The Impact of the Positive Reinforcement Process and Participatory Leadership Style on Teacher Productivity in Qatari Schools

Abstract

The world of direct education is characterized by being a highly complex and competitive environment, and the role of teachers with potential that qualifies them for better productivity in the future should not be neglected. Therefore, the highest level of productivity can be reached by strengthening these competencies and enhancing and developing these teachers' unique characteristics and experiences. This research used a mix of quantitative and qualitative descriptions to collect and analyze data as it exists in the field of the research subject without manipulating any variables. This research used qualitative description to describe the experiences and beliefs of individuals, while quantitative report describes their characteristics. The results confirmed that most teachers need to express their opinion about the management of the educational process within the scope of the positive reinforcement method, and teacher appreciation and motivation are the best means and most important applications of participatory leadership to increase teacher productivity. Participatory leadership in Arab and Qatari schools requires a lot of serious research that highlights the importance of this leadership style in Arab schools.