of the Arabic language.

The popularity of homeschooling in Jakarta has sparked a debate centered on socialization. This study examines how religiously oriented Muslim parents involved in homeschooling teach social skills to their children. Employing a qualitative case study approach, the research involved interviews with twelve parents, including both fathers and mothers. The findings highlight that these parents define social skills as the ability to adapt, build relationships, and resolve conflicts, aiming to harmonize societal interactions in ways that align with Islamic principles. Key teaching strategies include integrating Islamic social teachings, modeling appropriate behaviors, providing consistent guidance and environments conducive to social development, and reviving the relationship with God. Challenges noted include children’s resistance to learning certain skills and parents’ struggles with consistent role modeling. The study suggests enhanced engagement in children's activities and open discussions to mitigate these challenges.

This study explores Malaysian school leaders’ effective practices to solve problems and make decisions in times of crisis. The study employed a qualitative research design with a multi-site case study. The data is obtained through semi-structured interviews with six secondary school leaders in a northern Malaysian state. Each participant has at least 30 years of educational experience and has served as a school leader for at least three years. Braun and Clarke’s (2006) Six-Phase Thematic Analysis is utilised to analyse the interview data. The findings of the study are presented using Bazeley’s (2009) D-C-R: Describe, Compare, Relate. The findings reveal school leaders’ practices for responding to and managing crises. During the crisis, school leaders used a variety of effective problem-solving and decision-making strategies. The findings then revealed the use of an eclectic style of leadership during the crisis. The personalised leadership practices revealed a combination of models and theories that were helpful for effective problem-solving and decision-making during the crisis. Major challenges such as learning disruptions, digital gaps and ensuring equity in learning are also highlighted by school leaders. The findings also suggested that leading a school during a crisis requires significant moral, financial, and professional support. Additionally, school leaders need better training programmes on crisis management, problem-solving, and decision-making. The findings also revealed that school leaders need empowerment and autonomy to effectively solve problems and make decisions during a crisis. Overall, the study adds to the field of education by giving useful insights for school leaders, policymakers and other stakeholders looking to improve leadership effectiveness in crisis management and how to cope with crises in educational settings in the future. Keywords: School leaders, educational leadership, problem-solving, decision-making, crisis management, educational policy.

This quantitative study aimed to investigate the impact of professional training (PT), strategic direction of organization (SDO), and strategic leadership of academic leaders (SLAL) on the staff performance (SP) of the State Islamic Higher Education institutions in Aceh Indonesia. Of the 826 targeted participants, 526 lecturers from five institutions (UIN Ar-Raniry, IAIN Langsa, IAIN Lhoksemawe, IAIN Takengon, and STAIN Tgk Dirundeng) participated. The study utilized descriptive statistics, using SPSS version 22.0, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) using AMOS version 23.0 to analyze the data and test the research hypotheses. CFA results confirmed the validity and reliability of the constructs of PT, SDO, SLAL, and SP, which were represented by five, four, nine, and four distinct factors, respectively. The study found significant direct causal effects between PT and SP (standardized direct effect of 0.35) and between SDO and SP (also 0.35), aligning with prior research emphasizing the importance of training and strategic direction in enhancing employee performance. Furthermore, SLAL was found to mediate the relationships between both PT and SP and SDO and SP, underscoring the critical role of strategic leadership in improving staff performance. The implications of this study suggest that leadership development and strategic direction should be prioritized in higher education to improve staff performance. Limitations include the absence of external variables that may influence performance and the need for longitudinal data to observe changes over time. Further research is recommended to delve deeper into the constructs of PT and SDO, particularly their impact on staff performance in higher education settings. The findings have significant implications for the Ministry of Education in Indonesia, providing insights to enhance leadership practices and professional development within state Islamic higher education institutions.

