PUPIL: International Journal of Teaching, Education and Learning

ISSN 2457-0648

Mohamed El Tahir Osman, 2024

Volume 8 Issue 1, pp. 01-16
Received: 08th August 2023
Revised: 28th November 2023, 5th December 2023, 19th December 2023
Accepted: 24th August 2023
Date of Publication: 15th March 2024
DOI- https://doi.org/10.20319/pijtel.2024.81.0116
This paper can be cited as: Osman, M. E. T. (2024). Examining Interrelated Driving Forces for Sustainable
School Improvement. PUPIL: International Journal of Teaching, Education and Learning, 8(1), 01-16.
This work is licensed under the Creative Commons Attribution-Noncommercial 4.0 International License.
To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to
Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

EXAMINING INTERRELATED DRIVING FORCES FOR

SUSTAINABLE SCHOOL IMPROVEMENT
Mohamed El Tahir Osman
ILT Department, College of Education, Sultan Qaboos University, Muscat, Sultanate of Oman
[email protected]

Abstract
This research is part of a comprehensive project whose goal is to analyze and activate the
interconnected elements within the education system that foster student empowerment in the
Sultanate of Oman. The project proposed that sustained enhancements in the education system
hinge on a collection of interlinked subsystems or factors that collectively boost overall school
performance and student learning (Osman, 2023). The primary aim of this investigation was to
scrutinize the interrelated elements capable of expanding the educational environment and
contributing to long-lasting improvements in schools. The study adopted a descriptive-analytical
approach, combining both qualitative and quantitative data analysis techniques. The study's
sample comprised 110 educators and administrators from the participating experimental
schools. The results indicate that the 13 factors examined in the proposed model make
significant contributions to viable school improvement. Nevertheless, the importance of these
factors varies from one to another. Based on these findings, it can be argued that activating all
interrelated elements within the education system is imperative for achieving enduring

1
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

improvements in student learning over time. Therefore, it is crucial to systemically enhance the
performance of all interconnected factors within the education system.

Keywords
Systemic, Performance, Leadership, Sustainability, Improvement

1. Introduction
Education systems worldwide are under significant pressure to improve their
performance and outcomes, and as a result, there is a considerable focus on models of continuous
improvement.
Nevertheless, the ongoing hurdle confronting these systems does not stem from a
deficiency of endeavors aimed at enhancing schools but rather from their capacity to maintain
and uphold performance enhancements. According to Cheng (2010), efforts to reform education
vacillate between top-down and bottom-up strategies, and school improvement initiatives
frequently result in sporadic, relatively brief, or irregular isolated modifications. Educational
reforms encompass a wide spectrum, encompassing minor tweaks to existing school procedures
or limited to particular subject domains or grade levels, all the way to substantial transformations
spanning the entire educational system. However, most improvement initiatives share a common
challenge, namely that the problems they seek to address are complex and often rooted in
broader societal issues. According to Fullan (2011), any reform initiative aimed at sustaining
itself must be integrated directly into the school, altering teaching and learning practices and the
school's culture to facilitate continuous self-improvement of the overall system.
The realm of school improvement is intricate and diverse, encompassing an array of
methods and tactics to elevate the caliber of education within educational institutions. A
substantial body of literature delves into this subject, examining diverse facets of school
improvement and furnishing valuable perspectives on successful methodologies. Past research
underscores the essential components essential for achieving substantial school improvement.
These components entail adopting a systematic approach that furnishes a structured framework
for the continual refinement and assessment of ideas, the identification of underlying issues, and
the formulation of potential strategies to surmount hindrances that obstruct ongoing
advancement.

