University of Southern California Dissertations and Theses

A promising practice case study from Singapore of socio-emotional development in a non-traditional context

(USC Thesis Other)

A promising practice case study from Singapore of socio-emotional development in a non-traditional context

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

A Promising Practice Case Study from Singapore of Socio-Emotional Development in a
Non-Traditional Context
by
Fatma Saoud Al-Jufairi

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

August 2021

© Copyright by Fatma Saoud Al-Jufairi 2021
All Rights Reserved

The Committee for Fatma Saoud Al-Jufairi certifies the approval of this Dissertation

Cathy Krop
Anthony Maddox
Briana Hinga, Committee Chair

Rossier School of Education
University of Southern California
2021
iv
Abstract
The problem of practice examined a promising practice of socio-emotional development
in a non-traditional school context, case of Singapore. The study sought to initiate a conversation
on the development of non-traditional schools in Qatar by implementing similar non-traditional
models to enhance the academic performance of the students and enable them to develop socio-
emotionally. The study utilized the Knowledge Management and Organizational (KMO)
framework. A basic qualitative research method was used, where 10 teachers from Northlight
were interviewed in the study. Qualitative data collected from the study was analyzed using a
thematic approach using a rigorous analysis approach. The findings established in the study
indicate that influences of knowledge, motivation and organization play a crucial role in
promoting socio-emotional development in non-traditional schools. Several proponents which
promote the successful implementation of socio-emotional development for students in non-
traditional schools have been emphasized on. Teachers, schools, and family relations were found
to be crucial in promoting the socio-emotional development of students. In addition, the
evaluation of the responses from the interviews reveals that knowledge, motivation and
organization influences are necessary for promotion socio-emotional development of students.
The study developed four main recommendations which are;
I. Recommendations to implement Knowledge, Motivation, and Organizational assets into
non-traditional education system in Qatar.
II. Recommendation on the role of school support in implementing socio-emotional
development in Qatar

v
Dedication
To my grandmother, Mama Mariam, the strongest woman I know and the first person who got
me interested in education. Thank you for teaching me not to depend on anyone and to always
lean on my education to support myself. Thank you for teaching me that love and respect can go
a long way. This research is dedicated to you.

vi
Acknowledgements
In the name of Allah most gracious most merciful. I would first and foremost like to
acknowledge Allah for the opportunity to pursue and complete my doctoral studies and for the
strength and guidance that I had which sustained me through it all.
Second, I’d like to acknowledge my Dissertation Chair Dr. Briana Hinga, you always
gave me constructive feedback and provided guidance and support throughout my dissertation
research. Additionally, I’d like to appreciate my Dissertation Committee Members, Dr. Cathy
Krop and Dr. Anthony Maddox for your mentorship and guidance, Thank you!
To the faculty, admin team, alumni and fellow peers at the Global EdD program, Cohort
8, thank you for shaping and enhancing this unforgettable experience which transformed my
thinking and perspective to life and education. Thank you all for being a part of my journey. I
have created beautiful memories and lifelong friends.
Dr. Hend Al-Muftah, my mentor and guide since day one of my doctoral rollercoaster.
You have been the continuous voice in my head encouraging me to reach my goals and never
give up. You always believed I will one day change the world! I will never forget your
generosity in giving me invaluable advice whenever I needed support.
To my family, my rock, my support system and lifelong cheerleaders. My mother and
father, thank you for always believing in me, your wisdom and prayers never failed to give me
strength when I needed it the most. My brothers and sisters, Mishaal, Mariam, Jassim, Ahmad
and Meera, the squad! Thank you for all the support mentally and emotionally. Reham, where do
I begin and what do I say? I wish I can see myself through your eyes, thank you for being that
constant person in my life and for being the best friend anyone could ask for.
vii
And last but not least, Abdulrahman, thank you for being my friend before being my
husband, you have experienced all the ups and downs with me.
To my beautiful children, Mira, Saoud and Maryam! You are my pride and joy, thank
you for making all my days brighter and more meaningful.

viii
Table of Contents
Abstract ........................................................................................................................................... iv
Dedication ........................................................................................................................................ v
Acknowledgements ........................................................................................................................ vi
List of Tables .................................................................................................................................. xi
List of Abbreviations ..................................................................................................................... xii
Chapter One: Introduction ............................................................................................................... 1
Background of the Problem ................................................................................................. 2
Importance of a Promising Practice Project ........................................................................ 5
Organizational Context and Mission ................................................................................... 6
Organizational Performance Status and Performance Goal ................................................ 6
Description of Stakeholder Groups ..................................................................................... 8
Stakeholder Group for the Study ......................................................................................... 9
Purpose of the Project and Research Questions ................................................................ 10
Research Questions ............................................................................................................ 11
Conceptual and Methodological Framework .................................................................... 12
Definitions ......................................................................................................................... 12
Organization of the Project ................................................................................................ 14
Chapter Two: Literature Review ................................................................................................... 15
Non-Traditional Schools’ History ..................................................................................... 15
Implementation of Non-traditional Approach ................................................................... 21
Types of Progressive Learning Systems ............................................................................ 24
Importance of Failing in the Learning Process .................................................................. 27
What it Takes to Make Progressive Learning Successful ................................................. 31
Dimensions of Progressive Learning in Non-Traditional Schools .................................... 31
ix
Lifelong Learning Process ................................................................................................. 33
Teachers’ Knowledge, Motivation and Organizational Influences ................................... 34
Conclusion ......................................................................................................................... 46
Chapter Three: Methods ................................................................................................................ 48
Research Design ................................................................................................................ 48
Participating Stakeholders ................................................................................................. 49
Sampling Procedure ........................................................................................................... 50
Interviews .......................................................................................................................... 51
Data Analysis ..................................................................................................................... 53
Credibility and Trustworthiness ........................................................................................ 54
Ethics ................................................................................................................................. 55
Limitations and Delimitations ........................................................................................... 57
Conclusion ......................................................................................................................... 58
Chapter Four: Results .................................................................................................................... 59
Participant Profile .............................................................................................................. 60
Knowledge Findings .......................................................................................................... 63
Motivation Influences ........................................................................................................ 75
Organizational Findings .................................................................................................... 84
School to Family Connections ........................................................................................... 94
Support From Government ................................................................................................ 97
Themes ............................................................................................................................... 99
Conclusion ....................................................................................................................... 103
Chapter Five: Discussion and Recommendations ....................................................................... 105
Recommendations to Instill Knowledge, Motivation, and Organizational Assets in Non-
traditional education system in Qatar ........................................................................ 108
Implementation plan and Proposed Action Steps ............................................................ 124
x
Evaluation Plan ................................................................................................................ 132
Considerations for Future Research ................................................................................ 142
Conclusion ....................................................................................................................... 143
References ................................................................................................................................... 144
Appendix A: Interview Protocol .................................................................................................. 163
Appendix B: Informed Consent/Information Sheet ..................................................................... 166
Appendix C: Recruitment Letter ................................................................................................. 168

xi
List of Tables
Table 1: Assumed Knowledge Influences 38
Table 2: Assumed Motivational Influences 41
Table 3: Assumed Organizational Influences 46
Table 4: Participant Profile and Characteristics in Non-traditional schools (Participants N=10) 62
Table 5: Assumed Knowledge Influences on socio-emotional development of students 64
Table 6: Assumed Motivational Influences on socio-emotional development of students 77
Table 7: Assumed Organizational Influences on Socio-Emotional Development of Students 85
Table 8: Knowledge, Motivation, and Organizational Influences of Socio-Emotional Based Non-
Traditional Schools in Qatar 106
Table 9: Proposed Implementation and Action Plan 126
Table 10: Evaluation plan 135

xii
List of Abbreviations
ADHD Attention Deficit Hyperactivity Disorder
CCE Character and Citizenship Education
GPA Grade Point Average
KMO Knowledge Motivation and Organization
MOE Ministry of Education
MOE-FAS Ministry of Education Financial Assistance Scheme
NCES National Center for Education Statistics
NLS North Light School
PSLE Primary School Leaving Examination National Exams
SEC Supreme Education Council
SOR Statement of Results
UNESCO United Nations Educational Scientific and Cultural Organization
1

Chapter One: Introduction
The problem of practice examined in this study is a promising practice of socio-
emotional development of students in a non-traditional education context. The study is crucial
given that there are limited models available for the successful implementation of socio-
emotional development. This challenge is similar to the schools in the Qatar context, specifically
on the socio-emotional needs of non-traditional students. The analysis provided by the Qatar
educational system attributes the need for reforms as the traditional classroom learning
environment tends to focus heavily on recitation and memorization (Brewer et al., 2007). For
example, a lack of positive peer relationships between teachers and students reduces the chances
of facilitating social and emotional support that is required to enable the latter to have a sense of
meaning at school (Noble & McGrath, 2008; Zellman, 2009). The challenge with the education
system is further coupled with a lack of research studies conducted to promote the application of
principles of positive education systems, such as developing social and emotional competency
among students (Al-Mansoori et al., 2017).
This case study will be based on the Northlight, which is identified as a non-traditional
school in Singapore. The U.S. Department of Education defines non-traditional schools as public
elementary or secondary schools that address the needs of students who struggle in regular
schools and provides non-traditional education (Lehr et al., 2003). In a non-traditional learning
context, students are involved in a problem-solving approach compared to a curriculum that fails
to put into consideration the diverse interests of students (Tularam, 2018). This indicates that
non-traditional schools are diverse and act as an essential segment of the educational system for
students who need customized learning experiences, such as students with behavioral challenges
(Morales, 2018). Across Singapore, about 6.7% of students fail to pass their needed requirements
2

to advance to the next grade level, calling on institutions to formulate unique ways of dealing
with their needs (Brown, 2017).
According to Usher (2012), the relevance of students engaging and participating in non-
traditional schools includes advancing communication and real-life skills and fostering the
development of analytical skills. Even though the implementation of the non-traditional system
experienced challenges in the infancy stages, the Bureau of Census reveals that the Singapore
government supports the enrollment of students in non-traditional schools as a method of
offering them a second chance (Morales, 2018). The International Development Agencies and
Singapore Ministry of Education observe that the number of students enrolled in non-traditional
schools globally amountss to 19,089,000 (Grabowski & Watkins-Lewis, 2016). The reduced
number of non-traditional schools in the Singaporean and Qatar context may be attributed to
numerous factors, such as adverse health outcomes, cultural modalities, and indicators of teacher
quality, such as certification, experience, and level of training (Darling-Hammond et al., 2020;
Garcia & Weiss, 2019; Kamal & Bener, 2009). This study analyzes the importance of the non-
traditional approach used by the Northlight school in helping students who have not traditionally
performed well to perform excellently across all levels. Similarly, many students have been left
out by the education system in Qatar with evidence pointing out inefficiencies with the system,
which failed to produce top-caliber students (Karkouti, 2016).
Background of the Problem
Existing literature has demonstrated that students in traditional schools are not
performing well academically owing to various challenges such as age, socio-culture issues,
gender, environmental factors as well as hailing from minority ethnic groups (Grabowski et al.,
2016; Wong, 2018; Lynn & Robinson-Backmon, 2006). Although there is much literature
3

regarding the dropout rate, little is known regarding the factors that non-traditional schools
should take into consideration to enhance the academic performance of the students. Further,
little is known regarding the knowledge, motivation, and organizational assets of teachers who
need to enable non-traditional students to perform at high levels of achievement. Therefore, this
study sought to explore the factors that Qatar's non-traditional schools should take into
consideration to enhance the academic performance of non-traditional students, including
knowledge, motivation, and organizational assets of teachers who need to enable non-traditional
students to perform at high levels of achievement. Graduating high school is the minimum level
of achievement that is essential for youths when searching for employment in the modern world
(Grabowski & Watkins-Lewis, 2016). As a result, maximum effort is required by teachers,
parents, school boards, and communities to enable young people who have not succeeded in
traditional educational settings to succeed in non-traditional educational environments, across all
levels starting from co-curricular activities to classwork (Brown, 2017).
A 2018 report from Singapore’s Ministry of Education approximates that between 2016
and 2017, the percentage of high school graduates was 82% (Brown, 2017). Similarly, Morales
(2018) reported that the dropout rates among high students in Singapore increased by 7% in
2019. To address this issue, non-traditional schools in Singapore's urban district seek to equip
youths who have not succeeded in the traditional school environment with the skills and support
to earn their school diplomas (Morales, 2018). There is an increased urgency for non-traditional
schools to help students achieve success across all levels by removing obstacles that limit
positive performance (Southall et al., 2016).
The implementation of technological strategies and revised curriculum programs,
evidenced from studies conducted, points out the challenges that non-traditional students
4

experience globally (Kamal & Bener, 2009; Karkouti, 2016). Non-traditional students have also
been associated with varied challenges as non-traditional continue to be intertwined with the
need to prepare students and ensure that they meet the expectations of the 21st-century job
market. Accordingly, Chapman and colleagues elaborate on the challenges of creating a relevant
learning context for non-traditional students and teacher-centered pedagogy (Chapman et al.,
2014).
In the Qatar context, non-traditional students also experience challenges as teachers fail
to understand how to fully motivate their students (Al-Mansoori et al., 2017). Findings from a
study conducted by Al-Mansoori et al. (2017) revealed the significance of implementing positive
education by engaging students in the teaching and learning process. In addition to the challenge
of how to motivate students to highlight co-operation, teamwork, and preparedness to learn,
teacher quality, experience, and the climate of the learning environment are other hurdles that
affect the academic competence of non-traditional students in the Qatar context Darling-
Hammond et al., 2020; Garcia & Weiss, 2019). Achievement of this objective occurs through
several means. First, accelerated classes ensure that classes assist non-traditional students in
taking a short period to complete and to finish their degree programs within the shortest period
(Liu & Tourtellott, 2011).
Accelerated learning further enables teachers to create flexible learning schedules for
their non-traditional students to ensure the positive reception of concepts taught (Hittepole,
2019). In this type of learning environment, non-traditional students have an opportunity to
improve on their academic performance at their own pace. Besides, flexible schedules tend to
align with concerned students’ optimal learning time while at the same time leaving room for
them to explore their interests outside the classroom. Bruce-Sanford et al. (2015), note that a
5

flexible schedule can assist non-traditional students to balance study time with other activities of
interest outside the classroom. Besides, findings from existing studies identify blended learning
as a style of education that allows students to learn through traditional face-face, online and
electronic media (Atef & Medhat, 2015; Morales, 2018; Uğur et al., 2011). These efforts aim to
enable students to succeed across all levels and acquire diplomas (Brown, 2017).
Importance of a Promising Practice Project
The fundamental aim of education is to enable students to think critically and intensively
(Brown, 2017). Different stakeholders, including school board members, principals, and
superintendents need to ensure that all students succeed across all levels. Non-traditional schools
have a chance to offer supportive schooling to students who have not been supported so far by
the system. Non-traditional schools can provide students with a wide range of options to ensure
success in all areas. Some students may feel overwhelmed in a large group setting, do not feel
comfortable sharing their challenges with counselors, and require special care through
appointments (Grabowski & Watkins-Lewis, 2016). Unlike traditional schools that have a
different curriculum design to serve masses of students, schools with non-traditional students
help the non-traditional students because of flexible schedules and curriculums. The non-
traditional schools may provide smaller class sizes and have educational professionals trained to
build close relationships among the students concerned to ensure they increase their chances of
success (Brown, 2017). Additionally, equal attention can be focused on improvement and
academic growth to better position non-traditional students for future success in their careers,
college, and democratic roles as citizens. For these reasons, it is important to study promising
practices related to non-traditional schools that have enabled their students to excel.
6

Organizational Context and Mission
In Singapore’s urban district, a non-traditional program was initiated in 2005 to help
youth follow a different educational path to acquire a diploma. The Northlight non-traditional
school provides help to particular students who were not passing their exams needed to advance
to the next grade and to prevent them from dropping out. At Northlight School, “students are all
unique, talented and each of them has grand aspirations” (NorthLight School [NLS], 2020). The
Northlight School focuses on providing an educational framework that is engaging for all youth
as it prepares them for future success. The Northlight School adopts an experiential structure of
education. Through this framework, students develop their socio-emotional talents and
educational success. This structure also recognizes student achievements, encourages peer
support, and promotes self-esteem. The school allows each student to prepare for their future by
ensuring they succeed across all levels through nurturing their confidence and morals so that they
can contribute positively to the community. The Northlight Schools' mission is the provision of
engaging career-based values for youth to ensure lifelong employability and learning. The vision
for Northlight School is for it to be an institution of choice for children prepared for life and
living (NLS, 2019).
Organizational Performance Status and Performance Goal
Northlight’s goal is to offer engrossing education for youth and to groom them for long-
term learning and employability. The mission statement of Northlight School can be identified as
follows; “to provide an engaging career-oriented and values-focused education for youth in
preparing them for lifelong learning and employability” (NLS, 2020). Besides, Northlight School
has shown exemplary performance as demonstrated in the past decade from students who
acknowledge the school for their academic success in their varied testimonies (Northlight
7

School., 2020). In an example, one student claims that he got hope at Northlight’s school even
when other students had concluded that the school had no hope after he had failed his primary
leaving examination. Northlight School is fully compliant with the vocational school curriculum
that empowers students with life skills and emotional strength. The school has also performed
well in co-curricular activity programs, grouped under sporting and games, performing arts,
uniformed groups, clubs and societies, and student leadership, which caters to the students’ needs
beyond academics (Northlight School., 2020). The special student assistance schemes at
Northlight School help students throughout their course of study toward successful completion of
training in the region. This aspect relates to the school’s objectives of students seizing available
opportunities, provision of engaging education for all youth, and preparing all students for
lifelong learning or soaring careers.
The school has also gone through several mandates, and multiple initiatives required by
the state have led to improvements. For example, those who need financial assistance can apply
directly for the Ministry of Education Financial Assistance Scheme (MOE-FAS) or the school-
based financial assistance to accommodate the fees needed to attend Northlight school that
ranges between $90 and $150. Additionally, most students pursuing both normal academic
streams and the technical stream score high marks depicting improvement in the school.
Northlight School also implements a school transformation group, including teachers and
administrators like the principal. A school transformation group is a group comprising of leaders,
entrepreneurs, innovators, and educators who work with the best school systems in the world to
comprehend how they efficiently and effectively assist children to learn. This relates to the
school’s mission of nurturing the socio-emotional aspects of students by recognizing
achievements, encouraging self-esteem, and support. The school enrolls more than 200 new
8

students every year and today more than 1500 students have successfully finished their education
at Northlight. The school uses the grade point average (GPA) that ranges between A to F based
on the credits allotted for each subject. Whereas Year 1 and Year 2 GPA progress report is
calculated and the progress report issued by the school, Year 3 and Year 4 receive their statement
of results (SOR) from the Institute of Technical Education (ITE).
Description of Stakeholder Groups
The stakeholders at Northlight School include school leaders and school board members.
Students, as stakeholders, possess the most critical aspects of performance. Moreover, the
stakeholders have dynamic participation right from the designing, planning, evaluating, and
implementation processes. The involvement of students as stakeholders depends on their
maturity level. Originally the students of Northlight did not perform well in their primary school
leaving examination (PSLE) national exams, however, the school recruits students irrespective of
their personalities. Accordingly, the PSLE that is administered by Singapore’s Ministry of
Education, helps to determine the movement of students into the secondary school from their
respective primary schools. This is why the students at Northlight School are required to
demonstrate increasing academic performance which is measured using different tools.
Teachers, as stakeholders, ensure that students are inspired. This occurs by teachers
priding themselves in the work they do to help others realize their potential. Teachers at
Northlight School complete their jumpstart courses, attend conferences to expose themselves to
new tools, and become google educators to enhance their tech skills or professional development
(Saravanan & Ponnusamy, 2011; Tin, 2008). Teachers also improve their pedagogical skills by
learning new theories, adding new teaching strategies, and differentiating instruction. Other
9

performance aims that teacher have include; ensuring effective class management by adjusting
their mindsets (Southall et al., 2016).
Additionally, various school leaders at Northlight School like school leaders support the
goal of the school board by formulating a plan of action that meets the expectations of the board.
They direct, hire staff, manage budgets, and make essential decisions that affect the entire
academic community. The entire Northlight school’s teaching staff comprises of at least 50
teachers. The teachers are categorized into departments, such as Aesthetics department,
character, and citizenship education (CCE), and student development team among others (NLS,
2020). As a key component of the school’s organization, the teaching consists mostly of teachers
with Singaporean origin who are tasked with the responsibility of representing the students’
racially, economically, and in gender. Similarly, the school board works with the surrounding
community to ensure students graduate and achieve post-graduation success as well as play a
critical role in adopting policies and overseeing the annual budget.
Stakeholder Group for the Study
While a complete analysis of this promising practice would include all stakeholder
groups, the stakeholder group for this study at Northlight School is teachers. In the current 21
st