This study was conducted with manifold objectives which are to profile the acceptance of Malay teachers towards egalitarian education in a multiracial society, explore the attitudes towards egalitarian education, identify the level of Malay teachers' self-concept, establish whether the four proposed dimensions of attitudes towards egalitarian education were in fact construct valid, meaningful and interpretable, establish whether the four proposed dimensions of self-concept constitute meaningful and interpretable dimensions of self-concept, examine the significant difference in attitudes of egalitarian education on gender and school area, explore whether there is any relationship between the level of self-concept and attitudes towards egalitarian education and finally, identify the predictors of acceptance towards egalitarian education. The respondents comprised 793 Malay teachers from 15 states and federal territories in Peninsular Malaysia and the instrument used was a scale with total 61 items rated on a 5-point Linkert-type categories on the attitudes towards egalitarian education and self-concept. The scale was developed based on extant literature and 4 focus group discussions involving 26 Malay teachers in four different regions. The results indicated that a majority of the Malay teachers believe in implementation of fair and just education for all races in Malaysia (52.7%) while (51.4%) believe that the government should implement fair and just education for Malaysians. The majority of Malay teachers are ready for the implementation of a standardized single school system for all Malaysians. The researcher found that the level of self-concept among Malay teachers was generally high. A series of independent samples t-tests returned non-significant difference between male and female Malay teachers in terms of the attitudes towards egalitarian education dimensions however, results for national school system showed a significant difference between the two groups with male Malay teachers reporting a higher score than female Malay teachers. Yet, the effect size of the difference was small (Cohen's d 0.27). In the context of school areas, the results of independent samples t-tests showed that all four dimensions of attitudes were found not significantly different between Malay teachers from urban or rural school areas. The procedures extracted four underlying dimensions of egalitarian education – which comprised Malay privileges, education funding, national school system and environmental support for least advantaged students. For self-concept scale, the PAF analysis explored four dimensions of Malays teachers' self-concept. The dimensions had met the proposed conceptual model with four dimensions earlier, namely selfefficiancy, self-esteem, motivation and self-representation. The result of Pearson correlation coefficient showed a positive correlation between Malay teachers' attitudes towards egalitarian education and their self-concept. The MRA procedures indicated that Malay Privileges, Environmental Support for Least Advantaged Students, Education Funding and Self-Representation significantly predicted the acceptance towards egalitarian education. Given the findings, the study makes six important recommendations that the Ministry of Education may consider in order to provide fair education to all Malaysians. These include conducting activities that promote implementation of Just and Fair Education, empowering National Schools, abolishment of National Type Schools, preserving Malay Privilege, supporting of Least Advantaged Students and developing Self-Concept Module for Teachers.

The digital revolution has led to a shift towards digital reading materials in education, with many students opting for online reading due to its convenience and countless information sources. However, due to the nature of online reading, readers have encountered different reading experiences. This study aimed to determine the awareness of metacognitive online reading strategies among foundation students in a public university and to explore in detail the strategies that they used and their navigation patterns when reading online. How the strategies support their navigations when they read online was analysed. This study utilised qualitative priority mixed method research and it was based on the explanatory sequential design where it started with a quantitative data collection and analysis and then followed by the qualitative phase. The Online Survey of Reading Strategies (OSORS) was used to assess 495 students' awareness of metacognitive online reading strategies. For the next phase of the study, screen observations and semi-structured interviews were conducted on 11 students. From the survey, it was found that in general, most students had high awareness of metacognitive online reading strategies but this was not necessarily indicators of real usage of them. From the interview, it was discovered that 30 out of 38 strategies in OSORS, were utilised by the students while four strategies that were commonly used by participants are not part of OSORS. Nevertheless, when looking at the number of strategies utilised by each individual participant, all of them in general used less than half of the strategies in OSORS. The observations revealed that different students had unique ways of navigating the internet and they were categorised into 4 patterns based on the model of navigation patterns by Juvina and Van Oostendorp (2006), which are content-based, laborious, divergent and flimsy. However, a new pattern emerged from this study where the participants had a unique navigation characteristic. From this study, it can be concluded that metacognitive online reading strategies do not directly determine the navigation patterns of students. However, those who utilised more strategies seemed to have a positive navigation behaviour which is a positive indicator to prove the importance of incorporating metacognitive instruction in the curriculum. Following the in-depth analysis and discussions based on the findings emerged, implications and recommendations are also presented in the study.