2
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

Additionally, mobilizing and engaging all stakeholders can serve as a springboard for
the intended sustainable change (Al Barwani and Osman, 2011; Creemers, Kyriakides, and
Antoniou, 2012; Henk, 2010; Jonathan, D'Auria, Spillane, and James, 2019; Osman and Al
Mekhlafi, 2018). Sustainable school improvement, in general, refers to continuous effort to adapt
educational goals to accommodate changes in learning environments with an eventual aim of
achieving school objectives more efficiently (Creemers, Kyriakides, and Antoniou, 2012;
Thoonen, Sleegers, and Peetsma, 2012).
The current focus of school improvement has shifted towards achieving quality
education by promoting better school organization and fostering a commitment to ongoing
collaborative learning, self-reflection, adaptation, and growth. Makoelle (2016) defines school
improvement as a cyclical process that aims to enhance both the functionality and the
achievement outcomes of learners. Therefore, school improvement initiatives must prioritize the
general aspects of schooling to improve both the instruction and learning environments. In line
with this, the Sultanate of Oman has placed considerable emphasis on systemic reforms in its
educational system, and numerous research-based educational reform initiatives and strategies
have been implemented.
Nonetheless, a significant portion of these endeavors has failed to bring about
enduring reforms. This can be attributed to their narrow concentration on individual subsystems,
as opposed to the integration of all motivating factors into a unified system (Al-Barwani and
Osman, 2011).
As part of the research project with the HM Grant#: SR/EDU/TECH/14/01, the
research team conducted a trial of the theoretical model known as the Innovation Sustainability
Wheel (ISW), which was originally proposed by Al-Barwani and Osman (2011). The model was
initially developed to address the crucial requirement for sustainable innovation within
educational institutions. The ISW, depicted in Figure 1, was created to assess the preparedness
and alignment of educational innovations while identifying any missing connections that could
affect the potential sustainability of these innovations. The underlying hypothesis of the ISW
posits that any enduring enhancement in the educational system hinges on a collection of
interconnected motivating factors that jointly propel the general performance of the school.
The ISW draws its foundations from a combination of theoretical frameworks,
including change, systems, and complexity theories (Davis, 2008; Mason, 2009; Rogers, 2003).

3
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

For example, the complexity theory helps to unravel the multifaceted factors that interact in the
educational domain, while the system theory highlights the relationship between the parts and the
whole (King, 2009; Thoonen et al., 2012). Similarly, the ISW takes into account the complex
environments, organizational systems, and key players such as policymakers, community
leaders, teachers, students, and parents. Consequently, the ISW places its emphasis on how the
cultural environment of the school influences its structure and organizational behavior. This
forms a robust basis for educational institutions to aim for excellence as they introduce
educational modifications and novel concepts. Figure 1 illustrates the principal influences that
support the longevity of educational innovations within school settings.

Research

Vision
Empowerment

Communication
Ownership networks

Leadership Accountability
Coordination

Resource
Institutionalization mobilization

Reward Participation
system
Professional
Development

Figure 1: Innovation Sustainability Wheel (ISW)

(Source: Al Barwani, T. A., and Osman, M. E. 2011)

4
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

The primary motivating factors within the ISW are delineated below within the
framework of the Omani educational system.

 Vision: The vision pertains to a concise declaration that harmonizes the proposed
imitative with an overarching goal of the system. It should elucidate the way that
innovation can aid the target audience in effectively and efficiently progressing toward
that vision. The vision for school improvement is a dynamic and aspirational concept that
evolves as our understanding of effective educational practices and student needs
continues to evolve. It serves as a guidepost for schools, policymakers, and educators to
work towards creating a more inclusive, equitable, and impactful educational system.
 Leadership: Effective leadership is crucial for sustainable school improvement. This
includes both formal leadership roles, such as principals and administrators, as well as
informal leadership roles, such as teacher leaders and parent volunteers. Leaders must be
able to set a clear vision for improvement, establish a collaborative culture, and provide
ongoing support and resources to teachers and staff. In addition, leaders must be able to
build strong relationships with stakeholders, including parents, community members, and
local businesses, to ensure that everyone is invested in the success of the school.
 Communication Networks: This pertains to social networks utilizing both that wireless
and wired networks for vibrant transmission and dissemination of information.
 Accountability: It relates to the overarching responsibility within the system to foster an
assimilated culture of self-assessment and a continuous cycle of evaluation and feedback
directly associated with quantifiable results.
 Resource Mobilization: This refers to ensuring sustained support and efficient
redistribution of accessible resources, thereby preventing new innovations from depleting
resources required by other initiatives within the educational system or adversely
affecting other schools through the wasteful use of valuable resources. It is imperative,
therefore, to emphasize a need for fair allocation of funding, staffing, and educational
materials in order to address educational disparities and provide all students with equal
opportunities to succeed. It is apparent that equity-focused policies and practices help
close achievement gaps and promote educational excellence for all students