century, teachers achieve their goals by setting examples, giving students purpose, ensuring they
are set for success, and inspiring them to succeed in life as citizens (Kivunja, 2015).
Correspondingly, Omar (2014) asserted that teachers achieve their goals by bringing change in
the life of students. Teachers hold the students responsible for both their failures and successes.
Teachers also shape the opinions of students, expand their limits, and push their levels of
creativity because each student is talented in their way (Brown, 2017). Teachers also act as role
10

models to students hence achieve their teaching objectives by staying positive even when
different aspects seem grim.
Teachers achieve their purpose by providing knowledge and education that students can
use in their lives (Hurst et al., 2013; Tirri et al., 2016). They simplify the most complex, and
abstract concepts which then make sense to students. Moreover, they also expand on the
students’ aspirations, enabling the students to do better. By not accepting failure, teachers give a
gentle nudge to the students in the right direction and allow the students not to give up. The
teachers also guide students of all types ensuring that every student’s weakness and strength are
enhanced (Morales, 2018). Dedication is also a vital aspect that enables teachers to work around
the clock as they communicate with the parents for any necessary extra assistance.
Purpose of the Project and Research Questions
The problem of practice examined in this study involves the investigation of the
knowledge motivation and organization (KMO) influence at Northlight non-traditional school.
Exploring this problem enables the school to take into consideration the factors needed to
enhance the academic performance of the students and also help address the challenge of a high
dropout rate and academic performance in Qatar. Findings from the proposed study initiate a
conversation on the development of non-traditional school systems in Qatar by implementing
similar non-traditional models to enhance the academic performance of the students and enable
them to become successful. Statistics indicate that commencing the year 2016, at least 900,899
children have not yet finished high school in Singapore, hence the need for individual schools
that provide a second chance for this student population to graduate and acquire diplomas
(Northlight School, 2019). Nontraditional schools have an important responsibility to create
opportunities for those who have not been nurtured by the traditional system. The purpose of this
11

study is to conduct a gap analysis, modified for a promising practice analysis, to examine the
knowledge, motivation, and organizational assets on Northlight school achieving academic
success in the non-traditional school system.
Findings from a study conducted by Cassady et al. (2020) attribute the positive outcomes
of non-traditional schools that play a very crucial role in Singapore because they give students
who have dropped out of school a second chance to improve their lives. In another study, Poon et
al. (2013) stipulate that most of these students who drop out of schools have difficulties when it
comes to handling the mainstream that is used by the rest of the learners so Non-traditional
schools give them a second chance where they can fulfill their dreams. Students who get
admitted to traditional schools have at least attempted and failed twice at the primary leaving
examinations (Heng & Tam, 2006). According to Poon et al. (2013), more than 60% of students
would risk dropping out of schools completely if the non-traditional system of learning did not
exist. Evidence presented in the above studies indicates that many nontraditional schools are not
taking up that responsibility, which elicits the need models of nontraditional schools that nurture
the full student and support graduates to thrive after graduation.
Research Questions
The questions guiding this study are:
1. What are the influence of knowledge, motivation, and organizational (KMO) to
implement practices of socio-emotional development on Northlight school teachers?
2. What are the recommendations for practice for other schools seeking to build a similar
model for non-traditional students in Qatar?
12

Conceptual and Methodological Framework
A gap analysis was applied in the proposed study. Gap analysis, is a systematic analytic
method coined by Clark and Estes (2008), which entails a model modified as a promising
practice, to help in clarifying the goals and identifying the assets that contributed to the preferred
performance levels. The assumed knowledge and organizational influences as well as motivation
that contributed to the attainment of the organization’s goals was developed basing on connected
literature and personal knowledge. Assessing these influences on performance was done using
interviews on zoom. The purpose of this study is to conduct a gap analysis, modified for a
promising practice analysis, to examine the knowledge, motivation, and organizational assets on
Northlight school achieving academic success in the non-traditional school system. The analysis
begun by generating a list of possible or assumed assets contributing to the performance that
were examined systematically to focus on actual or validated influences on performance.
Definitions
To enhance clarification, the researcher decided to define the following terms.
Academic achievement: gaining a higher level of performance across the coursework in
school (Ramchander & Naude, 2018).
Critical factors: increased attendance, online learning, smaller class sizes, and teacher
quality that is critical to academic achievement (Grabowski et al., 2016).
Non-traditional schools: public elementary or secondary schools that address the needs
of students who struggle in regular schools (Lehr et al., 2003). Non-traditional schools tend to
provide non-traditional education to students at their own pace by encouraging them to engage in
an inclusive learning process that puts their interests first.
13

Traditional Schools: the ones that stress the use of basic educational practices and then
expect the learners to master academic learning in subjects such as math sciences and reading
which are core subjects (Bukhari & Nisar, 2017).
Socio-emotional development: the ability of a child to establish a rewarding and positive
relationship with others and it also includes the experiences and the way a child can manage their
emotions (Berry et al., 2016).
Nurturing: the ability to care for and protect something or someone while they are in the
process of growing (Chhibber, 2019).
Experiential approach: the process through which students develop skills, knowledge as
well as values from the experiences they get from outside a traditional setting. Students learn
from their mistakes, successes as well as the consequences in this approach (Soubhi, 2017).
Self-esteem: is the confidence that one has in their abilities, worth as well as self-respect
(Liao et al., 2018).
Lifelong learning: an activity that is undertaken throughout a person’s life and its main
aim is to improve competence in a person, skills as well as the knowledge that the person already
has (Gouthro, 2017).
Career-Oriented: A person who is Career-Oriented has in their mind what they want to
become in a particular period and also, they know what they need to learn and understand to get
in that position (Buettner, 2017).
Values-focused education: the type of education that creates a strong learning
environment that develops the social skills of students which would last for a lifetime (Hale et
al., 2018).
14

Employability: Employability is the ability to possess the requisite qualities to do work
that can be paid (Ingusci et al.2016).
Procedural knowledge: This is the knowledge that is usually exercised when performing
a particular task (Rittle‐Johnson et al., 2016).
Organization of the Project
This research study is organized into five different chapters. The first chapter highlighted
the background of the problem of the lack of opportunities for nontraditional learners and the
consequences for their learning, significance, and purpose of this research, the theoretical
framework, and the research questions guiding the study. The second chapter consists of the
literature review and includes a discussion on non-traditional schools, non-traditional students,
and challenges and opportunities in meeting their needs. The third chapter discusses the
methodology for the research. The fourth chapter discusses the results from the data, and the fifth
chapter offers recommendations and implications of the research study.

15

Chapter Two: Literature Review
Based on the dynamics of modern society, traditional schools are no longer relied upon
by some people as the most effective way of educating students. The increasing cultural changes,
globalization, and generational differences and beliefs have turned some traditional schools into
a factory that churns out minds for the corporate world (Maiers, 2017; Zhang, 2019). In so doing,
the traditional schooling system has placed more emphasis on grades neglecting other important
aspects of education, such as emotional, physical, mental, and psychological health. Darling-
Hammond et al., 2020; Riordan & Noyce, 2001). Further, it is emerging that many students are
struggling to learn in traditional schools for an array of reasons that are covered in this paper
(Aydin et al., 2017; Blaauw, 2016). The impact of this is that it increases the number of students
who drop out. Thus, non-traditional schools have emerged as an alternative to the traditional
schools providing parents with options.
Non-Traditional Schools’ History
As defined by the U.S. Department of Education regarding non-traditional schools, public
elementary schools are failing to meet the needs of the students. Therefore, the need for non-
tradition schools is to cater for students who find it difficult to learn in the traditional classroom
setting. In essence, non-traditional schools should provide an alternative method of education for
such students. If such students are neglected (and assumed to be 'stupid' by teachers and fellow
students), they will either drop out or struggle through while learning little or nothing (Merga,
2019).
Most importantly, however, is that UNESCO's vision of using education as a progressive
and uniting factor towards solving global problems will be in jeopardy. Historically, non-
traditional are schools whose distinct purpose is to serve students that have unique instructional
16

needs that cannot be adequately addressed in a traditional classroom setting (GOSA, 2017).
Some of the common non-traditional schools in America include, but not limited to Residential
Treatment Centers, special education schools for the disabled, dropout prevention schools,
schools that help immigrants or refugees transition into the society, schools for students with
behavioral, disciplinary, or academic problems and the Department of Juvenile Justice Schools.
Over the years, non-traditional schools have emerged as an educational option for students who
have not succeeded in a traditional school setting (Lehr et al., 2003).
The current system of public schooling began in the 1830s in the United States, intending
to provide a common and culturally unifying education experience for all children seeking to
learn (Miller, n.d.). However, since it started, a certain group of parents, educators, and students
have declined to be part of the system for a variety of reasons. For instance, some believe that the
agenda of social efficiency does not instill learners with values, such as creativity, individuality,
and spiritual development. Even though the inception of non-traditional schooling was first
associated with white Christian men who had access to education, Ogren (2003) attributes the
trend changed from the mid-twentieth century for the better. Accordingly, developments
emerged after World War II, which enabled political, economic, and societal changes to take into
consideration the plight of affected students. This can be manifested in the increased number of
women, minorities, and those from lower socio-economic classes joining schools as reported by
the U.S. Department of Education (Ogren, 2003).
Some educational pioneers and prominent educators such as Maria Montessori, John
Dewey, Amos Bronson, Henry David Thoreau, and Francis Parker, among others, advocated for
education that develops children at all levels: intellectually, emotionally, spiritually, physically,
and psychologically (Noddings, 2005; Palmer et al., 2001; Rudge, 2008). The first formally
17

recorded and recognized non-traditional schooling was established after World War II in Italy by
Loris Malaguzzi (Allen, 2009). In modern society and especially in the United States, the 1960s
saw non-traditional education movements grow throughout the country. In this period, the United
States was undergoing a variety of movements, including the Civil Rights Movement against
racial segregation, and discrimination that limited many students from attending certain schools.
The country was marred with demonstrations and strikes which affected learning
institutions. The period between 1967 and 1972 saw public education receive profound criticism
from both educators and students regarding alternative models of education (SLIWKA, 1988). It
is in this period that over 500 ‘free’ non-public schools based on countercultural ideas were
opened (Miller, n.d.). In 1968, for instance, Rev. and Mrs. J. David Brostrom initiated that
Calvary Neighborhood School in the Calvary Lutheran Church by applying an approach akin to
that of Montessori (Case Western Reserve University, 2020). Data from the National Center for
Educational Statistics (NCES) that between 1993 and 1994, there were 2,606 non-traditional
public schools in the USA (Lehr et al., 2003). Between 1997 and 1998, the figure had risen to
3,850. In 2001, research by Kleiner et al. (2002) indicated that 10,900 such schools were
accommodating about 612,000 students, 1.3% representation public school students in the United
States.
Currently, there are thousands of non-traditional schools spread across the world, with
many of them found in the United States. In Boston, Boston Day and Evening Academy provide
a competency-based curriculum that is student-based. In this case, students’ progress on their
mastery rather than the time spent learning. Other examples of alternative schools include, but
not limited to, Fusion Academy (California), Brooklyn Lab, Eagle Rock (Colorado), and Rise
High, a program of DaVinci Schools found in Los Angeles. Some alternative schools have gone
18

international. As of 2018, there were 22,000 Montessori Schools in over 110 countries across the
globe (Trachta, 2019).
In the current society, education in traditional schools is oriented towards producing
students who will compete in the corporate world. Critics have insisted that traditional schooling
is turning children into robots who can work long hours for the benefit of business organizations
(Blikstein, 2013; Trilling & Fadel, 2009). Furthermore, critics of traditional schools contend that
the emphasis of traditional schooling is high academic grades. However, given the dynamics of
the modern society that is experiencing breathtaking cultural changes and global capitalism,
parents are increasingly thinking of the talents and mental, psychological, intellectual, and
physical well-being of their children. All these are unavailable in a traditional schooling
environment where the emphasis is on passing tests and exams (Valeeva et al., 2016).
As earlier mentioned, non-traditional schooling began as a result of several educators,
experts, and students agreeing that traditional schooling was not providing adequate education
for learners. Thus, it is equally vital to understand the meaning of education and the role it is
supposed to play in the life of a human being. Scholars agree that the word ‘education’ has
origins in the Latin term educatum whose meaning is the act of training or teaching (Saeed, n.d.).
Some prominent Western philosophers have coined different definitions of education. Aristotle
defined education as the process of training an individual to fulfill their aims in life by exercising
all the faculties to the fullest extent as a member of society (Muhammad, 2019). According to
Socrates, education is the bringing out of universal validity, which is latent in the mind of every
individual (Burgess, 2018). Muslim thinkers and scholars have also defined education in
different ways. For instance, Allama Iqbal stated education is the activity, understanding oneself,
and recognizing God (Ahmad, n.d.). According to Carr (2003), recent educational philosophy
19

has become a source of skepticism about the possibility of satisfactorily defining the word
education.
Carr's notion on the definition of the word education has been reaffirmed by the different
definitions of education, as seen in the previous paragraph. However, all the definitions by
various renowned scholars from different cultures of the world suggest that education seeks to
develop the innate inner capacities of individuals and, therefore, as a community (Saeed, n.d.). In
the end, the expected outcome of an education process is the same for the scholars who have
given different definitions. To understand this aspect, it is important to explore the reasons why
education is essential.
A study conducted by UNESCO in 2002 stated that the ethical, physical, emotional, and
intellectual integration of an individual into a complete human being is the fundamental aim of
education (UNESCO, A Holistic and Intergrated Approach to Values of Education for Human
Development, 2002). In essence, the school aims to mold an individual into a holistic being with
the ability to think critically and make informed decisions based on the environment in which
they exist. Some scholars have argued that 'education is the key to success' bearing in mind that
education opens doors for more opportunities. Based on UNESCO's declaration of the
importance of education, education plays a vital role in the life of both an individual and the
community at large. In agreement with UNESCO's declaration of the importance of education,
Türkkahraman (2012), further adds that the core aim of education is to ensure that individual and
societal developments are sustainable with both moral and tangible dimensions playing an
important role.
In terms of tangible dimensions, education instills individuals with knowledge and gives
them the freedom to pursue bodies of knowledge of their choice. Hence, we have medicine,
20

history, geography, literature, philosophy, architecture, information technology, and theology,
among many other bodies or sub-bodies of knowledge. A combination of these bodies of
knowledge is supposed to bring about development and growth in the world. Thus, we have
doctors, engineers, teachers, lawyers, and economists, among others. Each plays a role in the
realization of a progressive and inclusive society. In the process, individuals who choose to
educate themselves have a chance to pursue different professions and distance themselves from
poverty. Therefore, education is key to the eradication of poverty.
So important is education that it is a human right. This is according to article 26 of the
United Nation's human rights declaration (Assembly, 1948). This article has three aspects that
will be key in this paper. First is that everyone has the right to education (UN, 1948). Second is
that education shall be directed to the full development of personality and enhance respect for
human rights. The minds behind the universal human rights declaration envisioned that
education would promote friendship, tolerance, and understanding among individuals, gender,
races, and nations to foster peace and prosperity on the planet (Kester, 2010). Thus, education is
a critical tool towards ensuring that the world is a peaceful place to live in. Lastly, article 26 (3)
states that parents will have a prior right to choose the kind of education that their children will
undergo. The third part of article 26 is equally vital to this paper because it gives parents the
right to choose how their children will be educated. Therefore, if students are struggling to learn
in the traditional classroom, parents have a right to choose non-tradition schooling for them so
that they can remain educated and competitive as their peers in traditional classrooms.
According to then U.N. Secretary-General Ban Ki-moon, education is a fundamental
right and the basis for progress for any country in the world (UNESCO, 2015). He further added
that the challenges of combating global crises such as global warming and poverty besides the
21

achieving of a truly sustainable global environment rely on education-oriented solutions
(UNESCO, 2015). In 2015 during the 69
th
session of the UN, education became central to the
success of international targets replacing Millennium Development Goals that expired in the
same year (UNESCO, 2015). The United Nations will rely on education more than ever to help
countries combat global crises, promote the need for a sustainable environment, and foster peace
on the planet.
In the spirit of offering each individual an opportunity to education, and in reference to
education as a human right, the non-traditional school has an important role to play in our
education system. Further, since education is a core requirement towards the realization of a
peaceful and sustainable world, then each individual should be allowed to pursue it at all levels.
Besides, given the importance of education in developing the personal skills of individuals, each
individual must get a chance to contribute to the development and sustainability of the planet. As
demonstrated in the evidence from existing studies reviewed in this section, non-traditional
schooling has gone diverse changes over time to accommodate students from diverse
backgrounds. Currently, non-traditional models are intended to meet the needs of students from
multiethnic, religious, and lower socioeconomic backgrounds that could not be achieved in a
traditional school context.
Implementation of Non-traditional Approach
Non-traditional education is usually offered in other different ways apart from the
common daytime college and classrooms (Mayhew, 2014). The versions of non-traditional
education can include residencies, evening courses, independent learning as well as one-on-one
learning. According to Mayhew (2014), in most cases when non-traditional education is being
implemented, the teachers or the students might have been in a position where they were
22

dissatisfied with traditional education and its outcomes. Moreover, non-traditional education
tends to emphasize close relationships between learners and teachers, the value of small class
sizes as well as the sense of a community. Alongside other varied understandings of non-
tradition approaches hinged on age and socio-economic factors, other categories are home-based
education, independent education, popular education, and alternative education.
The UK embraced non-traditional education for so long and according to data and
statistics, it works perfectly for both the students, the teachers as well as the education system in
the country (Holton, 2018). Sands school in Devon is one famous school in the UK that has
allowed the students to pursue non-traditional education because there is no hierarchy nor a
headteacher. There is no mainstream education in the school because there are no rules such as
bells, a particular dress-code, and also there is no division between students and teachers. In the
school, students do chair meetings the same way teachers do, there is the spirit of equality and
mutual respect and also the students have ensured that class sizes remain small. Students in this
school sit for exams when they are ready and practical life skills such as building, cooking, are
offered (Tyler, 2017). The school is successful and students do excel in various aspects of life,
not just classrooms that highlights the relevance of non-traditional education.
Normalizing and implementing non-traditional education in Qatar is advantageous for
both the students, the teachers as well as the educational systems. Even though the Ministry of
Education and the Supreme Education Council (SEC) controls the implementation of the
curriculum in the country, there is positive reception of a non-traditional model (Crist & Powell,
2017). The directives and expectations of SEC are that every child must attend the primary
school which follows a particular curriculum. The government of Qatar is so keen on promoting
education so that the economy can be diversified and also the social values and morals of the
23

population can be promoted. The initiative was prompted in 2018 when the Qatar Foundation
launched Academiyati, a non-traditional school whose role involved the provision of “a globally
unique learning model” to help students achieve their full potential (The Gulf Times, 2019). The
implementation of the non-traditional model will facilitate social and emotional support among
students and enhance their personal and academic development.
In trying to diversify and promote education to the population of Qatar, SEC and the
Ministry of Education encourages the normalization of non-traditional education because it has
proved to work in other countries, such as UK (Mannay & Ward, 2020). When pursuing a non-
traditional education, students know how to balance work and life because they are trained on
how to work and learn at the same time (De Oliveira et al., 2018). Students who are involved in
non-traditional education can multitask comfortably when they are still learning because they are
taught the benefits of having a side job while still learning. Accordingly, Collis and Reed (2016),
posit that student who are subjected to non-traditional education become wiser when compared
to those in traditional educational schools. This is because students in non-traditional schools are
equipped with relevant skills and attributes that might not be addressed in a traditional school.
The implementation of a non-traditional model in Qatar significantly benefits students who fail
to cope with the education offered by the traditional system.
There are several differences between traditional and non-traditional schools. First,
traditional schools provide an environmental setting that mimics the expectations of the
corporate world (Mesika, 2019). In addition to deploying individualized learning under a strict
curriculum, students in traditional schools mingle and socialize with a diverse group of
classmates that mirror the potential workforce in the future. Conversely, non-traditional schools
provide an individualized learning approach as teachers are tasked with the responsibility of
24

shaping the curriculum depending on the needs of the student, unlike in traditional schools,
where students learn every subject provided (Darling-Hammond et al., 2020; Rathunde, 2003).
Further, the nature and setting of non-traditional schools allow students to receive adequate
attention from teachers (Allen, 2000). On the other hand, traditional schools might have a large
number of students and limited resources, including a discouraging student to teacher ratio.
Traditional schools rely on a government-approved curriculum with a regular learning
schedule (Aydin et al., 2017). On the other hand, most non-traditional schools develop their
curriculum based on the needs of the students (Usher, 2012). Montessori, for instance, has
several characteristics not found in traditional schools. A good example is the mixed age group
program. At Montessori, they believe that combining various age groups works well in both
directions (Trachta, 2019). Their thinking is that younger children will learn from their older
counterparts while at the same time when the older children teach the younger ones, they
reinforce what they have learned. This is not the case in traditional schools where students are
placed in grades depending on their age and academic capabilities (Darling-Hammond et al.,
2020; Pajares & Valiante, 1999). Students who show high levels of intelligence are encouraged
to move a grade higher where they will interact with slightly older students. Generally, students
in the same grade tend to fall within the same age groups in traditional schools. Conversely, this
is not the case with some schools that embrace non-traditional models, which take into
consideration the plight of students who have failed to meet and achieved the expectations of
traditional schools.
Types of Progressive Learning Systems
The onset of non-traditional schools was not the only reaction against the perceived
deficiencies of traditional schools. Principally linked to John Dewey, the progressive education
25

movement began in the late 19
th
century (Reese, 2001). The main difference between this
education and traditional education is that progressive learning has roots in the learning
experience. In recent decades, traditional learning has emphasized on cost-benefit management,
intelligence testing, and scientific techniques. Proponents of progressive learning argue that
traditional schooling does little to enhance the emotional, creative, and artistic aspects of modern
students (Cremin & Barnes, 2010; Hogan & Bruce, 2013). The essence of progressive education
is that children learn how to think rather than relying on memorization of information that they
could soon forget (Kennedy, 2019).
Progressive education applies a concept called experiential learning. This design of this
concept uses hands-on projects that allow students to put their knowledge to use practically.
According to John Dewey, education ought to be a journey of experiences. Progressive education
(learning) is among the vital advantages of non-traditional schools over traditional schools. Since
progressive learning is child-centered, proponents argue that schools should meet the needs of
the children, unlike in conventional schooling, where the child is required to adapt to the needs
of the school (Staff, 2019). Based on this, there exist several systems of progressive learning.
These include life-adjustment, administrative, and pedagogical progressivism. Therefore, the
focus on the learning system adopted by Northlight school whereupon the non-traditional
schooling approach takes into consideration the diverse needs of students from different
backgrounds.
Pedagogical Progressivism
This system relies on the experience-based curriculum developed by teachers with the
input of students (Staff, 2020). Initiated by John Dewey, this system was backed by several
prominent educators such as Francis Parker, Stanley Hall, and George Counts, among others
26