The use of active methods and strategies for teaching writing skills, such as Metacognitive Regulation Strategies (MRSs), are extremely important in enhancing students` various capabilities in solving not only academic problems but also life issues. This is especially true for the pre-service student teachers who are learning English as a second language in Teacher Training Schools. In this regard, learning these strategies greatly impacts the development of the English language within the four skills in general and in writing in particular. Thus, teaching and training students on how to use these strategies play a vital role in the teaching and learning process. This study sought to explore the English language pre-service student teachers’ perspectives on Metacognitive Regulation Strategies (MRS) in essay writing at the Teacher Training School of Bouzareah, Algiers, Algeria. The study was informed by the Metacognition Theory of Flavell. Three key research questions were developed: 1) How do pre-service student teachers conceptualise the meaning of MRS, its role, and the ways of using these strategies? 2) To what extent these students were aware of using MRS in their essay writing? 3) Their attitudes toward using MRS in essay writing at the Teacher Training School of Bouzareah? The research paradigm chosen was mixed-method. For the qualitative part, a case study design was done involving twelve English students selected purposefully from the third, fourth, and fifth years, while the quantitative part was done through a survey questionnaire. Due to the COVID-19 pandemic, the data collection methods used were online in-depth interviews through the Google Meet platform, and about 300 survey questionnaires were distributed to the students via Google Forms. A total of 257 questionnaires were usable for the statistical analysis. Data were analysed thematically for the qualitative part while the SPSS 28 package and PLS Path Modelling were used for the quantitative part. The findings showed that the students hold multiple conceptual meanings of MRSs. The majority of them understood it as a conscious process guiding and regulating their essays. Most of them viewed MRS as having a great role in helping them write meaningful essays by setting clear plans for their essays, initiating their awareness in their pre-writing stage, and assisting them with the text structure and organization. In addition, the findings also showed that the students are highly aware of MRSs in writing their essays, making use of the evaluation strategy in the first place, then the planning strategy, followed by the monitoring strategy Thus, the results of the study show that MRS are useful tools to improve essay writing and increase motivation to write effectively in English as a second foreign language. This shows that MRSs are very useful in improving students` writing skills. Of all the writing tools, MRSs seem to be a higher order skill that involves monitoring, planning and self-assessment and is most needed by ESOL students to write a clear and meaningful essay. The results of the study also show that the more proficient the students become in MRS, the more skilful and independent they become. However, the study shows that English teachers are not assessing students fully in writing. Therefore, there is a need for teacher trainers in Algeria to revise their pedagogical courses to formally incorporate MRSs into teaching writing skills. The Ministry of Education should also provide adequate teaching and learning facilities in reconstructing the existing curriculum to professionally promote the use of the English language. This inadequacy has been identified as one of the key obstacles to the effective implementation of MRSs at the Teacher Training School of Bouzareah in Algiers, Algeria.