5
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

 Participation: This entails the deliberate and engaged participation of all stakeholders,
encompassing policymakers, parents, educators, and students. It emphasizes their
collaborative efforts, acknowledging the mutually supportive roles they play in the lives
of students. Engaging parents and local communities in the educational process is
essential for school improvement. Studies suggest that robust collaborations involving
schools, parents, and the local community can elevate student motivation, bolster student
learning within and beyond the classroom, and cultivate a favorable school atmosphere.
Effective family engagement practices include regular communication, involvement in
school activities, and collaboration in decision-making processes.
 Professional Development: This term denotes initial training for all individuals involved,
coupled with readily available chances to acquire new skills. It also involves the process
of shedding previously held beliefs about students or instructional methods that may have
been prevalent throughout their professional journeys. Within this framework, the school
is considered the primary site for on-the-job training through peer coaching, and
professional learning communities, which, in turn, can foster the sharing of best practices
and lead to improved teacher performance and student outcomes.
 Rewards: This encompasses a range of incentives, spanning from personal and
professional gratification derived from witnessing the favorable influence of their efforts
on students' success to a monetary reward structure that might be linked to career
advancements. Acknowledging and appreciating the hard work and dedication of
educators can boost morale, job satisfaction, and overall teacher effectiveness. In turn,
motivated and engaged teachers can positively impact student learning outcomes.
 Institutionalization: This driving force aims to stabilize educational innovations and
ensure sustainable improvement through adapted organizational structure, bylaws, and
procedures
 Coordination: This encompasses overseeing the endeavors of all individuals engaged in
devising and executing a specific innovation with mutual objectives and a cohesive
emphasis that aligns seamlessly with other concurrent initiatives.
 Ownership: This entails fostering a feeling of belonging and possession of the innovation
by engaging all stakeholders, especially those responsible for its implementation, and
dissemination.

6
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

 Empowerment: This term alludes to furnishing those who adopt the innovation with the
necessary tools, suitable work atmosphere, and opportunities to make decisions and
assume a sense of responsibility.
 Research & Development: Within the ISW framework, research entails data-driven
rationales for the innovation, encompassing the complete cycle of Research-
Development-Research (RDR), which encompasses justification, outcomes, and iterative
improvement. This allows school leaders and teachers to reflect on learned lessons to
continue improving the school's performance.

As outlined in the conceptual model, the achievement of sustainable school improvement results
from an ongoing momentum instigated by numerous motivating factors. Previous research has
shown that the collective impact of all the driving forces in the ISW has positively influenced
school performance (Al-Mekhlafi & Osman, 2019; Osman & Al-Mekhlafi, 2018). Although the
ISW offers an efficient systemic method for enhancing schools by activating and assessing all
motivating factors through documentation and appropriate interventions, the specific impact of
individual motivating factors on school improvement remains uncertain. Hence, this study
intends to examine how interconnected motivating factors influence the enhancement of overall
school performance and the optimization of students' learning within the Omani educational
system.