(Labaree, 2005). Developmentalism and holistic learning are the core components of this system.
Developmentalism learning is one of the core components of non-traditional school systems
where the information source that gives a better opportunity to learn is given a priority because it
develops the perspectives of the learners (Edwards et al., 2009).
Developmentalism learning allows students to evaluate information as they learn and this
is the reason it is a major component of non-traditional school systems. Further evidence
indicates that developmentalism learning allows teachers to use trust-based methods while
teaching and training students in non-traditional schools (Lenker, 2017). Holistic learning is a
core component in non-traditional schools because the students have failed in other systems
therefore holistic learning engages their mind, soul, and body. Von Davier et al. (2019), stipulate
that the teachers and other leaders in non-traditional schools believe that learners can find
purpose through connecting to the natural world which makes it one of the major components of
non-traditional schools.
Administrative Progressivism
Like Pedagogical Progressivism, Administrative Progressivism was a reaction to the
inherent deficiency of traditional schools. However, they differ in the sense that Administrative
Progressivism is inclined towards the overthrow of the rigid schooling system that relied entirely
on books (Staff, 2019). Instead, this system aimed to create a public education system based on
vertically integrated bureaucrats, mass testing, and to no small extent, curricular differentiation.
The differentiating of curriculum based on academic and vocational records of students was vital
in meeting the needs of different calibers and classes.
27

Life-Adjustment Progressivism
Due to the internal contradictions of both administrative and pedagogical progressivism,
the progressive education movement was under threat. As a result, Life-adjustment education
began in the late 1940s and early 1940s. Those behind this system, including Charles Prosser,
insisted that education was supposed to prepare students for work in the corporate world. This
system borrowed from the two systems discussed in the previous sub-sections. In essence, this
system called for testing and tracking the academic progress of students (administrative
progressivism) while at the same time, minding the physical and emotional health of the learners.
This system is common in most American public schools where learners are under pressure to
pass exams. At the same time, they have access to other facilities that are supposed to enhance
their physical, mental, psychological, and emotional health.
It is in this system that we have many students struggling who require unique instructions
such as the disabled or dropouts. Coming into the fold during the Cold War period, the basis of
this system was to mentally adjust learners to the decidedly un-socialist society that was already
in existence (Hartman, 2008, p. 58). Thus, the inability to compete in such a system renders one
to ‘stupid' and incompetent, leading to dropouts. Among the reasons why non-traditional schools
are becoming popular is because traditional schools do not provide alternatives for struggling
students or students with special needs and attention (Burgess, 2018). In an example, the purpose
of Northlight schools is emblemed in the school’s mission whose desire is to instill students with
the mindset of never giving up and giving all the students an equal opportunity to flourish.
Importance of Failing in the Learning Process
Failure is part of the learning process. Many successful innovators and entrepreneurs
have endured failure at some point in their learning process. For instance, Thomas Edison failed
28

1000 times before inventing the bulb (Furr, 2011). Quoting Edison, “The electric bulb has caused
me the greatest amount of study and has required the most elaborate experiments” (Staff, 2019).
Edison's statement implies that for him to arrive at the working light bulb, he performed many
experiments that failed. Even great athletes and sportspeople go through the process of failure as
they pursue success in their respective fields (Moreno-Murcia et al., 2019). Essentially,
therefore, failure is an important part of the learning process (Loscalzo, 2014). The traditional
schooling environment's emphasis on passing examinations and tests has created fear of failure
among learners. Some students will even consider taking their own lives when they fail a test or
an exam (Yusoff, 2013).
Traditional schooling, therefore, does not fully recognize and embrace failure as part of
the learning process. In many instances, both parents and teachers castigate students when they
fail. Failure is part of the scientific methods used in research and development. Well-designed
experiments are often framed in terms of null hypotheses, which sometimes holds rather than its
alternate (Loscalzo, A Celebration of Failure, 2014). Traditional schools have created
environments where failing seems to be unacceptable when, in fact, people should embrace it as
part of the learning process. The inherent problem is that this system assumes that all students
have equal abilities in adapting and excelling in such a curriculum. The famous scientist, Albert
Einstein, once said that one should not measure the abilities of a fish-based on how it can climb a
tree (Chandler, 2000). The fish will spend most of its life thinking it is incapable when, in
essence, the basis of judgment is utterly wrong. They are struggling because they require a
unique learning environment that traditional schools hardly provide. The current study will
involve study participants recruited to participate in the study to ascertain the underlying
29

challenges that teachers in a non-tradition context that results in reportedly increased dropout
rates.
Failing is Common in the Traditional Learning System
As earlier mentioned, the traditional learning system prepares students for the corporate
world. Therefore, the emphasis is on grades in that student’s ability can only be determined by
their performance in the classroom ( Al-Zoubi & Bani Younes, 2015). The pressure to pass
combined with the need for competition among students, combined with the memorization of
facts and information, increases the chances of failing in traditional learning institutions ( Kamal
& Bener, 2009). Further, most traditional learning institutions have limited resources compared
to the students that require attention. Limited resources contribute to the factors that make failing
common in these institutions. When students feel like they cannot succeed in this education
system, they choose to drop out. Without non-traditional schools, some of the dropouts would
miss out on their human right; the right to education.
Quoting De Witte et al. (2013), Fernández-Suárez et al. (2016) defined school dropout as
the act of leaving education without having attained a minimal credential. In terms of geography,
high rates of school dropouts are prevalent in South and West Asia (at 43%) and sub-Saharan
Africa (at 36%). According to Prevatt and Kelly (2003), students who drop out of school have an
increased risk of experiencing and displaying socioemotional problems and engaging in behavior
that is considered criminal or immoral. Further, the literature suggests that dropping out of
school is the last stage of a cumulative, dynamic, and multidimensional process of
disengagement from school (Bjerk, 2012). There are several reasons why students choose to drop
out of school despite the importance of education, as discussed in the previous paragraphs.
Among these reasons is the fact that some students find it challenging to learn in the traditional
30

classroom setting. The high rates of school dropout on a global scale highlight the need for
alternatives to ensure that our children do not miss out on education opportunities (Fernández-
Suárez et al., 2016).
Circumstances That Affect Student School Performance
Apart from the environmental factors created within the learning institutions such as
pressure to pass and limited resources, several other circumstances might hinder the performance
of a learner in the classroom. Children living in poverty, for instance, have difficulties paying
attention (Kamal & Bener, 2009). Children from abusive families tend to be either withdrawn or
with conduct disorder that impairs their abilities to socialize and concentrate. Some students
struggle because they have developed ADHD at a younger age, which affects their well-being at
later stages in life (Al-Zoubi & Bani Younes, 2015). While there are efforts to identify these
problems, traditional schools have failed to provide an environment where students facing such
challenges can get the help they require.
How Progressive Learning Recognizes Failure in the Learning Process
Progressive learning is key because it gives learners the ability to do things practically.
Students learn through experience rather than through the memorization of information.
Providing an experiential learning environment requires that the curriculums designed in such a
way that students are involved more in practical projects than theoretical work (Carlson, 2016).
This student-centered, hands-on approach is more effective compared to learning theory. While
participating in such practical projects, teachers expect that students will make mistakes, and that
failure is part of the learning process. Coaches also apply a similar hand-on approach when
training athletes. A football team will practice a move several times, bearing in mind that failure
is expected before such a move is perfected. Failing, therefore, helps coaches to redesign and
31

adjust tactics for their teams to enhance both individual and team performance (Moreno-Murcia
et al., 2019). Therefore, progressive learning recognizes failure as part of the learning process.
What it Takes to Make Progressive Learning Successful
In traditional schooling environments, stakeholders focus on learners who pass exams
and awards them for their efforts. Therefore, while there is a small allowance to allow students to
develop and grow emotionally, physically, and psychologically, the emphasis is on intellectual
development based on the rates at which these schools administer tests and examinations.
Progressive learning, however, requires more than that. For instance, progressive learning
requires a healthy teacher to student ration to ensure that each student receives sufficient
attention (Kennedy, 2019).
Further, progressive learning requires the adjustment of the learning environment
continuously so that the environment is customized to the needs of the student (Labaree, 2005).
Apart from intellectual nourishment, progressive learning emphasizes the well-being of learners
physically, emotionally, mentally, and psychologically. Achieving this requires an environment
where a learner has freedom while at the same time, closely monitored without being pressured
to learn. Some progressive learning system requires extensive infrastructure. For instance, a
school for the visually handicapped will require brails and brail machines.
Dimensions of Progressive Learning in Non-Traditional Schools
Educators believe that progressive education is student-centered with an emphasis on
group projects instead of individual performance (Chandler, 2000). Therefore, progressive
education has s encourage progressive learning. Progressive learning has several dimensions;
1) learning through innovation
2) Specialized teacher training
32

3) health and wellbeing of students.
Learning Through Innovation
Innovation drives well-being and growth. Innovation is among the leading causes of
changes in society. Looking at technology, for instance, the speed at which it has changed in the
last few years is alarming. Thus, learning through innovation is akin to teaching students to have
to provide solutions to societal problems. It is, therefore, a key aspect of progressive learning
where learners learn to replicate the environment in which they live. For an individual, a country,
or the human species to survive and progress, innovation (alongside evolution) is essential
(Serdyukov, 2017). Learning through innovation involves training learners on how to look at
problems in their environment and come up with ways to solve the problem.
Specialized Teacher Training
Among the group of students who require non-traditional learning are physically
handicapped. To handle students with special needs, teachers must undergo special training that
will equip them with the necessary skills to take care of students with special needs fully. In
traditional schooling in the modern world, classrooms will include learners with diverse needs,
and each teacher will be required to meet the needs of each student (Carroll, Forlin, & Jobling).
Therefore, specialized teacher training is supposed to prepare educators in meeting the needs of
students with special needs.
Health and Wellbeing of Students
Apart from being intellectually nourished, learners want to grow and develop holistically
(Kapur, 2015; Lauricella & MacAskill, 2015; Serdyukov, 2017). In addition to keeping track of
the academic records, it is vital to ensure that learners are physically, mentally, and
psychologically healthy. For elementary pupils, for instance, they require ample playtime, which
33

is vital for their growth both physically and mentally. Non-traditional schools provide the best
environment for the creation of such an environment (Tularam, 2018). For example, the teacher
to student ratio ensures that there are enough teachers to give each student attention. It involves
noticing changes in behavior, health, mood, and even abilities. Some schools have a counselor
who talks to students through hard times.
Lifelong Learning Process
An important aspect of progressive learning is that it results in lifelong learning. Lifelong
learning is a key characteristic of the 21
st
century. The world is changing at a frantic pace, and
therefore, there is a need to keep learning and updating oneself with new information in
respective fields (Salamati & Laal, 2012). For the same reason, there is a need for people to
continually sharpen their skills to solve the new problems in the environment. Thus, lifelong
learning is a continuously supportive process that stimulates and empowers people ( Carlson,
2016). Most of the progressive learning is informal, where individuals choose to learn further
outside the school environment about the things that interest them. Lifelong learning can also
take place through experience. According to Walters (2010), this planet will not survive if it, not
a learning planet, and sustainability can only be achieved through lifelong learning.
The proposed study will be guided with the Clark and Estes framework to understand the
knowledge, motivation, and organizational factors as exemplified by teachers in the case study.
The model will outline the promising practice that will be crucial in streamlining goals and
identifying the specific assets for non-traditional schools in a preferred learning environment.
Whereas the KMO influences would be studied at Northlight school, the implementation of the
non-traditional approach and assumed assets discussed in the preceding section will provide
suggestions and recommendations for the preferred learning context. Most importantly, assumed
34

assets identified from the KMO influences will help generate ideas for schools seeking to
implement a similar non-traditional model to the preferred academic and performance levels.
Teachers’ Knowledge, Motivation and Organizational Influences
In the provision of a discussion on teachers’ knowledge, motivation, and organizational
influences, this section will be divided into three parts. The first part of this section provides a
summary and reviews literature about knowledge-related influences that are assumed to support
teachers as stakeholders in the achievement of their goals. Specifically, the study will explore the
different types of knowledge that enable teachers to support their students to have a strong grasp
of the different concepts explained in the classroom setting. Findings derived from existing
studies will be key in achieving the stakeholder’s goal, which involves the provision of socio-
emotional development for students to achieve success in school (Briesch et al., 2019).
Knowledge and Skills
Findings from a study conducted by Malm (2009), emphasize the need for teachers to
enhance their personal and professional development. Existing evidence indicates the rationale of
character education, which enables teachers to employ strategies to teach their students, such as
using utilizing knowledge-related influences as an action plan for practice (Agboola & Tsai,
2012; Clark & Estes, 2008; Mayer, 2011). Accordingly, knowledge and skills are an essential
part of teaching in a school setting. This means that teachers should have an advanced approach
of helping their students acquire, retain, and apply the specific knowledge they attain in the
classroom to pass their exams and thrive in the world.
The most successful teachers are those who possess different types of knowledge and
skills related to their area of teaching. As stakeholders, they have been instrumental in helping to
change the learning outcomes in school, as seen in the case of Northlight in Singapore. One of
35

the knowledge-related influence includes the teachers’ declarative knowledge, which highlights
the facts and information that is stored in memory (Clark & Estes, 2008).
Teacher Knowledge of Evidence-Based Instructional Practices Related to Career and
Technical Education
A study conducted by the American Psychological Association (2015), found that
declarative knowledge is explicit knowledge, which implies that an individual is consciously
aware and understands the information they process. Declarative knowledge, which is described
as explicit knowledge is crucial for the Northlight teachers because they understand the requisite
information needed to meet the expected student outcomes. In terms of knowledge and skills,
Northlight teachers are assumed to have due to their success in the implementation of a
curriculum that drives students towards employability. Similarly, Carpenter (2012), expounds on
the importance of declarative knowledge. Based on his arguments, it is evident that declarative
knowledge is fundamental in outlining how teachers utilize personal concepts in the classroom
setting alongside their influence to prompt student outcomes, for instance, academic
performance. Therefore, it is essential to acknowledge that assumed knowledge has several
influences in the classroom setting.
Teachers’ Ability to Effectively Implement Career and Technical Education
Second, procedural knowledge which helps in the incorporation of different teaching and
learning strategies for the Northlight teachers. In this case, the teachers' ability to enhance their
technical expertise is vital as they focus on imparting procedural fluency to their students.
Reviewed literature will focus on how teachers use different approaches to enhance their implicit
knowledge with the intention of helping students understand key concepts based on lesson plans.
Procedural knowledge deals with performing different tasks. This follows the rigorous
36

application of different methods and offers technical knowledge in the field of specialization. As
one of the types of prior knowledge, procedural is known to prompt and promote positive
academic achievement among students (Hailikari et al., 2008).
Arguably, Clark and Estes (2008), point out that procedural knowledge is concerned with
the value of utilizing solutions to close performance gaps. Stakeholders who are professionals need
to attribute the significance of undertaking pretraining needed for technical skills as a way of
bridging the knowledge and skills gap. In an example, teachers will take an instructional leadership
role in the integration of character education into a proposed curriculum to enhance students’
understanding of the academic subjects.
According to Seli and Dembo (2019), teachers, the main aim of having this type of
knowledge, is helping students have a sharp memory through an in-depth understanding of
instructions and making connections in their instructional processes. Teachers, as stakeholders,
are better placed to teaching their students through training and repetitive exercising. This helps
them with the development of a keen eye to tricks of finding different alternatives to overcoming
challenges during the teaching and learning process.
Teacher Self-Reflection of How Effective Their Approach Is in Preparing Students to Enter
Professions After Graduation
Teachers’ metacognitive knowledge refers to their effectiveness in determining how
effective their approach is in preparing students to enter professions after graduation.
Accordingly, Farrell (2013), points out the relevance of self-reflection, which subjects teachers
to beliefs and practices regarding their teaching and learning to critical analysis. Farrell argues
that self-reflection can be achieved through feedback and journal writing as a teacher seeks to
37

make improvements not only in their teaching strategies but also to prepare students to enter
varied professions after they have graduated.
As stakeholders, before implementing the structured instructional practices, teachers
embark on a process of understanding their learners. This self-reflective practice enables them to
understand the learning deficits of their students as well as selecting teaching strategies that will
promote effective teaching and learning process. In most cases, the teacher needs to have in-
depth knowledge in terms of metacognitive knowledge to help the student develop learning
abilities purposely to understand key concepts in the classroom. In addition to pursuing
professional growth, teachers need to focus on enhancing their knowledge through training and
job aids. This strategy is vital as teachers reflect on their lessons and define improvements in
their teaching and learning strategies for their students progressively.
Table 1 presents a breakdown by outlining the organizational global goal as well as the
stakeholder goals. Ideally, the global organizational goal translates at nurturing students’ socio-
emotional development through recognition of their achievements. Notably, the stakeholder
goals are to provide character education that helps students achieve success in their schools. The
table focuses on three knowledge types, namely declarative, procedural, and metacognitive
knowledge. As shown in Table 1, each knowledge type has its own assumed teacher knowledge
influence, as described below.

38

Table 1
Assumed Knowledge Influences
Organizational global goal
Northlight’s goal is to offer engrossing education for the youth and to groom them for long-
term learning and employability.
Stakeholder goal
Teachers provide nurturing the students’ socio-emotional development
Teacher assumed knowledge influence Knowledge type Knowledge influence
assessment
Teacher knowledge of the specific ways of
encouraging and empowering students
and ensure that they achieve positive
outcomes in their lives.

Declarative
Knowledge
(Factual)
How do you establish a
learning environment
that promotes social
emotional development?

Teacher knowledge of the resources
needed to support socio-emotional
development among the learners.
Declarative
Knowledge
(Conceptual)
What are the resources
needed for the provision
of information needed
to promote socio-
emotional learning
among the students in a
learning environment?