This study aimed to examine the impact of Maldivian school principals' instructional leadership practices on teacher commitment and performance. By addressing a key research gap, it explored how instructional leadership influences both factors, particularly within the Maldivian context. Given the country's unique characteristics, the study seeks to offer valuable insights into effective leadership practices that can enhance educational outcomes in the region. The study employed a quantitative cross-sectional survey method, collecting data from 396 teachers across eight schools in Malé, the capital of the Maldives. A structured questionnaire measured teachers' perceptions using 59 items rated on a 5-point Likert scale, assessing three key variables. Principals’ instructional leadership was evaluated using the Principal Instructional Management Rating Scale (Hallinger & Murphy, 1985), teacher commitment was measured through the Three-Component Model of Employee Commitment Survey (Meyer & Allen, 2004), and teacher performance was assessed using the Teacher Job Performance Questionnaire (Atsebeha, 2016). Data analysis involved descriptive statistics, followed by an exploratory factor analysis and a confirmatory factor analysis, which confirmed that both the measurement models and the full structural model fit the data collected from Maldivian teachers. Additionally, the analysis provided evidence of convergent and discriminant validity, as well as composite reliability, demonstrating the adequacy of all measurement models. The descriptive statistics indicated that the mean score for principals’ instructional leadership (PIL) was high (M = 3.9063), while both teacher commitment (TC) (M = 4.0503) and teacher performance (TP) (M = 4.3785) were very high. Regarding the evaluation of the measurement model, the hypothesized model demonstrated a strong fit with the empirical data. Hypothesis testing revealed that Maldivian principals' instructional leadership practices had a significant impact on teacher commitment (β = 0.459) and teacher performance (β = 0.382). Additionally, the results indicated that teachers' demographic characteristics had no significant effect on their perception of principals' instructional leadership practices. This study contributes both theoretically and practically to understanding the impact of instructional leadership on teacher performance and commitment, particularly in the Maldivian context. It recommends that policymakers implement ongoing training programs for principals, while school administrators prioritize teacher motivation. Additionally, teachers should receive specialized training, and schools should establish effective communication channels with parents to enhance student learning outcomes.

The main goal of this study is to learn more about the influence of the tadabbur al Qur'an practice on students’ sejahtera living among undergraduate students at the International Islamic University. The primary objectives of the research are to (1) explore the practice of Qur’an tadabbur among IIUM students; (2) identify the practices of sejahtera living among undergraduate students in International Islamic university Malaysia; (3) examine whether the Qur’an tadabbur have a statistically significant influence on IIUM undergraduates’ sejahtera living in the religion, life, wealth, intellect and lineage dimensions; and (4) examine the predictors in combination significant in explaining the variations sejahtera living among IIUM students. The study conceptualised Qur’an tadabbur in three dimensions (i.e. adab, mastery and sources of learning the Quran), while sejahtera living has five dimensions (i.e. religion, life, intellect, wealth and lineage). The study’s population size of N = 1,949, was identified at IIUM, and they had some experience with Qur’an tadabbur and willingly volunteered to participate in the research. A sample of 400 respondents was drawn through convenience sampling. This study is conducted using a quantitative methodology and analysed using IBM Statistical Package for the Social Sciences Statistics 27 software. All the tests were run using descriptive analysis and regression analysis. The main findings of this study revealed two key aspects of Qur'an tadabbur among IIUM undergraduate students. First, descriptive statistics showed high engagement in tadabbur practices across three dimensions: adab (Mean=4.43), mastery (Mean=3.84), and sources of learning the Qur'an (Mean=3.77). Second, students demonstrated high levels of sejahtera living across all dimensions: religion (Mean=4.74), life (Mean=4.55), wealth (Mean=4.33), intellect (Mean=4.04), and lineage (Mean=3.85). Furthermore, the analysis revealed that all tadabbur dimensions (adab, mastery, and sources of learning the Qur'an) had a statistically significant influence on students' sejahtera living dimensions (religion, life, intellect, wealth, and lineage). This study impacts the management of universities to comprehend the influence of the Qur’an tadabbur on students' sejahtera living better, specifically educators, administrators, and students. This study impacted the higher education sector, particularly for policymakers and stakeholders to further uphold and enhance students' sejahtera living.