2. Method
This study is a component of a larger four-year research project with the primary
objective of systematically evaluating the performance of participating schools and their
interconnected subsystems. The research methodology employed a descriptive-analytical
approach, utilizing a blend of quantitative and qualitative data analysis methods. The theoretical
framework employed in this study is the Innovation Sustainability Wheel (ISW), which is
employed systematically to enhance school effectiveness. All administrators and educators
within the experimental schools participated in a sequence of workshops aimed at implementing
the 13 elements of the ISW. They were also provided with an e-platform featuring multimedia
and open resources in various subject areas. Additionally, students were empowered through
enrichment programs and self-learning activities. However, it is crucial to note that this study

7
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

exclusively presents the perspectives of teachers and administrators concerning the impact of
each of the 13 interconnected motivating factors within the ISW on school improvement.
2.1. Population and Sample
The population comprised 222 teachers and administrators in four schools. The sample
included 114 subjects who responded to an online questionnaire. The questionnaire consisted of
60 items that were categorized among 13 assumed factors. Additionally, the questionnaire
included an open-ended question to rank all these motivating factors based on their level of
importance and contribution to sustainable school improvement.
2.2. Results and Discussion
Drawing from the principal discoveries of a four-year research undertaking, this study
discloses that the schools in the experimental group, which embraced the ISW model, surpassed
their peers in the control group in terms of performance. The findings show that the combined
influence of all the motivating factors within the ISW played a role in enhancing overall school
performance. Nevertheless, the extent of significance and contribution varied depending on the
perspectives of the participants. Participatory school leadership, shared school vision,
participation, and professional development were among the most important factors contributing
to sustainable school improvement, while accountability, ownership, and coordination were
ranked at the bottom in terms of their importance and contribution to school improvement.
Figure 2 shows that all factors were ranked high (above 3.5) in terms of their importance and
level of contribution to sustainable school improvement. Table 1 displays the rank order of all
the driving forces in the model.

Table 1: The Rank Order ISW Factors as Determined by their Mean Scores
Rank Factors Mean SD
1 Vision 4.25 .96
2 Leadership 4.20 .94
3 Participation 4.18 .98
4 Professional Development 4.12 1.04
5 Research 4.11 1.05
6 Reward System 4.10 1.01
7 Institutionalization 4.10 1.01

8
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

8 Empowerment 4.09 1.05

9 Communication Networks 4.06 1.06
10 Resource Mobilization 4.02 1.03
11 Accountability 4.00 1.11
12 Ownership 3.98 1.08
13 Coordination 3.94 1.15
(Source: Data from the Survey used in this Study)
The rank order of the factors (the ISW driving forces) was based on Al Farra’s (2009) rating
scale in terms of their degree of importance and contribution to sustainable school improvement
as shown in Table 2.

Table 2: The Rating Scale for the Degree of Importance

Scale value Degree of Importance
1- 1.7 Very low
1.8 - 2.5 Low
2.6 - 3.3 Moderate
3.4 - 4.1 High
4.2 – 5 Very high
(Source: Al Farra (2009, P.26)

9
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

5
4.5
4 [CELLREF]
[CELLREF]
[CELLREF] [CELLREF] [CELLREF]
[CELLREF]
[CELLREF] [CELLREF] [CELLREF]
[CELLREF]
[CELLREF]
[CELLREF]
[CELLREF]
3.5
3
2.5
2
1.5
1
0.5
0

Figure 2: The Rank Order of the ISW Driving Forces

(Source: Author’s Illustration Based on the Mean Scores of the Sample Ratings)

Overall, the conclusions drawn from this study appear to be in congruence with previous
research on school effectiveness (Al Mekhlafi & Osman, 2019; Brunings, 2014; Creemers &
Kyriakides, 2012; Cowell, N. 2013; Osman, M. & Abdo Al Mekhlafi, 2018), indicating that
context-specific systemic approaches to educational reform have the potential to instigate
favorable alterations in school operational procedures and result in substantial enhancements in
school efficiency. Efficient leadership, which considers teacher involvement and active
participation, has been identified as pivotal in improving the school atmosphere and, as a result,
elevating student academic performance (Amin, Shah, & Tatlah, 2013; Jeyasushma Veeriah, et
al., 2017).
Research consistently shows that effective leadership is a critical factor in school
improvement. Grissom, Egalite, and Lindsay (2021) found that successful school turnaround
efforts were led by leaders who could create a shared vision among the school community and
stakeholders. Furthermore, the study's results suggest that leadership uniquely implements all
other driving forces. Engaging practitioners in the diagnosis and strategic planning process, for
example, can lead to increased ownership and commitment to implementing the desired reforms.