Teacher knowledge of how to utilize their
skills to foster the process of building
relationships in their learning
environment.

Procedural How did elicit and foster
relationships in the
learning environment?

Teachers reflect on their practice on how to
ensure that the students grow and
improve beyond their schools and into
their careers. Besides, it is imperative to
note that professionally, teachers are
central when it comes to teaching
students how to controlling and
regulating their emotions in a learning
environment where they interact with
teachers and their peers.
Metacognitive How would you describe a
successful graduate?
How would you describe
your efforts in
supporting social-
emotional learning and
the subsequent impact
you have on students?

39

Motivational Influences
In addition to knowledge, motivation is a key influence on performance. This section
reviews literature that focuses on motivation-related influences that are pertinent to the
achievement of stakeholders' goal of providing character education for students to achieve
success in school. Clark and Estes (2008) provide synthesized research on motivation and ways
of creating an environment that can enable teachers to address their performance gaps that are
prompted by motivation. Existing evidence recognizes the significance of knowledge and
motivation, which are vital components key to individual academic performance (Gbollie &
Keamu, 2017; Hailikari et al., 2008; Seli & Dembo, 2019). As demonstrated by its definition,
motivation is derived from the word “motive,” which means desires, needs, wants, and drives
within an individual. Therefore, it is a process that stimulates people to complete their actions
and their set goals (Seli & Dembo, 2019).
As a process, motivation consists of three stages:
1. A felt need
2. A stimulus in which the need has to be generated
3. The accomplishment of the need.
Therefore, Clark and Estes attribute that stakeholders can utilize motivation to address
their beliefs regarding efficacy and awareness that manifests their varying differences.
According to Clark and Estes (2008), the motivation which is a key component of the
KMO model is crucial when it comes to valuing performance by focusing on elements, such as
choice, persistence, and mental effort. In this regard, it is imperative to note that motivation can
be seen through the behavioral indices, persistence, and mental effort.
40

Teacher Self-Efficacy Theory for Providing Effective Character Education
Self-efficacy is a belief that an individual is capable of successfully carrying out a certain
task (Williams & Rhodes, 2016). In addition to being influenced by their interest, goal, and
attributions, stakeholder’s self-efficacy entails beliefs in their ability to carry out their tasked
duties and responsibilities in a professional way (Reyna, 2000). High self-efficacy predicts
teachers’ capacity to invest mental effort in teaching. This will be crucial in triggering positive
performance and motivation among their students. Besides, self-efficacy is normally not about
whether an individual is intelligent or generally a likable but how a stakeholder can influence
behaviors that are central to detailed performance accolades (Educational psychology, n.d). This
should also involve the mental effort needed by teachers to foster mentoring, coaching, and
motivating their learners.
Comparatively, self-efficacy is different from self-esteem as the former helps in the
prediction of choice, persistence, and mental effort that is crucial for the stakeholders involved in
this study (Lane et al., 2004). Existing evidence points out the relevance of teachers being
efficacious regarding their ability to implement effective character education (Milson & Mehlig,
2002). Additionally, Milson and Mehlig report the significance of developing a sense of efficacy
that is central in implementing instructional practices.
Teacher Value for Character Education
The theoretical perspective attributes teachers’ beliefs, which greater impact on their
teaching process (Valerio, 2012). Most importantly, four different dimensions are vital for
teachers to have concerning character education. Teachers need to see utility value in character
education in supporting student success post-school. Besides, teachers enjoy working with
students who are in a career and technical, rather than academic-oriented. Existing evidence from
41

studies elaborates on the application of intrinsic values that inform teachers’ decision-making
processes as well as designing and implementing new teaching and learning ideas (Anderman &
Anderman, 2020; Seli & Dembo, 2019; Turner et al., 2009). Moreover, intrinsic values
encompass strategies employed by teaches as stakeholders in motivating student learning in a
classroom. Table 2 presents the assumed motivational influences considered in the study.

Table 2
Assumed Motivational Influences
Organizational Global Goal
To nurture the students’ socio-emotional development by recognizing their achievements,
encouraging peer support, and creating conditions to promote self-esteem
Stakeholder Goal
Teachers provide nurturing the students’ socio-emotional development
Motivation
construct
Assumed motivation influence Motivation influence assessment

Self-Efficacy

Teacher self-efficacy for the
provision of socio-emotional
development to students.
How do you feel when you see a
positive change in students after
teaching them for a while?

Intrinsic
Value

Teachers’ belief in the value of
socio-emotional learning as
they prepare their students for
employment

Why did you choose to become a
teacher at this school and what
literacy programs do you
implement at your school that
supports student’s emotional
development?

42

Organizational Influences
Organizational influence plays an instrumental role in the performance of stakeholders
within the school setting. Organizational influences can be classified into either models or
settings as per findings by Gallimore and Goldenberg (2001). As a result, the organizational
influence and a model influence that will be reviewed encompass the setting category. The
organizational influences which will be considered in the section of the paper involve the
resources and professional development of the stakeholders. These variables are fundamental in
providing stakeholders with the ability to provide effective socio-emotional learning.
Organizational Resources
The availability of adequate resources plays a significant role in the performance of
organizations. In the school setting, resources make a difference in the type of curriculum,
support, and attention that students receive from their teachers (Ambrose et al., 2010). Resources
influence the performance of stakeholders in all organizations. For instance, the best performing
stakeholders in organizations receive recognition and appreciation in the form of gifts or tokens.
Ideally, these help to motivate other stakeholders to commit their efforts into improving to get
acknowledged nonetheless. It is important to note that stakeholders in the school setting also play
a direct role in sourcing for academic and training resources (American Psychological
Association, 2015). For instance, the heads of an organization can get into strategic alliances
with other corporations with the intent of supporting the school through corporate social
responsibilities (CSR).
Resources in North light school influence the performance of all stakeholders. The
impacts of stakeholder’s cuts across all departments in a school setting. For instance, a teacher's
performance is determined by the number of teaching materials present. The preparation of the
43

curriculum and the availability of reading materials for the students help prepare for
examinations (Carpenter, 2012). Resources do not only limit teachers in the context of the
availability of resources, but it also influences their performance in terms of salaries and
remunerations. Besides, the non-teaching staff, such as counselors, perform their duties well on
account of the available resource. For instance, to better create an excellent learning environment
for students, school counselors require videos as teaching aids to help students visualize means
of dealing with their challenge. Resources also influence the stakeholder's achievable goals. The
implication is that resource as an organizational influence determines the ability of stakeholders
to achieve their annual goals.
Application of Resource Into a School Project
In terms of the school culture that is aligned to support non-traditional students, the
organizational influence is utilized from a cultural perspective in the context of the project. At
Northlight, the school culture plays a significant role as its primary resource, which helps to
motivate non-traditional students to perform better in the school. For instance, the school has a
culture of acceptance and inclusion strategies, which helps to turn teachers’ efforts into notable
results (Bednarz et al., 2010). Notably, this plays a role in helping non-traditional students align
with their new cultures as they strive to settle in their new learning environment. The influential
culture as a resource is responsible for helping the faculty members to change their existing
courses to suit the needs of the non-traditional student, which is crucial in eliminating perceived
challenges anticipated in a learning environment (Chung et al., 2014; Grabowski et al., 2016).
This indicates that resources heavily influence the organization in many ways as a means of
helping students to achieve their goals.
44

Professional Development
Professional development involves learning as a means of expanding an individual's
knowledge base. Notably, in most organizations, the stakeholders undergo professional
development as a means of matching the expected industry’s standards (Denler et al., 2010).
Arguably, the best way of achieving professional development is through the attainment of an
academic degree. However, this is not the only effective means of professional development. The
use of informal learning opportunities serves as another approach in attaining professional
development. Depending on the needs of the industry standards, attending conference serves as
another means through which professionals increase their knowledge. According to Seli and
Dembo (2019), professionals can utilize different strategies as a means of transferring their
success strategies to students.
Professional development influences the ability of stakeholders to plan and execute their
goals and plans. The education process is complex and requires not just the input of teaching
staff. It requires they utilize their professional knowledge as a means of improving the outcomes
of students in the classroom setting. This is not just an attempt to acquire promotions in their
respective school. It is leverage in helping them acquire better knowledge that helps them
facilitate the learning process through undergoing rigorous tests and exams (Carpenter, 2012). At
Northlight school, the teaching staff is involved in conferences and workshops that take place
across the globe. Technically, this is aimed at improving their ability to impart their knowledge
to students. Professional development also plays an impact on the goals of the stakeholders. In
the project, stakeholders' goals of individuals who attained professional development inclined to
help students attain better results in the school setting. Consequently, it prompted an evaluation
45

of the applicability of professional development to the attainment of stakeholder's goals at
Northlight school.
Northlight focuses on helping non-traditional students attain success. This requires the
provision of sufficient time for the faculty members to alter their syllabus to meet the needs of
non-traditional students. It is essential to point out that it requires in-depth knowledge that is
gained from either attending conferences or through academic enlightenment from colleges
(Ambrose et al., 2010). At Northlight school, the non-teaching staff is also involved in the
creation of the curriculum.
A culture of Trust
The culture of trust is vital for all individuals in an organization. Ideally, the promotion of
a strong foundation of trust helps the stakeholders to reach organizational goals without
difficulty. A culture of trust is essential for stakeholders involved in the management of
educational systems. Moreover, North light deals with different types of students compared to
other schools. Before admission, administrators as stakeholders might pledge to help these
students improve their overall grades. Seli and Dembo (2019) mention that this pledge is easily
attained through the adoption of effective learning strategies. Based on this commitment, it takes
the initiatives of teachers to help the students improve their academic performance. Accordingly,
non-teaching staffs such as counselors also have to maintain and develop a culture of trust with
students. Non-traditional students expect full confidentiality from their school counselors.
Therefore, developing a culture of trust is central to helping the stakeholders with the
organization achieve their goals because it takes the efforts and initiatives of more than just a
single individual to attain organizational goals at North light school. Table 3 summarizes the
assumed organizational influences considered in the study.
46

Table 3
Assumed Organizational Influences
Organizational global goal
To nurture the students’ socio-emotional development by recognizing their achievements,
encouraging peer support, and creating conditions to promote self-esteem
Stakeholder goal
Teachers provide nurturing the students’ socio-emotional development
Organizational
influence
category
Assumed
organizational
influences
Organizational influence assessment

Cultural Model
Influence 1
The school’s culture of
celebrating successes
other than passing
tests when compared
with focusing on
socio-emotional
development and
vocational training
How do you emphasize on “non-traditional”
academic success? What would be your
recommendations?
Cultural Model
Influence 2
School’s culture of
focusing on socio-
emotional
development against
the need to provide
professional training
building trust and
character of students.

How is trust tied with socio-emotional
development?
How do teachers help students regain their
confidence to achieve success at school?
How would you define trust?
In your opinion, how important is a culture of trust
in the success of the students at school?
Cultural Setting
Influence 2
The school’s provision
of training teachers
in specific character
education specific to
student’s needs
How are students separated in terms of character
and talent?
How are then the teachers assigned to those
students?

Conclusion
The chapter is a comprehensive review of literature, which establishes a solid framework
for the subsequent sections of the paper. The chapter highlights the importance of socio-
emotional development in schools, and the prevalent gap within the traditional schools. The
47

chapter highlights the importance of non-traditional schools in bridging the gap of socio-
emotional development of students.
48

Chapter Three: Methods
The chapter provides an overview of the research design and method that were employed
in this study. The chapter provides insights of the research design adopted to guide the study, and
to obtain results to the research question and the research objectives. This chapter discusses the
participating stakeholders consisting of teachers recruited from the Northlight school. It also
provides a discussion of the sampling strategy used to recruit the study participants, outline the
sampling criteria, and provide the rationale for selecting the strategy. In addition to the
discussion of the target and sample population, the chapter highlights the data collection
approach and the instrument used in the proposed project study. Concisely, the section provides a
detailed explanation regarding how research subjects will be selected and the rationale for the
strategies used to select them from the population. This chapter also offers a description of the
qualitative data analysis process used in the study as well as the ethical consideration adopted to
guide the entire research process.
Research Design
The study undertook a gap analysis, modified for a promising practice analysis, to
examine the knowledge, motivation, and organizational assets on Northlight school achieving
academic success in the non-traditional school system. Northlight school plays a significant role
in the education of the learners. The study used a basic qualitative research method for the
current study. The qualitative research approach involved the collection of non-numerical data
that is rich and in-depth derived from the experiences, thoughts, and opinions of teacher
stakeholders (Anderson, 2010; Creswell & Creswell, 2017). Qualitative data is preferred for this
study because it enabled me to collect adequate and comprehensive data on the research topic
(Bogdan & Biklen, 2007).
49

The rationale for selecting the qualitative research approach is its appropriateness that is
needed to underpin the research and outline the subsequent data collection methods for the
proposed study project (Chun Tie et al., 2019). Comparatively, the selection of the qualitative
research approach over the quantitative research approach is that the former draws insights into
understanding the phenomenon under study among the teachers' stakeholders using what and
why questions (Rosenthal, 2016). In addition to the provision of in-depth insights, the rationale
for selecting the qualitative research is compounded with its appropriateness in allowing the
collection of detailed qualitative data from research subjects (Kolar et al., 2015). Conversely, the
quantitative approach fails to decipher diverse designs that accommodate thoughts, feelings,
experiences, and attitudes of study participants, an aspect that displays the significance of using
the qualitative research approach in this proposed study.
Participating Stakeholders
The study employed a qualitative interview where at least 12 teachers from the Northlight
School were requested to participate. The basic qualitative design was relevant for this project
study as data was collected from the teachers as stakeholders through the use of interviews in
their natural setting. Just like any other research, the study had a target population that it sought
to involve in the process. The ideal target population consisted of over 100 potential participants
mainly comprises of the teachers as stakeholders. The decision was arrived at owing that the
teachers are directly involved in the teaching and learning process both in the traditional and
non-traditional schools across the country. Without the input of the teachers, the learning process
cannot go on. However, since it was not possible to engage all the teachers, the research had to
rely on a small sample size which was selected and used as a representative for the entire
population (Maxwell, 2013).
50

The sample size was drawn from the teaching staff currently employed at the Northlight
School. The research only engaged a sample of at least 12 teachers with representatives from
those available to participate in the interviews conveniently. However,10 teachers are the ones
who participated in the study. Two teachers were unavailable to complete the interviews. The
inclusion criteria included teachers teaching grade levels 4 to 10 regardless of the subjects they
teach their respective classes. The research was wholly dependent on these participants as they
were the right population to provide data in the accomplishment of the research objectives.
Sampling Procedure
The research relied on a specific cadre of participants, given that it touched on education,
the target population were education stakeholders who were comprised mainly of high school
teachers. However, since it is impractical to engage all teachers at Northlight school, the research
narrowed down to a small sample that acted as the representatives of the entire teaching
population. The criteria for selecting the research participant included; teachers who have taught
at the school for at least two years. Male and female teachers were considered to participate in
this study in order to increase the gender equality of the findings. Due to the nature of the
working schedules and availability, the target population consisting of teachers was recruited
conveniently and purposively.
Accordingly, Creswell (2009) elaborates that the rationale for selecting study participants
in qualitative research purposively enables the researcher to answer the research question
appropriately. Convenience sampling strategy, proved to be crucial in recruiting respondents
based on their availability will be complemented by purposive sampling as the teachers were the
most representative of the population to answer the research question. The rationale for selecting
the convenience sampling method was helpful in the recruitment of teachers who were easily
51

accessible within the school environment (Etikan et al., 2016). On the other hand, the rationale
for using a purposive sampling technique to recruit the teachers is based on the fact that they
understand the research problem and the research question sought in the proposed study (Guest
et al., 2013; Palinkas et al., 2015).
Data Collection and Instrumentation
In the study, data was collected qualitatively. Basic qualitative research design was used
to explore the knowledge motivation and organization (KMO) model as a promising practice
among Northlight’s school teachers. The model was key in addressing the purpose of this study
by analyzing the importance of non-traditional schools in helping students perform excellently
across all levels. Data from the study participants was collected qualitatively using semi-
structured interviews with 10 teachers. It is vital to note the number of study participants is
appropriate as the number lies between the suggested number required to meet the threshold for
addressing a research problem in a qualitative study (Dworkin, 2012; Marshall et al., 2013; Sim
et al., 2018).
Interviews
The study selected the use of interviews to obtain data and information from the research
participants. Interviews were the preferred data collection instrument, given that interviews
provide higher response rates, ability to engage deeply with the study participants and to record
the interview sessions for subsequent transcription during the analysis stages. A semi-structured
interview was used to engage the respondents on a one-on-one question-answer process
(Seidman, 2013). Interview questions were administered through the semi-structured interview
guide, where the semi structured interview had been provided in (Appendix A). The interviews
were conducted via zoom because of the coronavirus pandemic and restrictions of travel,
52

associated with the pandemic. The benefit of the interviews was that it they enabled me as the
researcher to get reliable and unbiased first-hand information from the participants. The data was
comprehensive as it involved the use semi-structured queries that provided an opportunity to
seek further clarification on the responses given.
After the initial selection of the participants, the participants were approached and
informed about the planned study. At the same time, requests for permission from the
respondents to participate in the study by taking part in a short interview session were provided
(Patton, 2002). The study upheld high ethical standards in the events leading to and following the
administration of the research instruments.
Having confirmed their acceptance to participate in the study, the interviews were
scheduled considering both the researchers and participants convenience of time and location.
Most importantly, conducting interviews in the locations suggested by the respondents was
integral as it makes them comfortable and easy to share their ideas and experiences without
coercion. Prior to engaging in Zoom interviews the study participants were first required to sign
the consent forms. Additionally, the interview protocol outlined in Appendix A provided the
research subjects with an overview of the project and help answer the research questions sought
in this proposed study.
The interviews lasted approximately 60 minutes, where the record feature on Zoom was
turned on, with the participants consent, as evidenced in (Appendix B). In addition to labeling
the interviews using pseudonyms, short-notes were taken during the interviews to capture non-
verbal communication, which will complement data from the transcribed interviews.
During the interview sessions, each of the participants got to answer semi-structured
queries on various issues regarding non-traditional schools such as the significance, teaching
53

strategies, teaching approaches, staffing levels, government support, stakeholder relationships,
strengths, threats, weaknesses, challenges, and improvement strategies in the implementation of
character education. The questions that the participants responded to were attached in the
Appendix A section of this study proposal. The participants were requested to respond to each of
the questions by giving honest answers.
Data Analysis
Data analysis is a process through which the raw data is organized and synthesized to
make it comprehensible to the readers. Data analysis is an important activity that should be
planned during research work and undertaken after the completion of the data collection process
(Corbin & Strauss, 2008). In this research, data analysis was undertaken following the
completion of primary data collection. Data collected from the interviews was analyzed by
following a well-organized procedure. Having assembled the interview responses, the data was
also analyzed using thematic analysis techniques.
Qualitative data collected from the study were analyzed using thematic analysis and
organized into different themes. The interview responses were summarized and each transcript
reviewed thoroughly against the audio recording to ascertain their quality. After reviewing the
transcripts, the data was be exported to an Excel spreadsheet, which was used for undertaking
various phases of thematic analysis. The transcription of the interview responses from the audio-
taped recording to written form was undertaken via rev.com.
The application of the thematic analysis followed the model presented by Braun and
Clarke (2006) to analyze qualitative data collected from study participants. The pertinent phases
of the model can be summarized as follows;
54

