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Al-Mahdy, Y.F.H & Emam, M., (2022). Program Accreditation as a Change Enterprise in Oman: Exploring How Organizational Support and Commitment Impact Citizenship Behaviour of University Faculty. Quality Assurance in Education. (Scopus Indexed, Q2). https://doi.org/10.1108/QAE-04-2022-0089
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Emam, M., Hilal, Y., Mohamed, N., & Al-Mahdy, Y.F.H. (2022). Between Think Big and Hit Hard’ Exploring the Role of Teacher Agency in Becoming an Action Researcher: The Egyptian Context. Educational Action Researcher. ((Scopus Indexed, Q2). https://doi.org/10.1080/09650792.2022.2159470
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Al-Mahdy, Y.F.H., Al-Harthi, A., & Salah Eldin, N. (2022). The effect of leadership support on commitment to change and turnover intention in Omani higher education. Journal of Further and Higher Education. (Scopus Q1). https://doi.org/10.1080/0309877X.2022.2124367
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Al-Mahdy, Y.F.H, Hallinger, P., Omara, E. & Emam, M, (2022). Exploring How Power Distance Influences Principal Instructional Leadership Effects on Teacher Agency and Classroom Instruction in Oman: A Moderated-Mediation Analysis. Educational Management Administration & Leadership. (WOS, Q1). https://doi.org/10.1177/17411432221113912
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Al-Mahdy, Y.F.H & Emam, M. & Hassan, T. (2022). Workplace spirituality and organizational citizenship behavior among teachers in Bahrain: commitment as a mediator, Journal of Beliefs & Values, 43(3), 301-319. DOI: 10.1080/13617672.2021.1957601 (WOS & Scopus Indexed, Q1).
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Al-Mahdy, Y.F.H, Hallinger, P., Emam, M., Hammad, W., Al-Abri, K., Al-Harthi, K., (2022). Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432211064428 (WOS, Q1)
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Al-Harthi, A. S. A., & Ani, W. T. A. (accepted 2022). Learner readiness for MOOCs in Omani higher education institutions: disparities between projections and reality. Education and Information Technologies, 28(1), 303-319. https://link.springer.com/article/10.1007/s10639-022-11183-5
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Emam, M. & Al-Mahdy, Y.F.H. (2022). Building School Capacity for Inclusive Education in the Sultanate of Oman: A Construct Validation of the Inclusive School Climate Scale. Leadership and Policy in Schools, 21(2), 239-344. http://dx.doi.org/10.1080/15700763.2020.1770803 (WOS & Scopus Indexed, Q1)
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Al-Mahdy, Y.F.H, & Al-Harthi, K. (2022). Teaching satisfaction as a mediator in the relationship between principal’s support and teachers' intent to leave in basic education schools in Oman, Journal of Educational and Psychological Studies: Sultan Qaboos University. 16(3), 211-225. (In Arabic). https://journals.squ.edu.om/index.php/jeps/article/view/5303/3532
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Hammad, W., Ahmed, A., Al-Mahdy, Y.F.H., and Al-Kiyumi, A. (2022). The Perceptions of Instructional Supervisors About Instructional Supervision: Developments and Challenges in The Sultanate of Oman: A Qualitative Study. Journal of Educational Sciences, Qatar University. 19, 28-56. https://journals.qu.edu.qa/index.php/jes/article/download/2402/1667. (In Arabic).
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Al-Kindi, R., Hammad, W., and Al-Mahdy, Y.F.H., (2022). The degree of empowerment of teachers in government schools in the Governorate of Muscat in the Sultanate of Oman from their point of view. The Jordanian Journal of Educational Sciences, Jordan. 11.pdf (yu.edu.jo) (In Arabic)
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Al-Rashidi, K Al-Mahdy, Y.F.H., Al-Harthi, A, and Emam, M., (2022). Teachers’ resistance to change in science and mathematics curricula in the Sultanate of Oman. The Jordanian Journal of Educational Sciences, Jordan, 18, 3, 437 – 449. https://journals.yu.edu.jo/jjes/Issues/2022/Vol18No3/3.html 3.pdf (yu.edu.jo) (In Arabic)
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Al-Mahdy, Y, Al-Ani, W., and Al-Harthy, K. (accepted for publication 2022). Professional learning for teachers as an input to improve student learning in the Sultanate of Oman, a prospective study. The Jordanian Journal of Educational Sciences, Jordan (In Arabic)
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