Forum for Education Studies

This exploratory study delves into the concept of teacher leadership within the Teaching of English to Speakers of Other Languages (TESOL) context in Qatar. It investigates the strategies employed by TESOL professionals to enhance their leadership practices and identifies factors influencing the realization of teacher leadership in this particular setting. Utilizing an interpretive approach, the study employs semi-structured interviews to collect qualitative data from TESOL professionals serving as teacher leaders in five different universities in Qatar. The findings reveal several strategies employed by teacher leaders to enhance their practices, including collaborative team efforts, maintenance of reflective diaries, participation in international conferences, attendance at professional development courses, and volunteering as editors and reviewers. These strategies support teacher leaders in their roles, facilitating on-the-job learning and keeping them abreast of new developments in English Language Teaching (ELT). The study also uncovers various factors that negatively impact teacher leaders’ practices. These include a lack of professional autonomy, the absence of teachers’ voices in the decision-making process, increased workload and accountability, and a lack of trust and support. Inadequate professional development opportunities and lower levels of intrinsic motivation hinder teacher leaders from developing leadership skills, acquiring knowledge, and shaping a strong leadership identity.

This work sought the profile and extent of problems Bachelor of Elementary Education (BEEd) students encountered in distance learning as the basis for a proposed action plan. This study made use of descriptive-correlational research methods. Respondents were the Bachelor of Elementary Education (BEEd) students at Mindoro State University, Bongabong Campus (MBC). The study used a researcher-made instrument. Results showed that most BEEd students enrolled at MBC are 21 years old, female, in a state of lower income, single, and in their 4th year. BEEd students foster problems in distance learning concerning geographical location, internet connection, time management, and study habits. There is a significant correlation between demographic characteristics and issues faced, particularly regarding civil status and geographic location. These characteristics include adaptability, distractions, computer problems, and a lack of motivation and support. Socioeconomic status is only significantly related to internet connection, as not all students can participate in distance learning due to financial constraints.

The development of information and communication technologies, the availability of information online, and the wide spread of the internet have changed the trends of library services. On the other hand, the user’s attitudes towards the library change. The users want digitalized resources and online services. To serve information seekers, there is no other way than digital reference service. Digital reference service is the only way to give the right information to the right users at the right time. Digital reference service provides a user assistant when they want while sitting at home. University libraries are an important part and parcel of higher education, and the users of these libraries, such as students, faculty members, and researchers always involved in education. They will need any type of information or documents at any time. To fulfill their requirement and to achieve their satisfaction there is no alternative to Digital Reference Service (DRS). From this study that it is found the mentality of library professionals has changed. They try hard to make the library digital and provide internet-based services. Public university libraries offer a large number of databases to meet the needs of users. Besides these, the university libraries offer online services like Current Awareness Service(CAS), Selective Dissemination of Information(SDI), institutional repositories, and so on. They faced some problems with providing DRS. this study provides some recommendations that will help them to run digital reference services smoothly.

Neuro-Linguistic Programming (NLP) intricately examines the visual, auditory, and kinesthetic representation systems, traversing the transformative trajectory from superficial to profound linguistic structures. This comprehensive paradigm elucidates the sophisticated cognitive processes through which the brain interprets events, molding emotions and behaviors through filters such as values, beliefs, memories, decisions, and meta-programs. As a potent catalyst for excellence and success, NLP empowers individuals and organizations to realize their aspirational objectives, nurturing flexibility, creativity, and autonomous behaviors. In educational contexts, practitioners adeptly employ NLP techniques to navigate conflicts, enhance leadership acumen, and inspire personnel toward organizational goals. NLP assumes a crucial role as a foundational element for ongoing learning, development, and the cultivation of dynamic capabilities within professional environments. Its applications extend beyond conventional business domains, seamlessly integrating with behavior modification models employed in psychotherapeutic settings. In the realm of child psychiatry, NLP addresses neurodevelopmental disorders, such as oppositional defiant disorder, with the potential to mitigate triggers in educational milieus. The Behavior Modification Model, anchored in the ABC (antecedents, behavior, and consequences) framework, meticulously shapes behaviors through positive and negative reinforcement and punishment. NLP is a versatile professional instrument applicable across personal development, therapeutic interventions, and diverse organizational landscapes. It is pivotal in elevating communication effectiveness, facilitating conflict resolution, and propelling individual and collective success to new heights. Applying NLP in schools proves invaluable by elevating teaching methodologies, cultivating effective communication, and nurturing essential skills for conflict resolution and leadership. Integrating NLP in educational settings can offer a holistic approach to learning, providing support for educators and students alike in navigating intricate situations and fostering an environment of continuous improvement. Implementing NLP should be approached with a balanced understanding of both its potential benefits and the need for empirical validation and ethical considerations.