The first phase involved data familiarization where all the transcripts will be proofread
twice while listening to the audio recording from the interviews. This step was fundamental as it
will enabled me to understand the general concept of the study before generating the initial codes
from the transcripts. The coding phase involved the rigorous process for categorizing data. The
resulting codes were grouped in a larger spectrum of codes that aided generate study themes
(Harding, 2013). Existing evidence elaborates on the steps and sequences of handling qualitative
data and making sense from the themes derived from the categorized data. After reading the
transcripts, I generated the codes using key descriptive features or sections of words from all the
transcripts aligned together in an MS Excel workbook. The subsequent phase entailed searching
for themes from the categories of codes derived from the second phase. Subsequently, I reviewed
the themes, define, and named them appropriately.
The purpose of this process was to be able to assist in the identification of the major
themes. Upon the completion of this process, the next phase was to perform the coding of the
available data (Harding, 2013). This study also took into consideration the non-verbal cues from
the field notes taken during interviews to complement the themes and overall findings from data
analysis. The process pursued were accurate in order to provide high quality data analysis
techniques (Glesne, 2011). At the same time, consideration and care was taken to ensure the
elimination of any minor mistakes which might water down the quality of my research findings.
Some of the priori codes derived from the participant’s transcripts involved teachers’ responses
to character education and competency-based education.
Credibility and Trustworthiness
Trustworthiness in qualitative research is having enough confidence in data that one
collects while doing qualitative research, having confidence in the methods of collecting that
55

data as well as interpretation of the same. Connelly (2016) establishes that having
trustworthiness while carrying out qualitative research ensures that a quality study has been done
thus the results expected should be of good quality. According to Cope (2014), credibility is
having confidence in the truth of the research which translates to the truth of the findings of the
whole research.
In this qualitative study, trustworthiness was a vital component as it provided guidance
when executing the research process. Moreover, the provisions of this concept assisted me to
enhance the confidence of describing the virtues involved in the research study (Hadi & Closs,
2016). One of the ways a researcher can address issues faced during research, such as lack of
confidence from the participants is by letting them understand that the information, they give is
going to be confidential (Mooney-Somers & Olsen, 2017). Many participants might not be
confident in participating because they do not know if the information will be secure and safe,
which remains one of the roles undertaken by researchers to ensure participants are versed with
the research objectives and its benefits.
Ethics
The research has to be conducted in an ethical manner. I upheld all the ethical standards
that govern the conduct of researchers in the research process. Ethical compliance is a vital
practice that guides researchers to ensure that the research process is successful. The research
was based on the ethical principle of voluntary participation. This means that participation in the
entire process was entirely voluntary. All the respondents were free to choose whether to take
part in the study as participants or decline to do so. At no one time were the participants coerced
or intimidated to participate in the study.
56

Apart from choosing whether to participate or not, the participants were also at the laxity
of acquiring the freedom to decide whether to take part in the entire study or pull out in the
course of the process. This, therefore, means that all the activities including the scheduling of the
interviews and the actual administration process will be done only if the respondents agree to do
so (Rubin & Rubin, 2012). There were no breaches such as coercion, intimidation, and
harassment of any form in the course of the research. In addition, the participants did not receive
gifts or other forms of gratification, such as monetary rewards for participating in the study.
The research was done in compliance with the ethical principle of confidentiality. I
ensured as much as possible that the information that the participants provide is kept confidential
at all times (Bogdan & Biklen, 2007). The information was exclusively used for research
purposes and nothing more. Once the research is done, such data will either be destroyed or kept
in a safe place in which no third-parties can access it. The data management process was done
anonymously (Glesne, 2011). At no given time were the participants identified using their names
or any other information that can enable anyone to unmask their identity. Instead of using real
names, each participant will be assigned appropriate pseudo-names. I will not reveal that data to
any other unauthorized parties without getting a formal concentrate from the respondent. The
benefit of this compliance is that it improved the credibility of the study and eliminate at chances
of legal repercussions that might arise due to the violation of the participants' confidentiality
rights.
I abode by the ethical principle of non-maleficence. This means that the research was safe
and did not cause any harm to the participants. One of the reasons why people avoid taking part
in research is because of the fear that participation in the study might harm them in one way or
the other (Bogdan & Biklen, 2007). Such harms can either be physical or emotional. However, in
57

this study, the researcher prepared appropriately to ensure that the entire process is safe and
cannot expose the participants to any preventable dangers. The following challenge was avoided,
given that the research did not involve any physical experiments (Bowen, 2009). The
participants' safety was guaranteed because their participation is limited to the interview session.
The implication of the above is that the participants were not subjected to physical, emotional, or
psychological distresses in the course of the study (Bogdan & Biklen, 2007).
Limitations and Delimitations
Even though this research process was carefully prepared, there was the threat of
unavoidable limitations and delimitations. The small sample used in the study may interfere with
the quality of the interview content expected from the study participants. The threat of sampling
bias resulting from the sampling procedures might also limit the selection of appropriate study
participants based on their availability, which might the quality of the interviews from those
participating in the study. The challenge from the devastating effects of the coronavirus
pandemic ravaging the nation might also limit the process of conducting the interviews with the
participants face-to-face. In addition to the threat of cancellations of interviews caused by the
coronavirus pandemic and concerned busy schedules of the teachers may overshadow the lack of
diversity among the study participants.
Even though the design of the study was another delimitation, data collection from the
interviews will be complemented with the notes taken during the interviews inclusive of the
participants' non-verbal communication. Whereas appropriate strategies will be put into place
prior to collecting data from study participants, some occurrences were beyond my control, such
as responses elicited based on the way the interview questions were administered. When
58

administering the interview questions, the participants were probed to ensure that the research
objectives were addressed.
Conclusion
The chapter provides a concise overview of the methodological framework used in
performing the study. The main method of data collection was through semi-structured
interviews, which were administered online, at the time and place of convenience of the research
participants. A total of 10 teachers at Northlight school participated for the study. The chapter
also highlights the methods of data analysis, and illuminates on ethical clearance and the aspects
of credibility and trustworthy of the study.

59

Chapter Four: Results
The aim of the ensuing chapter is to present the findings of the study, as it pertains to the
influence of Knowledge, Motivation and Organization (KMO) in non-traditional school setting
in a bid to gain in-depth understanding of Knowledge, Motivation and Organizational
influencing student socio-emotional development in non-traditional school setting, case study of
Northlight school in Singapore. Qualitative data was obtained through semi-structured
interviews, and archival research. The overarching objective of the study was to develop a
framework, through which the success factors of non-traditional schools can be exported to other
national educational systems, with a premise on the case of Qatar. Data presented provides better
understand the role of the school staff, in this case whose primary role is undertaken by teachers,
in enhancing the socio-emotional development of students in preparation for the real-world
learning and future employability. The study presents the role of the school in promoting the
socio-emotional development of students, and the need for a cohesive school curriculum and
school structure to facilitate the learning curve and process. Notwithstanding, the chapter
presents findings on the role of Government, in promoting the socio-emotional development of
students in non-traditional schools. Finally, the chapter presents the student factor, as relates to
socio-emotional development, within the context of Non-traditional schools. The findings
presented in the chapter will establish the precedent for setting up a similar non-traditional
school setting, as presented in the case of Northlight Singapore, to a new location in Qatar,
which is needing of the non-traditional school system. The findings chapter presents the vital
components which should be put in place to ensure the success of the program.
Chapter One of the study served as the introduction, providing a coherent background to
the challenges being addressed in the current study. The chapter also sets out the research
60

questions being addressed in the study. The Second Chapter provides a comprehensive analysis
of pertinent literature, and set out the proponents of Knowledge, Motivation and Organization
influences, which are being identified in the study. The chapter also highlighted the variances
between traditional and non-traditional schools, and the benefits associated with non-traditional
schools, in better developing student’s socio-emotional capacities. Best practices
recommendations are forwarded in the succeeding Chapter Five of the study.
The research is guided by the following primary research questions which are;
1. What are the influence of knowledge, motivation, and organizational (KMO) to
implement practices of socio-emotional development on Northlight school teachers?
2. What are the recommendations for practice for other schools seeking to build a similar
model for non-traditional students in Qatar?
The remaining parts of the chapter are organized in subsections which evaluate different
aspects of the study. The chapter commences by providing an overview of the research
participants. The chapter progresses to review the knowledge, motivation and organization
assumed influences. The chapter highlights the associated themes and culminates with a
conclusion which sets the pace for the ensuing chapter 5.
Participant Profile
In the current research project, the participant base encompassed teachers from Northlight
School in Singapore, who had a minimum of two years teaching experience in the non-traditional
school. Twelve participants from the school were invited for the study, and they all confirmed to
participate in the study. However, in the course of the administration of the primary research
instruments, two participants pulled out of the study, and were unavailable for the interview
session. Therefore, data was collected from 10 (N=10) respondents who were available for the
61

study. The qualitative instruments used were semi-structured interviews which provided the
researcher with the opportunity to obtain more information from the participants, while seeking
clarification where necessary. The teachers were selected through purposive sampling, with the
aim of being a representative of the teaching group at Northlight schools. Teachers included in
the study are those who taught grade levels 4 to 10, irrespective of the subjects they taught at
school. Nevertheless, both male and female teachers were considered to equally participate in the
study. In addition to purposive sampling, the teachers were also selected on the basis of
convenience sampling. As a result of the prevalence of the Covid-19 pandemic, the interviewees
were conducted via Zoom meetings, with the aim of adhering to Ministry of Health and WHO
protocols to mitigate the spread of the virus. The interview sessions lasted between 45 to 60
minutes, where the record feature on zoom was used to store the data, for accurate data collection
and reference. The participants were well informed on the purpose of the study, and consent was
sought prior to recording the meetings. Furthermore, respondent confidentiality was upheld, and
pseudonyms, respective to gender, applied for the purposes of the analysis. Notwithstanding, the
study sought to evaluate the impact of age, on teacher profile in the Non-traditional schools,
which may grant additional insights in future studies.
The table 4 below describes the participant profile, and features the respective age,
highest level of education, teacher position or department of duty, length of teaching in the non-
traditional school setting, professional qualifications and whether the teacher had previously
participated in a non-traditional school environment prior to Northlight.
62

Table 4
Participant Profile and Characteristics in Non-traditional schools (Participants N=10)
Pseudonym Age
(Years)
Tenure
of
service
(years)
Teaching
experience
in non-
traditional
schools.
Domain of
instruction
Level of
education
(highest)
Professional
teaching
qualifications
P1 40 5-10 Yes Hospitality Bachelor
degree in
hospitality
Pedagogy
training
course, trainer
certification,
diploma in
adult training

P2 45 5-10 No Mathematics Bachelor of
education
(special
education)
pursuing
masters in
counselling

NIE registered
P3 40 <5 No Retail
vocational
department
Bachelor’s
degree in
business
management.
pursuing
masters in
counselling

ITE staff
P4 43 <5 No English
department
Master’s in
education

Qualified
teacher
P5 31 10-20 No Physical
education,
character
education

Masters of
research in
social sciences
Qualified
teacher
P6 58 10-20 Yes Learning
needs
coordinator
(support for
special needs
children)
Masters in
special
education
Qualified
teacher
Pseudonym Age
(Years)
Tenure
of
service
(years)
Teaching
experience
in non-
traditional
schools.
Domain of
instruction
Level of
education
(highest)
Professional
teaching
qualifications
63

P7 45 10-20 No ICT Computer
science
undergraduate
Non (ICT
officer)
P8 37 <5 No Citizenship
and character
development

Postgraduate Qualified
teacher
P9 43 5-10 No Physical
education
department

Bachelor of
science
Qualified
teacher
P10 44 > 20 No Character
and
citizenship
educator,
mathematics
department
Degree in arts NIE qualified

Knowledge Findings
The study sought to Explore the need for teachers to enhance their personal and professional
development. Research question 2, the influence of the are the knowledge, motivation, and
organizational (KMO) on Northlight school teachers, is addressed in this section, with the
premise on presenting the Knowledge factor of the KMO framework.
The following section presents the participants capacity to effectively integrate tools and
approaches, in disseminating the coursework, in order to provide support to their students, which
results to enhanced learning experiences. The knowledge influences are posited on Anderson and
Krathwohl’s (2001), taxonomy of knowledge models. The models include, metacognitive,
factual, procedural, conceptual, and factual.
The following table 5 describes the teacher’s assumed knowledge influence, the
knowledge types as well as the research questions used to identify the knowledge influence
assessment.

64

Table 5
Assumed Knowledge Influences on socio-emotional development of students
Teacher assumed knowledge
influence
Knowledge type Knowledge influence
assessment
Validation
Teacher knowledge of the
specific ways of
encouraging and
empowering students and
ensure that they achieve
positive outcomes in their
lives.

Declarative
Knowledge
(Factual)
How do you establish a
learning environment
that promotes social
emotional
development?

Continuing
need
Teacher knowledge of the
resources needed to support
socio-emotional
development among the
learners.
Declarative
Knowledge
(Conceptual)
What are the resources
needed for the
provision of
information needed
to promote socio-
emotional learning
among the students in
a learning
environment?
Continuing
need
Teacher knowledge of how to
utilize their skills to foster
the process of building
relationships in their
learning environment.

Procedural How did elicit and
foster relationships in
the learning
environment?
Current Asset
Teachers reflect on their
practice on how to ensure
that the students grow and
improve beyond their
schools and into their
careers. Besides, it is
imperative to note that
professionally, teachers are
central when it comes to
teaching students how to
controlling and regulating
their emotions in a learning
environment where they
interact with teachers and
their peers.
Metacognitive • How would you
describe a successful
graduate?
• How would you
describe your efforts
in supporting social-
emotional learning
and the subsequent
impact you have on
students?
Continuing
need

65

Declarative Knowledge
As earlier described in the second chapter, one of the knowledge-related influence
includes the teachers’ declarative knowledge, which highlights the facts and information that is
stored in memory (Clark & Estes, 2008). Declarative knowledge is explicit knowledge, which
implies that an individual is consciously aware and understands the information they process
(American Psychological Association, 2015). Declarative knowledge, which is described as
explicit knowledge is crucial for the Northlight teachers because they understand the requisite
information needed to meet the expected student outcomes. Moreover, declarative knowledge is
fundamental in outlining how teachers utilize personal concepts in the classroom setting
alongside their influence to prompt student outcomes, for instance, academic performance
(Carpenter, 2012).
In this analysis, declarative knowledge is described as conceptual and factual. All
respondents in the study supported the use of declarative models of knowledge, in supporting the
growth and development of their students. The teachers at Northlight understand that the students
at the school come from a variety of backgrounds, which require special attention in calibrating
their learning needs. The assumed teacher knowledge of the specific ways of encouraging and
empowering students and ensure that they achieve positive outcomes in their lives. The study
sought to understand the various methods through which teachers establish learning
environments in school, which promote socio-emotional development. The teachers at Northlight
understand the different backgrounds where the students come from, and seek to create the best
opportunities while at school.
66

In relating the application of factual knowledge in the classroom setting, P2 described
their specific approach in which they promote socio-emotional development. The strategy
differed from teacher to teacher, but the illustration below paints a vivid picture.
Socio-emotional comes with part of the parent relation. The teaching environment has to
be conducive. One of the things that I emphasize is the classroom setting. We meet
multiple home visits, and sometimes we see the state of the house they are living in, it's a
place that I would not even stay there for long. So, the current environment, the wrong
environment that they come from, I do not want them to experience it again at school. So,
the school has to be like a second home to them but also, and classroom setting is very,
very important, so I will set it very, very neatly. I myself I'm a very organized person, so
I insist that everything will be very organized in my classroom. In terms of socio-
emotional, they will not be able to learn well in a messy classroom.
Evidence of conceptual knowledge was also demonstrated in the data collected, with
100% response rate from the study participants. The assumed knowledge, indicated that the
teachers had adequate grasp of the resources required to support socio-emotional development
among the learners. 100% of the participants noted that people resources were vital in
supporting the socio-emotional development amongst the learners. 80% of the respondents
indicated that human staff is a vital resource in supporting socio-emotional development of
students. The respondents identified teachers as being the principal human resource in
establishing socio-emotional development of students. Similarly, counselors, school secretaries
and other non-teaching staff were found to be a crucial part in supporting the socio-emotional
development for students. P9, presents a good insight on the same matter,
67

For the children to learn social emotional skills, I think the human factor
definitely is important. The teachers for my school, the community of staff, not
just teachers though, even the office staff. When students go to the office and ask
for help on certain things, they are also being educated because sometimes when
they go in, they are just quite impolite, they just patch in and say, hey, can I have
this thing and that thing? So sometimes we actually teach them, hey, before you
ask for anything, please display some form of the mannerism that is important for
them. So the human factor is important.
On the other hand, one respondent indicated that school leaders are an important
resource factor in promoting student socio-emotional development. The respondent stated that
while the school leadership plays a vital role in promoting socio-emotional development of
students. The school leadership may create avenues, or hinder the socio-emotional development
of the students. The respondent also posited that the school curriculum is an important resource
in supporting socio-emotional development of students. The respondent noted that, given the
teaching at Northlight is different from traditional school setting teaching, such curriculum
supports the different needs of the students, which varies from traditional students’ requirements.
In addition, two participants indicated that physical resources were also an added advantage in
developing social emotional development of students. The respondents both placed high
emphasis on visual aids, such as charts, for the students to be able to gauge their learning
process, while anticipating future learning initiatives and objectives. In the excerpt below, P5
indicates the impact of resources in developing socio-emotional development.
I think the resources would be the messaging in the school leaders importance of social
and emotional learning that's number one. The direction of the teachers in their manner,
68

because if school leaders believe in it, naturally the teachers will follow it, right. So,
sometimes even teachers get a bit jaded, dealing with social issues in class. And I think
the nice thing is these counselors and psychologists don't only help the students, but they
also like reach out to the teachers to check that we're fine. I think it's interesting because
like, for example, two years ago I had this class that was very dysfunctional. So, I thought
that was pretty impressive for the vice-principal, they will allow the kids to actually take
a break and sleep in the sick bay for an hour because the whole night they were not.
The excerpts, presents findings on declarative knowledge, which highlights the facts and
information that is stored in memory. Accordingly, the findings illustrate that the findings on
declarative knowledge supersede the contributions of the teachers, but encompass the entire
school fraternity, consisting of both teaching and non-teaching staff. The findings of the section
address the Knowledge construct, as established within the second research question.
Procedural Knowledge
As clearly demonstrated in the second chapter, procedural knowledge is concerned with
the value of utilizing solutions to close performance gaps (Clark & Estes, 2008). Procedural
knowledge assists teachers in incorporating the different teaching and learning strategies, which
focuses on the teacher’s technical knowhow, on imparting procedural fluency to their students, in
their field of specialization. As one of the types of prior knowledge, procedural is known to
prompt and promote positive academic achievement among students (Hailikari et al., 2008).
Teachers, the main aim of having this type of knowledge, is helping students have a sharp
memory through an in-depth understanding of instructions and making connections in their
instructional processes. Teachers, as stakeholders, are better placed to teaching their students
through training and repetitive exercising. This helps them with the development of a keen eye to
69

tricks of finding different alternatives to overcoming challenges during the teaching and learning
process (Seli & Dembo, 2019).
In the current research, procedural knowledge evaluated the assumed teacher knowledge
of how to utilize their skills to foster the process of building relationships in their learning
environment. The aim was to discover the connection between building relationships within the
classroom environment, in a bid to improve the student learning. Building such relationships is a
vital process in promoting the socio-emotional development of students, given that building such
relationships instills the trust domain in the learners, an important aspect which will be reviewed
in the subsequent chapters of the study. The main research question used to investigate this
aspect was,
Eliciting Relationships in the Learning Environment
Owing to the nature of the semi-structured interviews, subsequent research questions
were also used to address the prompt, albeit indirectly. From the data collected, all the teachers
noted that they consider teacher student relationships to be paramount to success in teaching the
students. Unlike other traditional schools, the teachers understand that the students in the
classroom come from underprivileged backgrounds, and that most struggle with education. As
such, all the teachers use stories to foster relationships with students, by telling them of their own
personal stories, or even success stories of previous students from the school. In that way, the
teachers are able to build and foster relationships within the learning environment.
According to teachers at Northlight, the learning environment goes over and beyond the
classroom setting, to the entire school environment, and even the homes where such children
come from. As such, the teachers are involved in home visits of some students, those whom they
feel require additional attention from the teaching staff. During such home visits, the teachers are
70

able to interact with the student’s families, their home, neighborhoods, and better understand
where the student comes from. So for instance if a student states that they were unable to come
to school because of a family feud, the teacher is able to understand the student, and calibrate the
teaching experience to be in favor of such students. As such, teachers at Northlight are able to
elicit and foster close relations with the students.
In addition, during the internship programs facilitated by the school in the respective
industries, the teachers visit the students after every two weeks, to gauge whether how they are
coping, and become support systems for the teachers. Moreover, the teachers are the first line of
support to the students, and are paramount in establishing formidable relationships with the
students. Therefore, having that first line of relationship is important, given that teachers have
the capacity to best identify students who are struggling with various aspects of their learning
experiences. Notwithstanding, a higher teacher to student ration increases the relationship
between the teachers and students, given that the teachers are able to better handle the students,
with various needs and requirements. Furthermore, the student teacher relationship ought to be
sincere, given that when students are involved in a genuine relationship, they are able to better
relate with their teachers, and open up to them more. The excerpt from P4, exemplifies the
teacher student relationship at Northlight.
The form teacher would be the first level of engagement for students who are facing
some form of challenge. Meaning to say that if there's any issue whether it's behavior,
whether it's socio-emotional, they will be the first to kind pick it up if it's something
where the teacher feels they can try to counsel the student first, and if that doesn't work,
then they will refer it to the counselor. So we do also want to not escalate every single
case to the counsellors. So the educational psychologist first of all, like the assessment
71

and all that to decide whether they need to be referred externally for some sort of
diagnosis. If let's say they have issues with dyslexia, because of the dyslexia they really
have a lot of issues learning, they will also work with learning behavioral support
specialist.
Role of Teachers in Non-Traditional Schools
The current section sought to address the knowledge findings, under the procedural
knowledge subheading, which addresses the second research question within the study. The
excerpt above, points out the mode in which procedural knowledge, which is concerned with the
value of utilizing solutions to close performance gaps, by the teachers, through eliciting
relationships with the students. In this case, 90% of the respondents noted that the teacher
student relationship is vital in the establishment of socio-emotional growth for the students. The
excerpt, best summarizes the teacher experiences, which can be recapitulated as follows.
(1) Teachers are the first line of support and interaction with the students. The teacher
student relationship should be strong, for the teachers to be able to deal with any emerging socio-
emotional issues by the teachers. The excerpt from P3, better exemplifies the findings presented
in the section
So when you are interested in their life, that would be like what they're interested in, in
their social life, in their family environment. I think, that immediately, because they are
teenagers. I would say that in their mindset, they are still very much children.
(2) Socio-emotional development for students is all rounded, and encompasses the
contribution of all staff, both teaching and non-teaching. However, the teachers are the primary
category which identifies challenges faced by students, and then recommends the assistance of
highly qualified counsellors to better assist the students.
72

