Alternative common factors with multiple longitudinal observations.

Through the last century, historic Muslim Cities witnessed significant decay. The level of decay, while a number of those cities were inscribed in the WHL, created an international urge to intervene. With very limited exceptions, modern interventions did not create an obvious impact due to common factors: inefficient management, fragmented responsibilities on administrative levels, weak legislations, and lack of community awareness, participation, and absence of integrated mechanisms. However, those factors are mostly of operational nature. This paper sheds light on a socio-cultural aspect of deterioration through inquiring about a basic issue: “How was the historic Muslim city maintained for centuries?”The key answer refers always to “the Waqf”. Although its nature and role are quite different now, the Waqf institution was the main player in urban regeneration in Muslim cities until early 1900. How did it use to work? Within which value reference? In addition, what was the position of the local community in the process? Those are the key issues discussed in the paper arguing that reconsidering this traditional mechanism might add another layer to the understanding of the complexity of Muslim cities and accordingly, might lead to different approaches in future interventions.

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School Leaders’ Practice of the Ethics of Educational Leadership to Make Decisions

Journal of Education in Black Sea Region ◽

10.31578/jebs.v4i1.151 ◽

2018 ◽

Vol 4 (1) ◽

pp. 10-34

Author(s):

Mohammed Assiri

Keyword(s):

Educational Leadership ◽

Mixed Methods Research ◽

Qualitative Data ◽

School Leaders ◽

Leadership Skills ◽

Common Factors ◽

Teaching Experience ◽

Structured Interview ◽

School Year ◽

Ethical Decisions

Abstract This study aimed to investigate the extent to which school leaders practice the ethics of educational leadership to make decisions. A mixed-methods research design was used in this study. The quantitative data of this study were obtained from the participation of 260 teachers, and the qualitative data of this study were collected from nine school leaders. The questionnaire and the semi-structured interview were used to collect the data. The study was conducted during the school year of 2017-2018. The study found that the overall extent to which school leaders practice the ethics of educational leadership to make decisions was classified as “always occurs". The findings showed that there were statistically significant differences between participants with different gender and school levels on the overall and all dimensions of the extent to which school leaders practice the ethics of educational leadership to make decisions, while there were not statistically significant differences between the groups of the participants with different teaching experience. The qualitative findings provided some common factors that influence school leaders’ practice to making ethical decisions. These factors were explained based on two concepts including management knowledge and leadership skills as well as the context of school's culture.

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