This study aimed to identify the impact of organizational culture and style of decision making on quality of administrative decisions at Libyan schools in Tripoli. The descriptive approach was used to describe the phenomenon being studied, analyze its data and find out the relationship between its components. A sample of n, ( '\ rZ) headmasters and teachers was selected randomly from the population. tr. questionnaires were distributed on the sample. However, r Ao (A'\ z) questionnaires were collected. To achieve the objectives of the study, two questionnaires were prepared. The first one was designed to measure the level of organizational culture; it consisted of , t items with the following dimensions: hierarchical culture, rationale culture, team culture, culture of entrepreneurship). The second questionnaire was to measure style of decision making and quality of administrative decisions; the former was composed of , " items distributed on the following dimensions: crucial decision, hierarchical decision, flexible decision, and integrated decision), while the latter included v items. Content validity of the instruments was established by a group of experts, and reliability was examined by using Cronbach Alpha. The overall reliability coefficient for the first questionnaire was .Aoo, • ,Ao t for the second one, and (.vtt) for the questionnaire of quality of administrative decisions. Collected data were analyzed by using Pearson's correlation coefficients, variance analysis, t-test, and multiple linear regression coefficients. The results indicated that there is a significant positive effect of organizational culture and style of decision-making on the quality of administrative decisions; there is a significant moral effect of organizational culture and style of decision-making on quality of administrative decisions at a= . , . , ; and there is an effect of organizational culture and style of decision-making on quality of administrative decisions. It was also found that the impact of style of decision-making on quality of the decision is higher than of organizational culture. The study ended with a set of recommendations that may enhance and strengthen the role of organizational culture and style of decision-making on the quality of administrative decisions at districts of Libya. Moreover, it recommended to increase awareness of school administration and staff towards organizational culture because of its contribution in developing and improving schools' performance.

ABSTRACT The concept of professional decision-making and professional self-efficacy takes a prominent position and is an important field of scientific research in the field of psychology. Since professional self-efficacy is positively related to the ability to make professional decisions, there is a necessity for individuals in general and students in particular for guidance programs designed to help them improve their professional self-efficacy and ability to make educational and professional decisions. This study aimed to identify the level of professional self-efficacy and the level of ability to make educational decisions among tenth-grade female students in the North Sharqiyah Governorate, and to investigate the effectiveness of a guidance program based on the (A.D.V.P) methodology in developing the ability to make educational decisions and improving professional self-efficacy among the study sample. The study sample consisted of 48 female students, 23 for the experimental group and 25 for the control group. The quasi-experimental approach was used in this study. The following tools were also used: a measure of educational decision-making ability, a measure of professional self-efficacy, in addition to a counseling program consisting of 14 counseling sessions that were applied only to the experimental group in the second semester of the educational year 2021/2022. After collecting the data and processing it statistically using arithmetic means, standard deviations, and a t-test, the results indicated that the level of ability to make educational decisions and the level of professional self-efficacy were average. The results also showed the effectiveness of the counseling program in developing the ability to make educational decisions and improving the level of professional self-efficacy, where statistically significant differences were found between the experimental and control groups in the level of ability to make educational decisions, and the level of professional self-efficacy in the post-measurement in favor of the experimental group. The results also showed that there were no statistically significant differences between the average scores of the experimental group members on the educational decision-making ability scale and the professional self-efficacy scale in the post and follow-up measurements, which indicates the continuity of the effectiveness of the counseling program. The study recommended that career guidance specialists benefit from the guidance program used in this study, and to test the program at different educational levels and categories.

This study aimed at identifying the principles of human rights in the Arabic language textbooks for secondary level in the Kingdom of Saudi Arabia, the extent to which Arabic teachers explained these principles through methods and strategies of teaching Arabic language, and how secondary grade three students internalized these principles. The sample of the study comprised 12 textbooks, 64 teachers and 266 students. Content analysis and descriptive survey methods were used to analyse the data and three research tools namely, content analysis, two instruments; one each for teachers and the students were also used. The results of the study showed that the Arabic textbooks covered the principles of human rights well, except few of them, the teachers partly explained these principles and that the students averagely internalized the principles too. According to these results, it was recommended that the curriculum planning be reviewed to explicitly support the principles of human rights. Also, the in-service training programs be provided to treat the neglected parts related to the principles of human rights.