(3) The teachers are responsible for identifying children with learning challenges such as
autism, and to escalate the matter to better qualified teaching personnel. It is the role of the
teachers, to utilize value of utilizing various solutions, to close the performance gaps of the
students through the teacher student relationship. In so doing, students who require specialized
assistance in their learning curve, are able to have tailor made packages, to aid in their learning.
P6’s excerpt below exemplifies the findings of this section.
Because I'm teaching a learning-needs class, students especially need, they have to see it.
You have to teach them step-by-step structurally. And for them to work in a pair or a
team is difficult, because communication issues is always one big thing which they're
lacking in. They cannot communicate their needs, so we are teaching them social skills to
working together through projects, through learning spelling together, through eating
together, changing lunch friends. Every day is somebody else, so things like that. So they
learn to talk to each other.
Metacognitive Knowledge
The assumed teacher knowledge was teachers reflect on their practice on how to ensure
that the students grow and improve beyond their schools and into their careers. Furthermore, it is
crucial to establish that professionally, teachers ten to be a core part, when it comes to the
dispensation of teaching knowledge to students, in controlling and regulating their emotions in
the learning environment, where students interact with both their teachers and peers.
Teachers’ metacognitive knowledge refers to their effectiveness in determining how
effective their approach is in preparing students to enter professions after graduation. Paramount
to metacognitive knowledge transfer, is the relevance of self-reflection, where the beliefs and
practices of teachers towards teaching are considered, Self-reflection is achieved through
73

multiple methods including, journal writing as well as feedback, where teachers aim to
constantly improve their teaching strategies, but also preparing students for life following
graduation (Farrell, 2013).
Before implementing the structured instructional practices, teachers embark on a process
of understanding their learners. The self-reflective endeavor enables them to better understand
learning deficits of students, as well as selecting the best suited teaching practices which promote
effective teaching and learning protocols. Notably, the teacher needs to have in-depth knowledge
in terms of metacognitive knowledge to help the student develop learning abilities purposely to
understand core concepts in the classroom. Whilst pursuing professional growth, teachers require
to aim their focus through the enhancement of knowledge via training as well as job aides. Such
strategies assist teachers to reflect on their lessons and define improvements in their teaching and
learning strategies for their students progressively. In the study, the metacognitive knowledge
facet was evaluated through the following research questions.
• How would you describe a successful graduate?
• How would you describe your efforts in supporting social-emotional learning and the
subsequent impact you have on students?
The questions were aligned to teacher perspective in development of socio-emotional
learning and the resultant impact which they uphold on students. The definition of successful
graduates differed from one respondent to the other. However, six of the respondents placed
character development at the top of the list in defining successful students. Such students are the
ones who are able to adapt to the complex working environments, which are filled with different
expectations, therefore provide mixed feelings and emotions amongst the students. As long as
they are meaningfully engaged, they are successful. The realization is that majority of the
74

students who graduate from Northlight, may find it difficult to resume normal education models,
such as joining college or the university. In respect to Northlight. pursuing professional skills is
not the end goal, but once they graduate from Northlight, they are equipped with the skills of fine
character, such as providing for one’s family and being an individual of high character. In
addition, students are those who manage their particular emotions in the real world. As such,
emphasis was not placed on professional or educational development, but rather character
development such as caring for family and similar commitments.
Concurrently, three respondents indicated that successful students are those who are
exposed to lifelong learning and employability as per Northlight’s mission and purpose
statement. Interestingly, one respondent noted that successful students are those who are
consistent in their regular and daily activities, such as punctuality, where they are able to
translate such success to the real employment world. Similarly, two participants noted that
success for students is an individual initiative, where every student measure of success differs
from one child to the other. As such, success is based on an individual’s ability, and one cannot
describe success of students from a specific framework, given that different students have
different abilities and capacities, and that is what governs their success. Success is what you
describe for yourself, how you act and achieving educational success. Character development as
well as caring for our families. The definition of a successful Northlight graduate is exemplified
by P4, where the respondent indicated;
In my opinion, a successful student actually somebody who can manage himself
particularly in emotions and I see a lot of them enter Northlight lot of dysfunctional
issues, is so poor. So, when I start seeing their efforts in managing their self-control or
you know in very simple ways but thinking before they speaking or responding very
75

positively. I think I've succeeded reaching out to them. And then when I speak to their
primary school teachers then they tell me that, "Oh no, in primary school, this boy was so
disruptive and rude to the teacher. No but, I don't understand, how come in this school he
is so well-mannered and he's so much calmer." So, I think in Northlight there's so much
time to actually reach out to them socially and emotionally that helps them actually study
at school. And if you don't go to the main source of issue, which is the reason they are not
studying right, be it family problems and all that, they'll continue not to learn.
All research participants indicated that they played a direct role in supporting the socio-
emotional development of students. The teachers played a critical role as the students support
structure, where they supported the students, while at schools and during the internships. The
teachers were able to realize the impact which they upheld on the students, based on positive
impact on the students. For instance, one respondent noted that one of their students had
previously recorded as a notorious student in primary school, but become so well behaved at
Northlight to the extent that their previous teacher was highly impressed. Therefore, the teachers
at Northlight take a tailored approach with the different students, attempting to address the
underlying issues which the individual students may be facing, therefore impacting positive
socio-emotional development for the students.
Motivation Influences
Motivation is a crucial factor, which impacts the influence on performance of students.
The study sought to investigate the role of stakeholders in providing character education
development for their students, to achieve success in the school setting. Motivation is generally
defined as the desires, needs, requirements and drivers within an individual, and is a process
through which individuals are stimulated to achieve their set goals and complete actions
76

commenced. Literature reviewed in the second chapter connotes that knowledge and motivation
elements are vital in developing individual academic performance. The motivational influences
are evidenced through persistence, behavioral indices as well as mental effort. From the process
perspective, motivation consists of three primary stages which include, felt need, the stimulus
through which the need should be generated, and the accomplishment of the desired need.
In the current study, the motivational influence was reveled in relation to socio-emotional
development of students. The motivation construct in the study was engaged through the teacher
self-efficacy theory for providing effective character education, and the teacher value theoretical
frameworks for character education. The table 6 below provides a brief description of the
motivation construct employed in the study. The theoretical frameworks represent the assumed
motivational influence of the teachers.

77

Table 6
Assumed Motivational Influences on socio-emotional development of students
Motivation
construct
Assumed motivation influence Motivation
influence
assessment
Validation

Self-Efficacy

Teacher self-efficacy for the
provision of socio-emotional
development to students.
How do you feel
when you see a
positive change in
students after
teaching them for
a while?
Continuing need

Intrinsic
Value

Teachers’ belief in the value of
socio-emotional learning as
they prepare their students for
employment

Why did you
choose to become
a teacher at this
school and what
literacy programs
do you implement
at your school
that supports
student’s
emotional
development?
Current asset

Self-Efficacy
Self-efficacy is the individual belief that an individual is capable of successfully carrying
out a certain task (Williams & Rhodes, 2016). In addition to being influenced by their interest,
goal, and attributions, stakeholder’s self-efficacy entails beliefs in their ability to carry out their
tasked duties and responsibilities in a professional way (Reyna, 2000). High self-efficacy
predicts teachers’ capacity to invest mental effort in teaching. The self-efficacy construct is very
important in promoting positive performance as well as motivation amongst the students. Self-
efficacy should be differentiated from self-esteem, given that self-efficacy assists in predicting
choices, persistence as well as mental efforts which is vital for stakeholders who are participants
78

in the current study (Lane, Lane, & Kyprianou, 2004). Developing a sense of self-efficacy is core
in implementing the instructional practices (Milson & Mehlig, 2002).
The assumed motivational factor in the study was teacher self-efficacy for the provision
of socio-emotional development to students. In the study, the self-efficacy value of motivation
was engaged through the research question,
• How do you feel when you see a positive change in students after teaching them for a
while?
All the participants recorded positive responses, after having recorded positive change
with students who they were teaching. The teachers at Northlight claimed that evoking positive
change to the students also evoked a positive attitude to the teachers, where the motivation to
carry on teaching was increased. Compared to traditional schools, the teachers at Northlight face
a different cadre of students, ones who have previously been considered as failures from other
levels of education such as their primary school education. As a result, the teachers at Northlight
place far more effort in supporting the needs of the students, where their added efforts in
teaching the students increases their level of job satisfaction in the teaching role. The notion of
job satisfaction from teaching was noted by three respondents. In addition, the teachers claimed
that it was a nice feeling to impact the lives of students, even through they would not
immediately see the effects of positive change in the students, where they would see such
positive changes later on in the life of the student, even when they have left school.
When the teachers see positive change in students, they attempt to reaffirm and capitalize
on the positive opportunities, where the students reflect on their realization processes. As such,
even the smallest successes are celebrated, where the failure to recognize and acknowledge small
successes would result in the students reverting back to their previous tactics, which revealed
79

minimal student success. On the other hand, some teachers noted that constant reinforcement of
positive change was required, given that instilling change in the students was not ease. A main
challenge noted was during school breaks or holidays where some students would lose the
positive attitudes and behaviors they had acquired while at school, which required to be
reinforced to the students. Therefore, the concept of positive change is consistent, and requires
commitment for both the students and teachers, and is not a one-time event, as many people
would imagine. Instilling positive change at Northlight is a constant endeavor, which may take
anywhere between two weeks, to a coupe of years before they realize the change. As such,
teachers have to be very frank with their approach, recognizing that change is not always
immediate. Furthermore, in the case that positive change with the students is recorded, the
teacher’s tale a self-reflective approach, where they review which strategies were best suited in
impacting the positive change, and seek to reinforce such practices with different student
categories, until they best applicable approach is found. A sample response by P4 is provided
below.
I think as with most teachers, it's very painful that we are not able to evoke the best
change in students. We definitely don't expect very frankly, we don't expect the change to
be so immediate, given that we realize change takes a lot of time. But when we do see it,
obviously, we feel that we know why we're here, and I think that it kind of cements why
we're doing what we do. For instance, you have a dysfunctional class, and have success
in the second year. Through the break through you start to realize why you're doing those
things in the first place, because they're starting to fall into place. So we always say in
this school, everything is like the long game, it's all the long game here. You're not going
to see any change immediately.
80

Intrinsic Value
The intrinsic value theoretical perspective attributes teachers’ beliefs, which greater
impact on their teaching process (Valerio, 2012). Teachers require to employ the utility value in
character education in supporting students, in the successful post school education.
Comparatively, teachers require to enjoy working with the students who are in the career and
technical world, as opposed to creating academic connections, as is the case with traditional
school settings. Existing evidence from studies elaborates on the application of intrinsic values
that inform teachers’ decision-making processes as well as designing and implementing new
teaching and learning ideas (Anderman & Anderman, 2020; Seli & Dembo, 2019; Turner et al.,
2009). Moreover, intrinsic values encompass strategies employed by teaches as stakeholders in
motivating student learning in a classroom.
In evaluating the intrinsic value, the assumed teacher knowledge was teachers’ belief in
the value of socio-emotional learning as they prepare their students for employment. The
question is particularly meaningful for Northlight, and for Non-traditional schools, which focus
on the socio-emotional development of students, as opposed to focusing on curriculum, and the
student successfully achieving their diplomas. The assumed teacher influence was explored
through the question below.
• Why did you choose to become a teacher at this school and what literacy programs do
you implement at your school that supports student’s emotional development?
In selecting Northlight as their preferred school for teaching, nine of the teachers felt that
they wanted to positively impact students at Northlight, which provided more opportunity to
enhance the socio-emotional development of students, given that the curriculum did not entirely
focus on academic achievements as most traditional schools. The nine respondents indicated that
81

they had previous work experience with other schools, while one teacher claimed that Northlight
was their only school to teach in. Teachers at Northlight are included in the school in one to three
programs for teacher absorption. Moreover, some teachers described loving the character of the
school which was different from other traditional schools in Singapore. Further, majority of the
teachers initially did not know of the existence of Northlight school in Singapore. Some teachers
claimed that they did not know schools like Northlight existed in Singapore. Majority of the
teachers were introduced to the school through different avenues such as being relief teachers for
the school, advertisements for teacher posts in traditional media channels, referrals, or previous
interaction with the schools via teacher training workshops and seminars.
The teachers at Northlight implemented a variety of programs to support the development
of student’s emotional development. A primary aspect in the establishment of socio-emotional
development of students was the buddy system, which is a school supported system. The buddy
system at Northlight is created to instill enhanced socio-emotional development of students. The
student friends are assigned when the students first join Northlight, and are instrumental in
promoting socio-emotional needs. The buddy system was developed in realization that teachers
at Northlight would not always be available to assist the students during the entire course of the
education process. For instance, a teacher’s primary role is felt when the teachers and students
are in class together. However, when the teacher leaves the classroom, a gap is left for promoting
socio-emotional development, and that is where the buddy system occurs.
Safety was a main factor considered in developing literacy programs for the students. As
initially noted, the greater majority of students at Northlight come from backgrounds with
wanting safety and security issues. Some students are physically abused at home, or witness
abuse from home. Financial security is another major challenge for majority of the students. In
82

addition, the neighborhoods which they come from may be considered as unsafe for proper child
learning and development. At Northlight, the teachers seek to create different environments in
the classroom, that those which the students experience at home. Affirming the children’s safety
prior to and during their stay at the school significantly improves the emotional development of
the students. The safety concerns supersede physical safety, and transcend to emotional safety,
such that the students know its okay to make mistakes, and they will not be reprimanded for
making such mistakes, as is the case with traditional schools.
The literacy programs at Northlight are step by step motivated, where the students have a
chance to review the instructions granted to them in a progressive manner. As such, additional
instructions are provided in a bid to correct student behavior, and mold them in terms of socio-
emotional development. Some of the skills focused in the development of the programs include;
advanced communication skills, team building skills, self-control, character building, family
relations, religious education, social skills and security, racial relations, and career guidance. The
programs also focus on improving the confidence of students.
The teachers at Northlight employ different literacy strategies for improving the socio-
emotional development of students. For instance, one respondent stated that in their class, they
have a relaxing corner in their class, as well as a talking area, where the teachers engage with the
students at a more personal level. Emotional support is also evidenced in approaches over and
above literacy programs such as encouraging students for full attendance of class after a specific
period of time. Other strategies such as school family time are also created to promote full
emotional development of the students. The family times are meetings with the form teacher, and
co-form teacher, where they check up on their students, to ensure that they are well.
Furthermore, the teachers have also implemented a high student risk assessment protocol, for
83

students who may be at higher risk of socio-emotional dissonance, where the frequency of check
up on such students increases, such as daily call ins, due to the nature of remote and online
learning as prompted by the Covid-19 pandemic.
A unique approach utilized by Northlight is equestrian learning, where the students are
able to understand the emotions of horses, which are very sensitive to human touch, body
language as well as reactions. The learning program assist the students to be able to develop
empathy, learn how to connect with both humans and animals and develop connections. The
students are also engaged in service learning, where they learn to contribute to the surrounding
community. The excerpt from P6 best exemplifies findings from the section.
First, your classroom must be very safe. Example, this is our chit-chat corner. I've thrown
all the chairs here to sit down and we chit-chat one-on-one. I take photos, we talk about
it, what we do, what they've learnt. And then I have a relax corner. Here is the reading
tree. They sit here to read while we talk about it. And then the way you structure your
classroom so that it is organized for them. They have special needs, so you have to
organize your classroom. And then we have things like focus square every day. So you
have to create a very safe environment where they feel that they can come to class, very
safe. They know where things are. They can talk to a friend. They can play Lego at a
table. I think what they need some emotional support, because their home environment
may not be. They're very safe. So this is how I create a very safe environment. The
physical setting of a place is very important for our students, because their house is a
little messy, so untidy and, maybe, no furniture. They want a clean environment they
know they appreciate and they feel empowered.
84

Organizational Findings
Organizational influence plays an instrumental role in the performance of stakeholders
within the school setting. The variables offered by the school as an organization setting, are
crucial in affirming the success or failure of implemented programs within the school setting
(Gallimore & Goldenberg, 2001). For this study, a crucial evaluation of the organizational
institution of Northlight schools in Singapore is provided. The essence of the study is to explore
the mode through which Northlight offers crucial support to giving teachers a formidable
environment for teaching as well as availing the resources and other support instruments required
to achieve this end. In addition, the role of government support in the non-traditional schools was
also focused on.
In the current study, organizational influences were identified by the provision of and
application of resources required for implementing school projects, the capacity of the school to
provide professional development for the teachers, as well as the role and establishment of
culture of trust within the school setting. The organizational influences are aligned to
Northlight’s commitment to non-traditional school teaching, and more specifically, the provision
of socio-emotional development to both the teachers and students. The table 7 below highlights
the assumed organizational influences, as well as the corresponding questions used in the study
to explore the same.

85

Table 7
Assumed Organizational Influences on Socio-Emotional Development of Students
Organization
al influence
category
Assumed organizational
influences

Organizational influence
assessment

Validation
Celebrating
success of
students
The school’s culture of
celebrating successes
other than passing tests
when compared with
focusing on socio-
emotional development
and vocational training

How do you emphasize on
“non-traditional”
academic success? What
would be your
recommendations?
Continuing Need
Cultural
Model
Influence 2
School’s culture of
focusing on socio-
emotional development
against the need to
provide professional
training building trust
and character of
students.

How is trust tied with
socio-emotional
development?
How do teachers help
students regain their
confidence to achieve
success at school?
How would you define
trust?
In your opinion, how
important is a culture of
trust in the success of the
students at school?

