AIEMAN AHMAD IBRAHIM AL-OMARI
@hu.edu.jo
Faculty of Educational Sciences/ Dept. of Educational Foundations and administration
Hashemite University
Ph.D. in Higher education administration from Washington State University, Pullman, WA, USA 2005. Master degree in educational administration and supervision, Yarmouk University, Jordan. BA in Business administration and computer sciences, Yarmouk University, Jordan.
EDUCATION
Ph.D. in Higher education administration
RESEARCH INTERESTS
My research interests in higher education administration and leadership, educational administration, students affairs, faculty members developments, strategic planning, schools principals...
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Khalaf M Al’Abri, Omer H Ismail, and Aieman A Al-Omari
Society for Research and Knowledge Management
This study aimed to identify why students are reluctant to choose teaching as a career in the Sultanate of Oman from parents’ perceptions. It also aimed to verify whether there were statistically significant gender differences in parents’ perceptions of the teaching profession. Using a quantitative research design, the study applied a questionnaire to a sample of 2,519 parents, of whom 66.7% were males and 33.3% were females. The questionnaire results indicated that the reasons for reluctance in choosing to teach from parents’ perceptions centred on the difficulty of the career, the lack of financial incentives compared to the workload, and teachers’ low social status compared to other professions. The results also revealed gender differences in choosing teaching as a career in favour of females from the perspective of students’ parents. It is recommended that parents should respect their children’s choice of future professions and their desire to be teachers. In addition, the Ministry of Education in Oman must make significant efforts to make teaching an attractive career again.
Yousef Abdelqader Abu Shindi and Aieman Ahmad Al-Omari
Institute of Advanced Engineering and Science
<span lang="EN-US">This study examined the factor structure of the Organizational Health Inventory (OHI) scale among Omani teachers. There were four factors assumed to represent the OHI (principal influence, academic emphasis, morale, and initiating integrity). Testing the scale reliability was another aim of this study. A random sample (n=458) of Omani teachers was considered. The short version of the scale has 30 items. Exploratory and confirmatory factor analysis was performed on the sample data. The model is good fitted to the data. Across gender, the invariance of the structure was tested, and the parameters of the model were invariant. Consequently, the two genders were compared via multivariate analysis of variance (MANOVA) with gender as an independent variable and subscales. The female teachers were found to more likely show principal influence, academic emphasis, and morale than the male teachers, who instead, were more efficacious than the female teachers in dealing with institutional integrity.</span>
Aieman Ahmad AL-Omari, Khalaf Marhoun Al’Abri, , and
CMV Verlag
Aieman Ahmad Al-Omari and Kamal E. Bani-Hani
Informa UK Limited
ABSTRACT The purpose of this study is to identify Medical Leadership Competences among medical students at Hashemite University, and analyze the significant differences in the university participants based on their academic level, gender and GPA. Data collection randomly selected from medical students, the response rate for were (260) students. A 40 items survey covered the five areas of Medical Leadership Competences were used. The responses indicated that the most leadership competences for medical students ascending by means were: ‘Demonstrating personal qualities’, ‘Working with others’, ‘Managing services’, ’Setting direction’, an ‘Improving services’, all of these competencies were in high level. There were no significant differences at the 0.05 level among medical leadership competences of medical students’ at Hashemite University related to their academic year, gender, and GPA.
Aieman Ahmad Al-Omari
Common Ground Research Networks
Aieman Ahmad AL-Omari
Springer Science and Business Media LLC
Aieman Ahmad Al-Omari and Muhammad M. Wuzynani
Informa UK Limited
The present study was carried out to gain a better understanding of how teachers in Jordan and Saudi Arabia view the principalship and identify factors that influence teachers' candidacy to pursue a position as principal. Study participants comprised 800 teachers who worked in public schools in Jordan and Saudi Arabia. Participants rated 2 out of 10 factors that were identified as being motivators for pursuing the principalship as ‘high level’: ‘personal and professional challenges', and ‘desire to be a leader’. Four of 10 factors that were identified as being deterrents for teachers to avoid a position as principal were rated with ‘high level’: ‘highly stressful’, ‘large time commitment’, ‘accountable for achievement’ and ‘amount of paperwork’. There were no significant differences among participants according to their country of origin. The researchers recommend that future research should be conducted on different variables.
Aieman Ahmad Al-Omari
Canadian Center of Science and Education
The present study examined the relationships between leadership styles and decision-making styles among public schools principals. A total of 108 principals returned questionnaires from Russaifa Education District in Jordan. The Decision Style Inventory and the Administrative Styles Questionnaire were used in this study. "Directive decision making style" was predominant among school principals,. Leadership style (5, 5) "Constituency-Centered Administration" was predominant among school principals. The results revealed that no significant correlation exists between decision making styles and leadership styles of school principals. Upon the research findings, some recommendations were recommended.
Aieman A. Al Omari, Abdullah M. Abu Tineh, and Samer A. Khasawneh
Inderscience Publishers
This paper investigated the faculty members' attitudes, expectations and practises of Knowledge Management (KM) in Jordanian Universities. Results revealed that the faculty members' attitudes, expectations and practises of KM were in moderate levels that faculty members in the humanities discipline have higher attitudes than those in scientific. No significant differences in attitudes of faculty members toward KM related to their gender and academic rank, and no significant differences in expectations of faculty members toward KM related to their gender, academic rank and academic discipline. Faculty members in the humanities discipline have higher practises than those in scientific, and no significant differences in practises of faculty members of KM related to their gender and academic rank.
