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This study investigated a digital reform initiative, rated excellent by the government, of one higher education institution (HEI) in an Arab State in the Gulf. The focus of the study was to develop a digital typology, while exploring the leadership attributes that characterized the core leadership team, as they accomplished the migration towards a digital culture in one year, within a context where faculty members showed resistance against digitalization. The study was conducted immediately after the implementation of the initiative that took place over the course of one year, just before the COVID-19 pandemic. Semi-structured interviews were conducted with all the six key individuals in the leadership team who led this initiative. Data was analyzed using content-based analysis. Findings of the study were used to synthesize a 5D typology for digital leadership attributes: (1) Digital competence; (2) Digital culture; (3) Digital Differentiation; (4) Digital governance; and (5) Digital advocacy. The paper provides in depth discussion how these attributes supported the adaptive ability of a Higher Education Institution towards accepting digitalization.

Job satisfaction remains until this date a prominent factor that managers seek in their employees to ensure the organization's productivity and success. It has extensively drawn the attention of researchers in the educational field to inform policymakers and school leaders of its impact on teachers' motivation, commitment, stress, retention, and burnout levels. The aim of this study is twofold. First, it will investigate teachers' job satisfaction level in Lebanon, and second, it will look at their perceptions of their principals' self-efficacy levels. A total of 133 Teachers Job Satisfaction Questionnaires (TJSQ) were collected from 6 private and 6 public K-12 schools to measure teachers' perceptions about the factors that are mostly correlated with their job satisfaction levels. Despite that, overall means of intrinsic factors were higher than extrinsic factors, correlation analysis revealed that extrinsic factors (i.e., working conditions and professional development) were more associated with teachers' job fulfillment. Findings from this study support the literature indicating that when teachers' extrinsic needs are fulfilled in less developed countries, they will uplift their job satisfaction level. Further implications for research and practice are also discussed.

High quality professional development programs and opportunities for teachers are a vital aspect in improving early student achievement. This study adopts a professional development model which tested the difference in early literacy skills and performance of students (n=2028) in Grades 1-3 over a 12-week teacher training program (n=25). The data were analyzed using ANOVA and indicated an overall significant improvement in all tested skills except for phonological awareness, such as rhyming word tasks and reading nonsense words, where there was a significant decrease in performance. The results also indicated a significant difference between gendered scores, where girls outperformed boys in all tested areas except vocabulary knowledge, where there was no statistical difference for Grade 1 and Grade 3 students. Informed by the data, this paper recommends greater teacher preparation in the areas of reading aloud, shared reading, phonics, and basic questioning techniques. [ABSTRACT FROM AUTHOR]