Current Asset
Cultural
Setting
Influence 2
The school’s provision of
training teachers in
specific character
education specific to
student’s needs
How are students separated
in terms of character and
talent?
How are then the teachers
assigned to those
students?
How does the school
promote the professional
development of teachers
as stakeholders?
Current Asset

86

Organizational Resources
The availability of adequate resources plays a significant role in the performance of
organizations. In the school setting, resources make a difference in the type of curriculum,
support, and attention that students receive from their teachers (Ambrose et al., 2010). Resources
influence the performance of stakeholders in all organizations. It is important to note that
stakeholders in the school setting also play a direct role in sourcing for academic and training
resources (American Psychological Association, 2015).
Resources in Northlight school influence the performance of all stakeholders. The
impacts of stakeholder’s cuts across all departments in a school setting. The preparation of the
curriculum and the availability of reading materials for the students help prepare for
examinations and also teacher performance is determined by the availability of teaching
materials (Carpenter, 2012). Resources also influence the stakeholder's achievable goals. The
implication is that resource as an organizational influence determines the ability of stakeholders
to achieve their annual goals. At Northlight, the school culture plays a significant role as its
primary resource, which helps to motivate non-traditional students to perform better in the
school.). Such influences play a role in helping non-traditional students align with their new
cultures as they strive to settle in their new learning environment. The influential culture as a
resource is responsible for helping the faculty members to change their existing courses to suit
the needs of the non-traditional student, which is crucial in eliminating perceived challenges
anticipated in a learning environment (Chung et al., 2014; Grabowski et al., 2016). This indicates
that resources heavily influence the organization in many ways as a means of helping students to
achieve their goals.
87

The assumed organizational influence in this case is the school’s provision of training
teachers in specific character education specific to student’s needs. The working assumption is
that the availability and allocation of resources within the school, affects the number of students
who can be separated for specific learning purposes. In addition, the availability of resources
within the school, affects the number of teachers who can deployed to the specific classrooms.
Schools with higher levels of resources have the ability to deploy more teachers, improving the
student teacher ratio, while schools with low resources are unable to avail more teachers to
students, reducing the student teacher ratio, which ultimately impacts the quality of teaching
within a school. Moreover, a school as an organization has a big role to play in supporting the
professional development of teachers.
Assumed Cultural Setting Influence Two
In the current assumption, the school, as an institution plays a critical role, in promoting
the socio-emotional development of students. The assumed cultural influence sought to identify
the influence of the school’s culture, on focusing on socio-emotional development, as opposed to
the desire to provide professional training and development, while creating the aspect of trust
amongst the students. School’s culture of focusing on socio-emotional development against the
need to provide professional training building trust and character of students.
Findings from the study indicate that Northlight has directly developed a school culture,
which focuses on the socio-emotional development of students, as opposed to grilling the
students to pass their examinations. Whereas the school recognizes the importance of academic
prowess by the students, Northlight seeks to prepare the students to join the commercial world,
by promoting their socio-emotional capacity, to effectively tackle the challenges which the
students will face in the subsequent stages of life. For instance, when students are in attachment,
88

the teachers conduct bi-weekly visits to the students, to assist them cope with the requirements of
the commercial world. In one case, a student was slow in delivering the services in the
hospitality industry. The institution offering the business learning opportunity, called the school
and informed them that one of their students was facing some challenges. Upon arrival, the
student broke down and relayed her frustrations while on the job. The teachers encouraged the
student, and she was able to come out of the frustration she was facing, and was able to
undertake her duties diligently. As such, Northlight emphasizes on socio-emotional
development, as opposed to attaining high grades for the students.
A unique initiative conducted by Northlight is Northlight is equestrian learning, where
the students are able to understand the emotions of horses, which are very sensitive to human
touch, body language as well as reactions. The learning program assist the students to be able to
develop empathy, learn how to connect with both humans and animals and develop connections.
The students are also engaged in service learning, where they learn to contribute to the
surrounding community, hereby preparing them for the real world.
Secondly, the concept of trust amongst the students and teachers, and school in general
was ranked highly among the ten respondents for the study. Accordingly, majority of the
respondents indicated that developing trust between the teachers and the students was able to
improve the future outlook of the students towards achieving higher grades, and improving their
socio-emotional outcome. As noted by one of the respondents, the students come from
backgrounds where trust has been broken by close friends or family members. Northlight seeks
to remedy such challenges by creating an inclusive environment where the students are able to
trust their teachers, and in so doing are able to open up to them about various socio-emotional
issues which affect the students. Likewise, the teachers increase the level of trust with the
89

students by telling them about their life experiences, and in so doing the students are able to
relate with their teachers at a personal level.
Teachers at Northlight play a critical role in developing the confidence aspect of the
students. In establishing higher confidence levels, the teachers at Northlight understand that the
students were previously looked down upon prior to joining Northlight. The teachers therefore
utilize various techniques to boost the student’s confidence that they are able to succeed in the
school setting. The teachers use visual aids to help the students to understand what is required of
them, and to elaborate difficult concepts to the students. Moreover, the teachers are able to
distinguish the special students, and create individualized learning objectives for such students.
In so doing, the special students are encouraged and motivated to achieve their learning
objectives, in their specially developed learning programs. Notwithstanding, teachers at
Northlight are constantly encouraging and motivating the students that they are able to achieve
their goals and desires with increased confidence levels, an aspect which is often lacking at
home, or from their prior experience in the lower levels of education, primarily the primary
schools.
Assumed Cultural Setting Influence 3
Separation of Students
As of 2010, the separation of students occurred on random basis, such as the birthdays of
the students, but has soon evolved to focus on different aspects and elements based on the
academic performance of the students. The schools learning needs committee is responsible for
separating the students according to their different capabilities when they first join Northlight.
In terms of student separation, the separation of students for the first year when they
arrive at Northlight is based on the student’s ability. Students joining Northlight originate from
90

the nations system of primary schools. Their academic performance is what motivates them to
join Northlight amongst various factors such as financial ability. As such, their previous
academic abilities are used to gauge how to place the students in the different classrooms for
year one, based on their academic performance. Given that the students are new to the school,
and teachers do not have adequate information on them, it is difficult to separate students based
off factors such as the character of the students. The first two classes at Northlight feature the
high performing students, within the school. The separation process occurs given that the school
came to realize it was not assisting the lower students at risk by placing them within the same
class. The higher risk children would often feed off the better performing students, which was
not improving their academic capabilities.
At the first years, the students are also separated according to subject scores such as
English, which is a more neutral subject, given that majority of the students have previously
failed subjects such as Mathematics. Northlight does not separate students according to previous
primary school reports such as their conduct in class, given that such instances may carry
forward negative stigmatization to the students. However, primary school reports tend to be
important for students who have featured some wanting form of learning disorder such as
dyslexia or dyscalculia. The teachers are able to separate the special needs children effectively,
in order to provide specialized attention to the students. Upon reaching year three, the students
are then separated to join different classrooms based on their elected courses, such as hospitality,
business, or ICT.
There is also student separation which occurs within the different classrooms. Similar to
other classroom settings, the students are a mix-mash of different capacities and abilities. As
such, within the classroom setting, the students may also be subdivided into certain groups, to
91

achieve enhanced student performance. Subgroups assist the teachers to deliver differentiated
instructions to the students based off their respective performance in the classroom setting. The
teaching instructions for the different cadres of students also changes to reflect the students
teaching needs. The separation of students is also considered on gender basis, where the school
seeks to attain a balance between the different sexes in class, to avoid one gender from
dominating the other.
Selection of Teachers for Students
At the onset of the student’s academic journey, teachers are selected for the different
students based on their ability to treat the students from a neutral perspective, where the teacher’s
capacity is put to the test. Such teachers ought to be respectful to all the students and have no
hidden biases against the teachers. The dynamics of the teacher such as their capacity to handle
children having experienced high pressure is also considered. Notably, some teachers tend to be
stronger than other teachers when it comes to handling difficult students. In later years of the
student’s academic progression, the teachers are differentiated according to their specialization,
given that upon arriving at the third year, the students have to select their elective courses.
Moreover, the rapport of teachers with students is a factor for consideration when paring students
with the teachers.
Role of School in Promotion Professional Development of Teachers
Northlight consistently advocates for teachers to continuously develop and upgrade
themselves, given that they are dealing with a high majority of students at risk. The teachers
require to learn a lot of things in order to improve their class delivery, keep the students
engrossed as well as motivated during the course of their tutoring. Northlight also has a
dedicated school staff developer, who is involved in creating opportunities for the teachers who
92

seek development and progression regarding to their different subjects of specialization. The
staff developer evaluates the different available development courses which are available for the
teachers to pursue and enhance their academic and professional development. The staff
developer also guides the teachers on different financing opportunities, and the relevant support
to be provided, such as being relieved of certain classes, so that the teacher can be able to
undertake the professional development capacities.
The school also holds professional development meetings weekly, where the meetings are
divided to consider departmental meetings, or entire school teaching professional development
sessions. The best teaching practices are then shared, where the teachers learn from each other.
The school also offers advocated courses, through the school staff developer. The development
courses range from classroom management studies, to enhancing one’s professional skills.
Furthermore, the school follows on the guidelines and provision granted by the Ministry of
education to support the student’s professional development. Northlight also offers key
learning directions for teachers’ professional development. The school establishes school-wide
core learning directions, which are applicable to all teachers regardless of subject of tutoring or
even the specific department involved.
Factors Which Promote Teacher Performance
Ninety percent of the teachers noted that the teaching staff is crucial in offering support
to their colleagues. The moral and social support from colleagues assists them to navigate the
challenging environment of the workplace.
Another form of motivation for students at Northlight is providing sufficient breaks for
teachers. For Northlight, the school respects teachers private and holiday times, which mostly
occur during the school holidays. During this period, the teachers are completely detached from
93

school work, where the school is not authorized to make calls to the teachers, not unless on
emergency issues which require special attention. Such periods provide the teachers with a
chance to recuperate and rejuvenate in order to carry on with their teaching practice in the most
effective and efficient method possible.
Challenges Faced by Teachers
Likewise, 100% of teachers at Northlight noted that discipline is a major challenge with
the majority of students at Northlight. As such, student management is a great challenge for the
teachers when they commence their work at Northlight. In addition, the students can emotionally
and physically drain the teachers. As such, majority of the teachers are emotionally drained when
dealing with students, which replicates in health issues, or even social health challenges, for
instance, some teachers have previously reported waking up in the middle of the night
overwhelmed with anger, which is a sign of emotional exhaustion. Failure to effectively manage
with classroom issues results in the teachers feeling drained and exhausted.
Staff management challenges were also pointed out in the management of teachers.
Majority of the teachers at Northlight come with a mission to instill positive change within the
school and improve the student outlook. Given that every person at Northlight has their own
opinion which they feel should be respected, there is some level of contention and confusion
which arises when managing the different strong-willed choices, which is a challenge at
Northlight. The Covid-19 period has also created several challenges for the teaching staff. The
drastic break from physical teaching to online teaching proved to be challenging to some
teachers, who were not aware on how to record online lessons as well as the best teaching
methods to reflect the new normal as posited by the pandemic. In addition, some teachers noted
94

that they faced challenges with their students who wanted did not know how to log on and learn
through online basis.
School to Family Connections
Within the school setting, the school to family relations, and vice versa is crucial to the
successful development of students. Existing research indicates that parents are the seminal and
the first point of influence in the children’s development and subsequent school success. When
parents are involved in the school life of their children, the students are able to achieve higher
scores on tests. In addition, children whom the parents are involved in the learning process
exhibit improved attendance records, lower school dropout rates, higher aspirations in life and
hold a highly positive attitude towards school as well as the homework provided. Parental school
involvement is seen to be more crucial for children who are growing up in precarious families,
which may be highly disadvantaged as well as highly stressful families. Current studies further
indicate that parental involvement at home significantly improves the level of success of a
student. On the other hand, parental involvement in school provides an effective framework for
strengthening the school reform efforts (Bogenschneider & Johnson, 2015).
Concomitantly, Weber (2021), indicates that the best indicator of student academic
success, is highly dependant on the level of familial involvement in the students learning
capcities at home and at school. Similalrly, majority of administraors within the school setting
play a vital role in establishing the familial engagment strategies. Family engagment portrays a
shared relationship with the staff and teachers, to meet the educational goals, and to encourage
the students growth in entirity. Similalrly, when teachers focus on the family relationships, they
are able to witness a positive change on the students in the classroom. The teahcers and school as
a whole, can involve the teachers in motivation strategies, positive behaviours and an increase in
95

good grades. When teachers and parents alike commit to creating a learning atmosphere, the
success of students in highly evident.
Northlight school fully understands the importance of school to family connections. As a
result, the school makes deliberate efforts to develop meaningful relationships with the families
of their respective students, in order to enhance both their socio-emotional development, as well
as improve their prospects when it comes to learning in school. As earlier noted, majority of the
students at Northlight come from distressed backgrounds, most often languishing in poverty or
from broken families as a whole. Similarly, the students at Northlight are those who were unable
to capture good grades at the culmination of their primary school education, and are therefore
considered as academic failures.
When the students join Northlight, they are faced with a multitude of socio-emotional
issues, ranging from stigma arising from academic failure, emotional distress caused by the
broken families at home, and the low economic capacity of the family. Northlight school
therefore makes deliberate efforts to get involved with the families of the students, to improve
their socio-emotional outlook as well as their grades in school. Northlight commits to familial
relations through several approaches. The first is creating a school environment which is
welcoming to the students. In so doing, the students acknowledge that the school family is there,
willing, and able to support the students through all that they undertake. The school family is
there to support the students in everything they do, both in and outside of the school system. The
school family includes the teachers, the students and support staff, including the school
counsellor and head teacher.
Secondly, Northlight undertakes an evaluation of students who appear to have a
multitude of socio-emotional challenges from home. Having evaluated such students, the school
96

then makes family visits regularly, to assist the students to navigate the difficult terrain of
education. The teachers actually conduct home visits, and in so doing are able to not only interact
with the student’s family, but are able to develop high levels of connection with the family,
supporting them in whatever possible approach. For instance, one respondent noted that a child
once came in late to school, and was emotionally drained. The teacher was advised to let the
student to sleep, given that the child had experienced a family feud, prior to coming to school. In
so doing, the school understood the challenges faced by that student, and aimed to remedy the
situation by accommodating the student.
Northlight also encourages the parents to be active in their students’ academic lives. As
noted in the study, majority of parents at Northlight do not have adequate level of education,
with some of them having only primary level education. As such, the parents may feel as though
they do not fully comprehend what the students are going through in school. The teachers,
therefore encourage the parents to sit with the children when they are doing their homework,
even though the parent many not contribute academically. Such level of socio-emotional
connection with the student improves their academic performance and boosts their socio-
emotional outlook on life. Nonetheless, Northlight encourages the parents to be actively engaged
in the school process. The parents are often invited to meeting at the school, aimed at improving
the state of the students in school. In so doing, the parents have a direct role in contributing to the
academic and socio-emotional development of the students. In addition, when the students see
that their parents are involved in the school development programs, the students are motivated to
attain higher grades.
97

Support From Government
The government of Singapore has been instrumental in supporting the progress of
Northlight school over the years. Notably, Northlight is an autonomous school, which is a
subsidiary of the Institute of Technical Education. However, the school is still monitored and
adheres to the various provisions granted by the Government, through the Ministry of Education,
which is the governments function in Singapore, which overlooks matters related to education in
the country.
The government heavily supports the plight of students prior to joining Northlight, given
that they advocate for every student to achieve basic primary school education. In addition, the
government also supports children in primary school level by covering their tuition fee, which
allows children from less privileges backgrounds to undertake their free primary school
education. Without compulsory primary school education, majority of children from less
privileged backgrounds would have opted out of school in their early years, to seek some form of
employment to contribute to the family’s financial wellbeing. The compulsory primary education
offers indirect support to Northlight, given that upon completing their primary education,
Northlight fills the gap for the students with poorer performance, by providing tertiary teaching.
The first line of support is evidenced through the provision of teachers who directly come
from the Ministry of Education (MOE). The teachers at Northlight who are provided by the
MOE are proficiently trained and qualified teachers, with high professional standards for
dispensing their duties at Northlight. Some teachers who work at Northlight are subcontracted by
the MOE to advance the school. In addition, the MOE has assisted Northlight in receiving more
teachers to assist the school. Compared to traditional schools, Northlight has higher staffing
levels, which reflects in higher teacher to student ratios, which ultimately improve the overall
98

performance of the students. Secondly, the government offers the support to Northlight by
support by funding the school. Whereas Northlight operates in some form of autonomy, the
school still receives funding from the MOE, to be able to conduct and undertake basic school
operation procedures. Furthermore, both the MOE and ITE are responsible for remunerating
some teachers at Northlight, those who are under their umbrella.
Likewise, the government provides curated educational materials such as citizenship in
character education, which every student is required to pursue. Such programs reflect on the
nature of the nation, which is filled with different cultures, religions as well as races, which
prepare students to better navigate the local as well as international markets. The government
also supports students by providing generous financial support to the students by covering issue
such as tuition fee, financial assistance of students, providing food, money for transport, uniform
books as well as offering basic stationery to the students.
The MOE offers guidance for teachers advanced professional development. The
government renders this support through the provision of guidelines for professional
advancement which is required for all teachers. The government also regulates the teaching
practice in Singapore, where aspiring teachers have to go through MOE curated courses, before
they are cleared to teach in the conventional classrooms. The teachers at Northlight, through their
staff development official are notified of such professional courses, which they are encourages to
undertake to ensure their consistent development in the teaching profession and that they remain
relevant on issues such as proper classroom management techniques. The MOE also provides
competency frameworks for the teacher’s development. The ministry also inspects the various
teaching practices offered in the schools, and offers guidance on how best to implement teaching
practices and procedures in schools. In addition, during the Covid-19 period, the government has
99

eased the transition from physical learning to online learning through the subsidization of costs
for laptops for children. Majority of the children, mostly from the less fortunate backgrounds
have been able to acquire laptops for free to support the novel mode of learning. The move is a
strategic move by the government to promote a Smart Nation, through other strategies such as
coding to ensure that the children in the schools are tech savvy.
Themes
Having inspected the assumed influences, findings from primary and secondary sources,
two main themes emerged which transcended the knowledge, motivation, and organizational
paradigms. Two major themes were evidenced from the participant research group regarding
improving the socio-emotional development of students within the school setting. The themes
identified are particularly useful, in the development of non-traditional schools, and improving
the success rates of students within the school setting. The major themes identified are classified
under focusing on the students and environmental factors. The themes indicate that for the
successful implementation of non-traditional schools, both the themes must be implemented and
considered in such non-traditional schools.
Focus on Students
When asked about the recommendations they would suggest for either non-traditional
schools or traditional schools, the respondents claimed that more emphasis should be placed on
the students. Majorly, both traditional and non-traditional schools focus on the student success
factors academically. As such, a lot of resources are pumped into the school program to ensure
that the students are sufficiently equipped academically. However, the teachers at Northlight
indicated that policy makers and the schools should focus on better understanding the students,
as they are the primary purpose of the school.
100

The teachers commended the establishment of non-traditional schools, citing that the
non-traditional schools filled a major gap in the national education system. Traditional school
systems are upheld and supported by majority of nations. However, the policy makers fail to
understand that while 70% of the students are able to succeed in the formal education systems, a
huge gap is often left. Such students feel demoralized and unable to carry on with their school
curriculum. Prompting such young students to attain extremely high grades is unfair, given that
the students are still in their development stages. As a result, such students end up being left out
from opportunities for professional development. Non-traditional schools fill in the gap by
focusing on such students, and giving them a hope for improved future prospects. Some teachers
noted that non-traditional schools, owing to their focus on the socio-emotional development of
students, should be encouraged and embraced all over the world. The focus should be on the
socio-emotional development of the students, so that they may be holistic students within the
society.
The teachers noted that students should be evaluated from the moment they are engaged
in the school systems, to be able to identify special needs students. Early identification allows for
the development of specialized learning programs, which are student specific. Similarly, the
teachers noted early engagement with students assists in understanding underlying challenges
which the students may face. For instance, students with low emotional quotient, arising from
family related issues will be identified early enough, and the school and teaching staff will be
able to develop innovative mechanisms to boost student engagement, for enhanced socio-
emotional development. The teachers noted that some students who join the non-traditional
school system failed to prosper in such environments owing to the fact that their learning
capacities were inadequately addressed, and were unable to keep up with the competitive school
101

system. Similarly, the respondents indicated that schools should focus on socio-emotional
development of the students with a higher regard, as compared to academic qualifications, which
is the current focus of most schools.
In so doing, when engaging with students in a classroom, teachers should understand that
their students are fully capable of succeeding in the classroom, regardless of the abilities and
capacities of the child. The student winning attitude should be encouraged in both traditional and
non-traditional schools. The student teacher ratio was also highlighted, where majority of schools
have lower teacher to student ratio. Increasing the teacher to student ratio will ensure that the
students will have individualized attention from the teachers, and that hey will be able to better
succeed in their academic conquest. In addition, the resilience of teachers in the non-traditional
school setting was brought up, where teachers will often become emotionally drained, and
unable to effectively deliver in the classrooms. The teachers require emotional as well as social
support to be able to adjust their schedules effectively, and to address the challenges faced by the
students within the classrooms.
Environmental Factors
In addition to the role played by teachers in the development of students within the non-
traditional school system, various external factors are important in promoting and ensuring the
success of the non-traditional school systems. The external factors identified include the school
environment, government support and familial support. The external factors can also be
considered as institutional influences, where the family is the smallest institution in society.
The family factor is crucial in the academic and socio-emotional development of
students. As illustrated in the paper, families play a crucial role in the development of students.
those parents are the seminal and the first point of influence in the children’s development and
102

subsequent school success. When parents are involved in the school life of their children, the
students are able to achieve higher scores on tests. In addition, children whom the parents are
involved in the learning process exhibit improved attendance records, lower school dropout rates,
higher aspirations in life and hold a highly positive attitude towards school as well as the
homework provided (Bogenschneider & Johnson, 2015). The family institution plays a major
role in the success of nontraditional schools. Non-traditional school’s ought to create a platform,
where the families are engaged in the development of the school, as well as for the children’s
wellbeing.
As previously documented, Organizational influence plays an instrumental role in the
performance of stakeholders within the school setting. Organizational influences can be
classified into either models or settings as per findings by Gallimore and Goldenberg (2001). In
the theme, the organization factor is evidenced through support from the school and the
community and government support. The school environment will affect the student’s
performance, as well as socio-emotional development. Non-traditional schools are specially
calibrated, to ensure that they meet and address the needs and requirements of the students in the
schools. The environment of non-traditional schools should be developed differently from
traditional schools, and ought to emphasize on creating a good environment, which will promote
student learning. For instance, Non-traditional schools should not focus on the excellent
performance of students, but rather the all-rounded development of students.
The third aspect of the theme is community as well as the government support. The
support from both the government and community is vital for the success of Non-traditional
schools. Majority of the teachers at Northlight indicated that they were able to hear about
Northlight through community initiatives and engagement initiatives. As such, the affiliated
103

school community, is paramount for instituting support for non-traditional schools. Similarly,
governments play a significant role in supporting non-traditional schools. As initially identified,
non-traditional schools require immense monetary support from governments in order to
function effectively. The government also supports teacher enrichment programs, as well as
fostering teacher recruitment, to serve in the non-traditional schools.
Conclusion
The findings established in the chapter indicate that influences of knowledge, motivation
and organization play a crucial role in promoting socio-emotional development in non-traditional
schools. Additionally, two themes which transcended the Knowledge, Motivation and
Organization constructs have been identified as being crucial proponents in the establishment of
non-traditional schools. The themes developed include, focusing on students and the
environmental factors which promote success of non-traditional schools. Based on the secondary
research conducted in chapter two, several proponents which promote the successful
implementation of socio-emotional development for students in non-traditional schools has been
explored. Teachers, schools, and family relations were found to be crucial in promoting the
socio-emotional development of students. In addition, the evaluation of the responses from the
interviews reveals that knowledge, motivation and organization influences are necessary for
promotion socio-emotional development of students.
The findings from the study reveal that the school leadership as well as the teachers, are
the major players when it comes to promoting socio-emotional development. In addition, given
that the teachers may be emotionally drained from dealing with the emotionally lacking students,
the schools and colleagues should develop an emotional support system for the teachers, to
ensure they are fully equipped when they are in the classroom.
104

