Educational leadership and technology-driven reforms; Engaging linguistics lecturers on policy translation into classroom practices in EFL curricula
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Abstract
This paper focused on how educational leadership, reforms based on technology and policy affect the way linguistics lecturers teach EFL in universities from Arabic-speaking countries. The paper looked at the roles of school leadership and technology preparedness in improving new programs in the curriculum. As part of the research process, 139 linguistics lecturers were surveyed online and data from each context were grouped for analysis. Analyses such as Pearson correlation and multiple regression were carried out, after thoroughly checking for normality, linearity and multicollinearity of our data. It can be seen that being an effective leader and accepting new technological tools help a reform to be successful, since lecturers think digital tools are useful, but they are not as ready to use them due to limitations in their autonomy and some problems in the institution. Despite a solid grasp of policy intentions (M = 3.88), lecturers reported limited alignment between institutional reforms and the everyday demands of EFL classrooms (M = 3.23). The perceived disconnect between policy and practice (M = 4.12) is particularly striking and reinforces prior empirical findings that underscore systemic fragmentation. The researchers argued that for educational technology to succeed in EFL, both leaders and reform proposals should be inclusive and value culture. The recommended that teachers lead by involving others, that support be given for faculty growth and that systems are created where plenty of feedback can impact education in each region.
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