Aieman A. Al-Omari and Kayed M. Salameh
SAGE Publications
The main purpose of this study is to define the perception of e-learning and traditional learning among undergraduate students in Jordanian universities. The results of the study indicated that e-learning had significantly higher scores for perceived value among students than traditional learning. The perception of e-learning among male students is more positive than female.
Aieman A. Al-Omari, Fathi M. Ihmeideh, and Khouloud A. Al-Dababneh
Informa UK Limited
Research Findings: Forty-five child caregivers and 120 parents participated in this study to examine perceptions of childcare programs in Jordan. The researchers developed a questionnaire that consisted of 6 dimensions: health, education, parent–caregiver relationship, facilities, building/landscape, and playground. Moreover, interviews with 10 child caregivers and 20 parents were conducted. Results indicated that child caregivers expressed moderate satisfaction with the programs. In contrast, parents expressed lower satisfaction with the childcare programs. The results also revealed that caregivers and parents perceived the playground area as effective but found health and the parent–caregiver relationship ineffective. Practice or Policy: This study highlights the need to supervise childcare programs effectively and the importance of fostering a strong partnership between child caregivers and parents.
Kholoud Dababneh, Fathi M. Ihmeideh, and Aieman A. Al‐Omari
Informa UK Limited
This study aimed at investigating teachers’ classroom practices, which either stimulate or inhibit the development of the creative environment of classrooms in Jordan, and determining the differences between practices according to educational level, experience level and type of teaching. The sample of the study consisted of 215 kindergarten teachers. A five‐dimensional questionnaire consisting of 50 items was developed to achieve the study aims. The results revealed that the rating of teachers’ practices that encourage creativity in children was satisfactory for the domains of physical environment and educational materials, lesson planning and creative instructional practices. In addition, teachers’ rating lies in the category of ‘good’ for the domains of knowledge and awareness of creativity, and creative classroom climate. Moreover, the results showed that there were statistically significant differences due to the type of teaching in favour of the cooperative method, and due to the educational level in favour of postgraduates, while no statistically significant differences were found due to experience level. Based on the findings, appropriate recommendations were suggested.
Fathi M. Ihmeideh, Aieman Al-Omari, and Kholoud Al-Dababneh
Edith Cowan University
The present study was carried out to determine the positive and negative attitudes among 289 students of class teachers and childhood teachers' disciplines using the communication skills attitude scale (CSAS) in Jordanian public universities. GPA, year level of students were recorded. Overall results of study revealed that the mean of positive attitude score was 4.03. The mean of negative attitude scale score was 3.63. There were no significant differences between class teachers and childhood teachers students in their positive and negative attitudes toward communication skills. Students with grade point averages 2 and more have positive attitudes toward communication skills than students with grade point average less than 2. Senior students have high positive and less negative attitudes toward communication skills than sophomore and junior students.
Aieman Ahmad Al‐Omari and Kayed M. Salameh
Informa UK Limited
This study aims to explore the faculty and academic administrators’ perception of strategic planning effectiveness (SPE) in a reform environment, measuring the impact of university type, gender, and job role. A total of 338 faculty members and 183 academic administrators who enrolled during the first semester of the 2007–08 term at a public and a private university in Jordan participated in this work‐based research. A SPE survey was developed, consisting of 42 items distributed on five dimensions: Importance of strategic planning, level of involvement, depth of implementation, institutional planning model, and institutional decision‐making. The results of descriptive statistics and three‐way multivariate analysis of variance revealed that the ‘depth of implementation’ dimension appeared to have the most important impact on SPE. Also, results revealed that the sample of study perspectives of SPE differ significantly according to their job role.
Abdullah M. Abu‐Tineh, Samer A. Khasawneh, and Aieman A. Al‐Omari
Emerald
PurposeThe purpose of this paper is to examine the degree to which Kouzes and Posner's Transformational Leadership Model is being practised by Jordanian school principals. Currently, there are both internally and externally increasing pressures on Jordanian schools to enact reform. The empirical literature on leadership has shown that transformational leadership is positively associated with principals' effectiveness in implementing reform agenda. Kouzes and Posner's Transformational Leadership Model provides school principals in Jordon with practical guidance on how to lead, as well as practical suggestions on how to act during reform agenda.Design/methodology/approachThe research paper is quantitative in nature and was conducted using a survey design. Means, standard deviations, t‐test, and one‐way analysis of variance (ANOVA) were utilized to analyze gained data.FindingsThe findings indicated that Kouzes and Posner's model is being moderately practised by Jordanian school principals. Female teachers and basic schoolteachers more than male teachers and high school teachers identified their principals as transformational. Finally, there were no significant differences among the three experience level groups of teachers in their perceptions of each dimension of Kouzes and Posner's Model.Originality/valueThe paper suggests that more workshops and training courses in Kouzes and Posner's Leadership Model should be conducted in Jordanian schools. Moreover, it is hoped that this research will encourage new projects sponsored by the Jordanian Ministry of Education such as “Discovery Schools” and “School as a Development Unit” to adopt Kouzes and Posner's Leadership Model in their schools.
Aieman Ahmad Al‐Omari, Abdullah Mohammad Abu Tineh, and Samer Mohammad Khasawneh
Informa UK Limited
The purpose of this study was to examine the pre‐college leadership skills of first‐year students and examine differences by gender on eight distinct scales. The Student Leadership Outcomes Inventory defined these eight scales. A total of 296 participants were chosen to participate in the study from a population of all first‐year students at a public university in Jordan. Participants reported moderate levels of leadership skills on all eight scales. However, differences by gender were found on the technology scale of the instrument. Overall, it would seem that students matriculate with some intact leadership skills. Administrators might use this baseline skill level when designing leadership development opportunities for students.