10
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

Another critical factor that appeared to contribute immensely to school improvement is on-site
teachers' professional development. Effective professional development, as described by Kedzior
and Fifield (2004), should be integrated, ongoing, consistent with teachers' goals, and based on
rigorous needs assessment and research evidence. In line with earlier research, the outcomes of
this study indicate that school enhancement rooted in teachers' professional interactions and
networks is likely to have a more enduring impact compared to top-down and externally
mandated innovations, which frequently result in teacher dissatisfaction (Lin, Lee, & Riordan,
2018).
Osman (2016) argues that although teachers' professional development has often been
correlated with improved student learning, its effectiveness and sustainability depend largely on
the authentic conditions under which it is delivered. In addition, research on professional
development shows that when teachers are provided with opportunities to learn and improve
their practice, student outcomes improve as well (Kennedy, 2019. Congruently, the findings of
this study illustrate that job-embedded professional development emerges as a viable driving
force for enhancing students' and teachers’ performance alike. Therefore, it is crucial to integrate
teacher professional development into the school improvement process, rather than a detached
intervention imposed on the school system. However, it is needless to say that improved teacher
performance should be tied to a fair and equitable reward system that is aligned with the overall
educational goals and values.
Moreover, the participation of stakeholders, in general, and parental involvement, in
particular, was also found to be one of the most significant driving forces contributing to overall
school improvement. Engaging the broader community in school improvement efforts can have a
significant impact on student academic performance, in particular. Duric and Bunijevac (2917)
argue that when parents are involved in their child's education, students have higher levels of
academic achievement, improved behavior, and higher graduation rates. Engaging the
community in school improvement efforts can help to ensure that everyone is working towards
the same goals and can help to sustain improvements over time. By building strong relationships
with the community, schools can create a sense of shared responsibility for the success of the
school and ensure that everyone is working towards the same goals. As per Cook (2014),
involving a wider range of stakeholders, such as policymakers, school principals, teachers, and

11
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

parent councils, is essential for generating substantial and long-lasting transformation through
the improvement process.

3. Conclusion
Sustainable school improvement is a complex process involving various factors and
stakeholders. Accordingly, this requires a multifaceted approach that addresses the interrelated
driving forces of leadership, teaching and learning, and community engagement. By focusing on
these areas, schools can create a culture of continuous improvement that leads to better outcomes
for students, teachers, and the broader community. Derived from the discoveries of this research,
one can make the case that the caliber of school effectiveness hinges upon a comprehensive
improvement strategy, wherein all conceivable components of school effectiveness are
deliberately and methodically set into motion. The motivating factors within a systemic
sustainability approach can amplify school effectiveness and foster enhanced overall school
performance, ultimately translating into advancements in students' learning.
The Innovation Sustainability Wheel (ISW) possesses the attributes to uplift both
school effectiveness and the process of school improvement. Each motivating factor within the
ISW holds the potential to shape a school environment that fosters a dynamic synergy between
overall school performance and the academic accomplishments of students. By establishing an
interface between academic performance and academic achievement, ISW provides a
comprehensive framework that can enhance the performance of schools and students. The
application of ISW in schools can effect tremendous changes in school effectiveness, which in
turn, improves students’ academic performance in various subject areas. This study emphasizes
the importance of visionary leadership that sets high expectations, promotes a positive school
culture, and facilitates the development and implementation of strategic plans aligned with
school goals. Additionally, instructional leadership, where principals actively support and guide
teachers in improving instructional practices, has been shown to positively impact student
achievement.
While all 13 driving forces identified in the ISW appear to be indispensable,
leadership emerges as the most dynamic driving force for sustainable improvement in school
performance. It is imperative, therefore, for school leadership to develop and communicate a
shared vision that builds consensus about school improvement goals and promotes a learning
organization that values diversity and shared leadership. The vision for school improvement
12
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

