Abstract:

This paper examines how high school principals’ management can unswervingly and incidentally distress supposed obstacles in STEM classes, with precise reference to teachers in Qatar. Design/methodology/approach: A large suitability sample of 424 high school STEM teachers in Qatar was measured. Using SPSS and two appropriateness tests—the Kaisers-Meyer-Olkin (KMO) measure of sampling tolerability and the Bartless test of sphericity—the researcher recognized the hypothesis validity of the apparatus. The 11 extracted scopes were found to be dependable and binding. Main Results: Findings from a reversion examination demonstrates that only 3 out of 11 independent variables are noteworthy in forecasting apparent obstacles in STEM classes with an unambiguous orientation to teachers in Qatar. In addition, the consequences of the track causal model disclose that the straight effect of each descriptive variable is supported via the consequence of the other independent variables. Applied insinuations: Findings of this study deliver strategic understandings and applied thinking that have significant insinuations for sympathetic and overwhelming obstacles in STEM classes as perceived by teachers in Qatar. Furthermore, this study donates to the incomplete information about the direct and indirect effects of leadership on such experiments via strategic variables such as classroom difficulties and classroom management methods. Originality: Empirically, this paper bonds the gap between three fields: leadership, classroom management, and STEM education.

Keywords:

Education, Leadership, Management, Qatar, Challenges, STEM.