Qatar’s Educational Reform: The Experiences and Perceptions of Principals, Teachers and Parents

Michael H Romanowski, Maha Cherif, Badria Al Ammari, Asma Al Attiyah

Abstract


This study describes the implications of the massive Qatari educational reform, Education For a New Era (EFNE), from the perspectives of teachers, principals, and parents provides insight into these stakeholders perceptions regarding how EFNE has impacted teaching and learning and the new challenges they face. This qualitative study uses open-ended questionnaires, focus groups and interviews. Survey data is collected from 18 Independent Schools including 17 principals, 413 teachers and 565 parents and interviews with 17 principals, 26 teachers and 50 parents. Findings describe the effects, impact, the challenges and the advantages and disadvantages of EFNE on these stakeholders. 

 


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DOI: http://dx.doi.org/10.5296/ije.v5i3.3995

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