highlights the importance of data-informed decision-making. It envisions a system where schools

systematically collect and analyze data to monitor student progress, identify areas for
improvement, and inform instructional interventions. It is needless to point out that data-driven
decision-making helps schools identify effective practices, allocate resources strategically, and
make informed decisions to enhance student outcomes. Incremental improvements in school
performance can be significant and should be celebrated, but these piecemeal improvements do
not constitute sustainable change. According to systems theory, it can be argued that the quality
of a subsystem lies in its relationship with the whole system. The findings of this study
demonstrate that the interrelated driving forces for sustainable school improvement are all
important and interconnected. Thus, any sustained systemic improvement would require high
levels of integration and coordination among all driving forces.

ACKNOWLEDGMENT

This research is funded by a grant from Sultan Qaboos University. (Grant#:

SR/EDU/TECH/14/01).

REFERENCES
Al- Barwani, T. A., & Osman, M.E. (2011). Promoting Students Learning through Sustainable
Innovations: Where is the missing link? In MacBeath, J. and Townsend, T. (Eds. Pp.
845-865), International Handbook on Leadership for Learning: Springer Publishers.
https://doi.org/10.1007/978-94-007-1350-5_47
Al Fara, W. A. (2009). Tahlil Bayanat Alestibyan Be Barnamaj SPSS -in Arabic [Analyze
questionnaire data with SPSS]. Noor Book., KSA.
Al Mekhlafi, Abdo, and Osman, Mohamed. (2019). The Effect of a Holistic School Improvement
Model in Enhancing School Effectiveness in Oman. Malaysian Journal of Learning
and Instruction, 16, (.2), 187-200. https://doi.org/10.32890/mjli2019.16.2.7
Amin, M., Shah, S., & Tatlah, I. A. (2013). Impact of principals, directors’ leadership styles on
job satisfaction of the faculty members: Perceptions of the faculty members in a public
university of Punjab, Pakistan. Journal of Research, 7(2), 97-112.

13
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

https://www.semanticscholar.org/paper/Impact-of-Principals-Directors%27-
Leadership-Styles-a-Amin-Shah/f235d5d9af7fe40f1ce8f005918c965c070886fb
Brunings,J. (2014). What big business can learn from a small school? Retrieved from
https://onstrategyhq.com/resources/what-big-business-can-learn-from-a-small-school/
Cheng, Y. (2010). A Topology of Three-Wave Models of Strategic Leadership in Education. Int.
Stud. Educ. Adm. 38 (1), 35–54. https://www.semanticscholar.org/paper/A-topology-
of-three-wave-models-of-strategic-in-
Cheng/e725180e8bb6a4fe057955cf8d899add87533f68
Cook, J. (2014). Sustainable School Leadership: The Teachers' Perspective. International
Journal of Educational Leadership Preparation, 9 (1), 1-17.
https://files.eric.ed.gov/fulltext/EJ1024112.pdf
Creemers, B. P. M., Kyriakides, L., & Antoniou, P. (2012). A dynamic approach to school
improvement: main features and impact. School Leadership & Management, 33(2),
114–132. https://doi.org/10.1080/13632434.2013.773883
Davis, B. (2008). Complexity and Education: Vital simultaneities. Educational Philosophy and
Theory. 40(1), 50-65. https://doi.org/10.1002/9781444307351.ch4
Duric, M. and Bunijevac, M. (2017). Parental involvement as an important factor for successful
education. Center for Educational Policies Study Journal, 7(3), 137-153.
https://doi.org/10.26529/cepsj.291
Fullan, M. (2011). Change leader: Learning to do what matters most. John Wiley & Sons.
https://scholar.google.co.in/scholar?q=Fullan,+M.+(2011).+Change+leader:+Learning
+to+do+what+matters+most.+San+Francisco,+CA:+Jossey-
Bass.&hl=en&as_sdt=0&as_vis=1&oi=scholart
Henk, M., & Writer, W. T. W. L. (2010). Change theories in education. We Teach We Learn, 28.
Retrieved from https://www.weteachwelearn.org/2010/01/change-theories-in-
education/
Jonathan A.; D'Auria, John; and Spillane, James P.. (2019). Meaningful & Sustainable School
Improvement with Distributed Leadership. CPRE Research Reports. Retrieved from
https://repository.upenn.edu/handle/20.500.14332/8359
Kennedy, Mary. (2019). How We Learn About Teacher Learning. Review of Research in
Education. 43. 138-162. https://doi.org/10.3102/0091732X19838970

