From teacher-centered to student-centered classrooms: The impact of subject coordinators' distributed leadership based on an intervention program in a K-12 private school in Mount Lebanon

النوع : Mémoire

The purpose of this study is to measure the impact of an intervention program on shifting classrooms from teacher-centered to students-centered environments. It also aims to measure the impact of the same intervention program on teachers’ leadership and subject coordinators’ leadership styles. The study was carried out in a K-12 private school in Mount Lebanon. The research methodology employed action research and data were collected by a pre- and post-test intervention, teacher’s leadership questionnaire and subject coordinator’s interview. The data clearly indicate that the interview program had a slight impact on the classrooms as it contributed in shifting the active learning indicators from the status of “very weak” to that of “weak”. In other words, the classes are still close to the teacher-centered classroom. Concerning the impact of the intervention program on the leadership practices of teachers and subject coordinators, it was also slight in which teacher leadership shifted from the status of “very weak” to that of “weak”, and subject coordinators’ leadership shifted from the status of “weak” to the status of “acceptable”. Yet the progress obtained was relatively appreciable although the attainment was still below the average.