14
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

King, K. (2009). Education, Skills, Sustainability, and Growth: complex relations. International
Journal of Educational Development, 29, 175-181.
https://doi.org/10.1016/j.ijedudev.2008.09.012
Kedzior, M., & Fifield, S. (2004). Teacher professional development. Education Policy Brief,
University of Delaware, 15(21), 76–97. https://udspace.udel.edu/items/22a7bcfa-7c1c-
4052-a9f5-0dbb59ea2720
Lee, M. & Louis, K.S. (2019). Mapping a strong school culture and linking it to sustainable
school improvement. Teaching and Teacher Education, 81, 84-96.
https://doi.org/10.1016/j.tate.2019.02.001
Lin, W., Lee, M., & Riordan, G. (2018).The Role of Teacher Leadership in Professional
Learning Community (PLC) in International Baccalaureate (IB) Schools: A Social
Network Approach. Peabody Journal of Education, 93(5), 534-
550. https://doi.org/10.1080/0161956X.2018.1515833
Makoelle, TM. (2016). Inclusive Teaching in South Africa. Edited by MP van der Merwe, 1st
ed., African Sun Media, JSTOR. https://doi.org/10.2307/j.ctv1nzfxs4
Mason, M. (2009). Critical thinking and learning. Hoboken, NJ: Wiley Blackwell.
https://doi.org/10.1002/9781444306774.ch1
Osman, M. (2023). Sustainable school improvement: the interrelated driving forces. 17th
International Technology, Education and Development Conference. Valencia, Spain.
https://doi.org/10.21125/inted.2023.0295
Osman, M. E. (2016). Embedded teacher professional development in Oman: Opportunities and
challenges. In Redefining Teacher Education for the Post-2015 Era: Global Challenges
and Best Practices (pp. 201-212). Nova Science Publishers, Inc.
https://squ.elsevierpure.com/en/publications/embedded-teacher-professional-
development-in-oman-opportunities-a
Osman, M. and AL Mikhlafi, A. (2018). Impact of a systemic approach to school effectiveness
on students’ academic performance. International Journal of Education. 10, (1), 125-
139. https://doi.org/10.5296/ije.v10i1.12931
Rogers, E. M., Singhal, A., & Quinlan, M. M. (2014). Diffusion of innovations. In An integrated
approach to communication theory and research (pp. 432-448). Routledge.

15
PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

http://www.lamolina.edu.pe/postgrado/pmdas/cursos/innovacion/lecturas/Obligatoria/1
7%20-%20Rogers%201995%20cap%206.pdf
Thoonen, E.E.J., Sleegers, P.J.C.,Oort, F.J., & Peetsma, T.T.D. (2012). Building schoolwide
capacity for improvement: the role of leadership, school organizational conditions, and
teacher factors. School Effectiveness and School Improvement, 23(4), 441-460.
https://doi.org/10.1080/09243453.2012.678867

16