In closing this chapter, the research itself will not end, I see future potential in Qatar and
other parts of the world adopting socio-emotional development in their education models,
whether it be in schools, learning centers, systems and policipes adapted into professional
organizations in addition to the education community because what was found was that all
students need socio-emotional development, and sometime adults need it to. What was learned
from Northlight teachers was that forming a support system and being there for each other goes a
long way.
The Covid 19 pandemic impacted families, students and children around the world, with
loss of lives, income and health (mentally and physically) there will be a need for social
emotional development to move on in life and adapt to the changing outside forces that go
beyond ones’s control.
Chapter Five examines the practical application of Knowledge, Motivation and
Organizational influences in the proposed Qatar school system. The succeeding chapter provides
the implementation plan, as well as the framework through which the objectives of the study
have been achieved, as well as the gaps and opportunities for future research.

105

Chapter Five: Discussion and Recommendations
The aim of the study was to initiate a conversation on the proposal for the development of
non-traditional school systems in Qatar by implementing similar non-traditional models to
enhance the academic performance of the students and enable them to become successful. The
research questions and purpose of the research as established in chapter 1 of the study, sought to
explore;
1. What are the influence of knowledge, motivation, and organizational (KMO) to
implement practices of socio-emotional development on Northlight school teachers?
2. What are the recommendations for practice for other schools seeking to build a similar
model for non-traditional students in Qatar?
The second chapter of the study provided a comprehensive review of literature, which
focused on the aspects of Knowledge Motivation and Organization in the school setting. The
chapter also provided a comprehensive overview of the non-traditional school setting and the
importance of bolstering socio-emotional growth and development in students. Chapter three of
the study provided a comprehensive overview of the research methodologies, detailing the study
design, participant base, as well as an accurate description of the research instruments used in the
study. Chapter four of the study presented the findings of the study, as garnered through the
primary and secondary data resources. The following chapter forwards a description of the
recommendations and proposed interventions for implementation.
The research is based on the case study of Northlight schools in Singapore, which is a
non-traditional school. The study focuses on the influences of Knowledge, Motivation, and
Organization (KMO) in impacting the success of the school. The study seeks to borrow the best
practices as evidenced in Northlight and propose models to implement non-traditional school
106

settings in Qatar. Primary data gathered from interviews with teachers from Northlight schools in
Singapore have been used in establishing the findings and recommending the best practices
which the proposed non-traditional school in Qatar should adopt. Table 8 below highlights the
KMO findings and the areas which were evaluated in developing the proposed non-traditional
school, with a focus on the socio-emotional development of students. The validity of the findings
is assessed under the subheadings of continuing or current needs. The recommended solutions
present a cross-cut of the areas and focus on the critical areas which present the greatest need in
developing socio-emotional non-traditional schools. The following chapter, five, provides a
discussion overview of the recommended practices pertaining to the project at hand.

Table 8
Knowledge, Motivation, and Organizational Influences of Socio-Emotional Based Non-
Traditional Schools in Qatar
Knowledge, motivation,
and organizational assets
Knowledge Motivation Organizational Validation
Teacher knowledge of the
specific ways of
encouraging and
empowering students and
ensure that they achieve
positive outcomes in their
lives.

ü Continuing
need
Teacher knowledge of the
resources needed to
support socio-emotional
development among the
learners.

ü Continuing
need

107

Knowledge, motivation,
and organizational assets
Knowledge Motivation Organizational Validation
Teacher knowledge of how
to utilize their skills to
foster the process of
building relationships in
their learning environment.

ü Current Asset
Teachers reflect on their
practice on how to ensure
that the students grow and
improve beyond their
schools and into their
careers. Besides, it is
imperative to note that
professionally, teachers are
central when it comes to
teaching students how to
controlling and regulating
their emotions in a learning
environment where they
interact with teachers and
their peers.

ü Continuing
need
Self-Efficacy

ü Continuing
need
Intrinsic Motivation ü Current Asset
Celebrating the success of
students

ü Continuing
need
Cultural Model Influence
2: School's culture of
focusing on socio-
emotional development

ü Current Asset
Cultural Setting Influence
3: The school's provision
of training teachers in
specific character
education specific to
student's needs
ü Current Asset

108

The chapter is divided into four main sections. The first section presents the validation of
Knowledge, Motivation, and Organizational influences, in developing a non-traditional school
system in Qatar. The non-traditional school is premised on instilling high levels of socio-
emotional development in the students in preparation for the real world. The second segment of
the chapter presents the implementation plan for executing the proposed recommendations. The
implementation plan highlights proposed timelines, resources, and the individuals responsible for
the implementation. The third section of the paper presents the evaluation plan for assessing the
efficiency and progress of the implemented initiatives. The final section of the paper culminates
with a brief discussion of the various considerations for future research in terms of developing a
socio-emotionally aware non-traditional school in Qatar.
Recommendations to Instill Knowledge, Motivation, and Organizational Assets into Non-
traditional Education System in Qatar
Recommendation 1: Knowledge Management
Knowledge management is one of the crucial factors which supports the holistic
development of children in the school. Whereas non-traditional schools offer education based on
the student requirements, it is mandatory for the staff at the school to be adequately trained and
to uphold relevant qualifications for the promotion of high-quality education to the students. A
major factor in knowledge management is the teacher's knowledge attributes (Malm, 2009).
Teachers to be selected in non-traditional school settings have to have high qualifications for
teaching in a bid to improve the overall student outcomes. Moreover, the method through which
teachers manage knowledge was revealed to improve the socio-emotional development of the
students. The implication of the same is that teachers require to uphold an advanced approach in
teaching students in order for them to thrive in the real world.
109

In addition, the knowledge factor extends beyond the basic classroom staff and should be
reflected in the entire support staff of the school (Mayer, 2011). In the case of Northlight, in
addition to having qualified teachers, the school had sufficiently well-trained support staff,
including qualified counselors, doctors, and even the school secretary. Therefore, knowledge
influences should be cut across the different classes of staff within the school.
The evaluation of knowledge influences was based on Anderson and Krathwohl's (2001)
taxonomy of knowledge models, which featured metacognitive, procedural, conceptual, and
factual knowledge types. Teacher knowledge was explored on the capacity to effectively
integrate tools and approaches in disseminating the coursework in order to provide support to
their students, which results in enhanced learning experiences.
Teacher Selection
Whereas non-traditional schools may differ from traditional schools in their mode of
delivery, the teachers required to dispense the information to the students require to be
sufficiently trained and to uphold the basic minimum qualifications to support their teaching
practice within the school. Selecting the right teachers will ensure the successful implementation
of the program. The suitable teachers for the program should be willing to go over and beyond
the basic minimum teaching requirements for traditional schools setting, where the preferences
are placed on teacher's ability to grill students to pass the national examinations (Valerio, 2012).
Successful candidates are those who display a high capacity to connect with their students in
every aspect of their life, even beyond the classroom setting. The teachers will play a crucial role
in the social-emotional development of the students.
The teachers to be provided in the non-traditional schools ought to adhere to the Ministry
of Education minimum guidelines for teacher qualification. As such, the teachers to be selected
110

ought to be registered as professional teachers prior to being absorbed within the school. As a
basic minimum qualification, the teachers ought to have a bachelor's degree in their respective
field to be qualified as suitable selection candidates. In light of the current global developments,
a relevant qualification in the respective field of tutoring is desired. For instance, an individual
with a computer science undergraduate qualification may qualify to be a suitable candidate for
selection within the school, as long as they have undergone basic teacher training courses
(Turner et al., 2009). Whereas individuals with undergraduate teacher degrees will be preferred
for selection, the nature of non-traditional schools calls for relevant professionals in the
respective fields to prepare the students for the employment world. As such, individuals with
other undergraduate degrees other than education qualify as suitable candidates, given that they
will assist the students insufficiently in defining the field of practice they wish to achieve in later
years.
In addition to the knowledge levels of the teachers, preference shall be granted to
teachers with high socio-emotional consideration for the students. Teachers with high levels of
socio-emotional awareness will be able to succeed in non-traditional schools, given that majority
of the students within such schools are those who have failed to attain the minimum
qualifications in a traditional school setting. As such, the teachers selected should display high
levels of empathy as well as a socio-emotional commitment to the students. Similarly, teachers
with sufficient qualification levels will be able to sufficiently evaluate the students, and group
them according to their special need's requirements, and develop teaching programs which are
tailormade to fit the student learning needs (Anderman & Anderman, 2020).
111

Teacher Training on Utilization of Resources
Given that the proposal is aimed to support the development of non-traditional school
systems in Qatar, teachers selected for the program should be trained on the best-suited
mechanisms to utilize available resources to encourage and empower the students for future
success. The non-traditional school setting will implore the selection of students from diverse
backgrounds, such as from poor backgrounds, family issues, and a history of poor performance
(Seli & Dembo, 2019). Teacher utilization of resources is mostly based on the conceptual and
procedural knowledge types.
The staff ought to be sufficiently trained to ensure that they are fully aware of the
resources at their reach and the best methods to apply the resources available to the teachers. The
main resource available to the teachers is the people factor, which comprises their colleagues, as
well as the additional support staff in the school. Human resource is a vital aspect in promoting
the socio-emotional development of students.
The teachers also require to sufficiently understand the school curriculum as being a vital
resource through which they will structure their teaching practice. The school curriculum will
guide the teachers on the best approaches to structure their teaching program to ensure that
knowledge dispensation is paramount, in addition to socio-emotional development. Similarly, the
school setting offers teachers a multitude of resources which the teachers may use to enhance
their teaching practice (Seli & Dembo, 2019; Turner et al., 2009). In the Covid-19 era, the
utilization of computer applications has been paramount in the delivery of formal education.
Teachers require to be equipped with the necessary skills to navigate the digital terrain.
Furthermore, the teachers can incorporate some of the skills in developing adequate teaching
guides as well as resources for the students. Teachers can enhance the dispensation of knowledge
112

through guidelines such as PowerPoint presentations and other forms of visual illustrations to
assist the students in understanding the class content. Similarly, teachers may use simple
approaches such as the use of manilla charts to illustrate concepts that the students deem difficult
to understand, with the aim of improving the dispensation of knowledge to the students.
Relationship Development Training
The teacher-student relationship is paramount in the success of non-traditional schools. In
non-traditional schools, the teachers should not appear as embodiments of authority and
knowledge within the classroom setting but should encourage and support the students in the
course of their high school education (Carpenter, 2012). Commonly, teachers in non-traditional
schools are focused on grilling students to achieve good grades and are often not concerned
about the socio-emotional development of the students.
Teachers to be incorporated in non-traditional schools should be trained to ensure that
they are able to develop and maintain meaningful relationships with the students in the
classroom. The teacher's student relationship should be strong, where the teacher understands the
types of challenges which the students go through. For instance, in the case of Northlight, the
teachers employ a variety of techniques to better understand their students and to be directly
involved in their lives. Some teachers set up discussion groups with their students, where they
talk about everything in life, and in so doing, promote trust with the students.
The teachers should go out of their way to ensure the socio-emotional development of
their students. For instance, the teachers ought to understand the challenges faced by students. If,
for instance, a student always comes late to school, it is the teacher's role to understand why the
student comes late to school. Such a student may have many duties in the morning before
coming to school and is therefore late for school (Ambrose et al., 2010). It is the role of the
113

teacher to make home visits to the student's abode and to formulate strategies that will enable the
student to be better focused on classroom activities, which improve the future prospects of the
student. Teachers should desire to have sincere relationships with their students.
Teacher Self-Reflection Techniques
In non-traditional schools, the emphasis is placed on promoting the student's socio-
emotional development in preparation for the real world. They understand their learners. The
self-reflective endeavor enables them to better understand the learning deficits of students, as
well as selecting the best-suited teaching practices which promote effective teaching and learning
protocols. Notably, the teacher needs to have in-depth knowledge in terms of metacognitive
knowledge to help the student develop learning abilities purposely to understand core concepts in
the classroom (Ambrose et al., 2010). Whilst pursuing professional growth, teachers require to
aim their focus through the enhancement of knowledge via training as well as job aides. Such
strategies assist teachers in reflecting on their lessons and define improvements in their teaching
and learning strategies for their students progressively.
Teachers in non-traditional schools ought to be sufficiently trained to embark on self-
reflective approaches, which will enhance their teaching practice within the classroom. The
teachers should understand that different classrooms require different calibrations of teaching
techniques and ought to adjust their teaching practice accordingly to ensure that no student is left
behind in the teaching protocols. Furthermore, the teachers ought to evaluate the various means
through which they may achieve professional growth in areas which they seem to lack (Seli &
Dembo, 2019). For instance, an English teacher may take a complementary course, based on
self-reflection, in order to improve the dispensation of knowledge to the students.
114

Selection of Qualified School Staff
Given that the proposed initiative is to be established in Qatar, the selection of support
staff should reflect on the aim of the school, which is to promote socio-emotional development
for the students. The teaching staff plays a paramount role in ensuring that the students are able
to acquire socioemotional support outside the classroom. The support staff should include;
school doctor, nurse, counselor, cleaning staff, school secretary, and school bursar. The support
staff should enhance the socio-emotional development of students while conducting the duties
prescribed by their employer (Briesch et al., 2019). For instance, the school counselor should be
directly involved with the students and develop teaching practices that will enhance the student's
position in achieving high-quality results following the culmination of the studies.
The selection of the support staff will be subjected to strict recruitment policies, such as
upholding relevant academic qualifications as well as certifications, ability to support the socio-
emotional development of the students as well as displaying empathy when interacting with the
students. The support staff contributes to the larger school environment, and their role is of high
importance in promoting the socio-emotional development of students.
Recommendation 2: Motivation Influences
Flowing from the first recommendation, the study revealed that the success of the
proposed initiate is heavily pegged on key motivational influences; aimed at the students and
teachers. Motivation is a key component of Knowledge, Motivation, and Organizational
influences and is a major aspect of the current study. Motivation is a core aspect in influencing
the performance of both the students and the school large. Motivational influences, therefore,
have to be infused into the school environment, which will motivate both students and teachers
in achieving high performance in the school (Hailikari et al., 2008). As a process, motivation
115

consists of the felt need, stimulus which requires the generation of the need, and accomplishment
of the need. As such, stakeholders may utilize motivational influences to address beliefs
regarding efficacy, awareness, and the manifestation in varying degrees. Motivational influences
are very important in initiating socio-emotional development. The recommendation will
therefore be split into two parts to shed more light on the matter.
The teaching staff is perhaps the most important resource in a non-traditional school
setting. The teachers form at least 70% of the interaction they have with the students in a school.
Clark and Estes (2008) reviewed that teacher have the capacity to address performance gaps
when prompted via motivation.
Teacher self-efficacy theory promotes efficient character development. Self-efficacy is
premised on the belief that an individual is capable of successfully undertaking certain tasks in a
professional method. High-self efficacy reflects on the teacher's mental capacity to embark on
the teaching plan (Williams & Rhodes, 2016).
Teacher value for character education is the other motivational influence as revealed by
the study. The theoretical perspective indicates that teacher beliefs are crucial in the learning
process (Valerio, 2012). The model indicates that teachers ought to find utility in the value of
character education and that the teachers should enjoy working with the students (Seli & Dembo,
2019).
The teachers at Northlight school identified that the motivation factor keeps them going
while undertaking their teaching practice. The teachers identified that the teaching environment
should reflect high motivational standards, which will, in turn, motivate the teachers to work
smarter and provide better results. The major aim of non-traditional schools is to create a
learning environment that supports social-emotional development, as compared to high
116

performance. Given that such schools often attract reject students or students with low levels of
respect for teachers, the teachers require the extra boost to be able to carry on with their teaching
and not to give up while in the process.
Intrinsic motivation has been recorded to be the best approach in self-motivating
teachers. Unlike extrinsic motivation, intrinsic motivation comes from the teachers themselves,
with the capacity to want to teach and instill change with the students. The teachers at Northlight
displayed high intrinsic motivation from the onset of their careers at the school. The majority of
the teachers noted that they actually commenced their careers at Northlight, owing to the desire
to contribute to the positive change they experienced in the school. The teachers were therefore
highly motivated from the onset to work in the said teaching environment. Similarly, the
selection of teachers for teaching in Qatar should be based on high levels of teacher intrinsic
motivation to instill change in the school. The teachers should display high motivation for their
role and recognize that their role does not end in the classroom, but they are responsible for the
holistic development of the students, outside the classroom, and for future preparations as they
intend to join the job market (Hailikari et al., 2008). The high motivation of teachers at
Northlight is also reflected in their willingness to visit troubled students at home and seek to
remedy the home factor before they come to school. Such an approach improved the
performance of the majority of students in the school.
The teachers at Northlight also noted that they often feel demotivated when working with
the students. The recommendation, therefore, insists on developing a highly motivated teaching
and working environment. The teachers illustrated that their fellow colleagues were a major
point of motivation while in the teaching practice. For instance, when dealing with rowdy
students, the teachers would approach each other and ask the best method to handle such a
117

student. In so doing, the teachers affected would be motivated to inspire change in such students.
Northlight school also promotes high teacher motivation during off-days. The off-periods occur
during the holidays, where the teachers take this time to re-energize themselves in preparation
for school (Gbollie & Keamu, 2017). During this period, the teachers are not expected to address
any school-related issues, such as even picking up phone calls, unless the matter requires urgent
attention. The teachers noted that such an approach has been meaningful in motivating the
teachers to resume their teaching role when schools re-open.
Motivation in non-traditional schools is also fostered by the professional development
and learning endeavors, which are supported by the school. The majority of teachers at
Northlight are currently pursuing higher education. Northlight facilitates the teacher's
professional development plans by availing materials and courses which teachers may take in
pursuit of their professional development. The school also grants the teachers with generous
sabbatical leaves to facilitate the teachers in their teaching practices.
The paper recommends the development of a solid motivation plan for the students who
will engage in the non-traditional school setting. Similarly, student motivation can be achieved
intrinsically and through self-efficacy. Students in non-traditional schools represent a special
cadre of students who had previously failed in their former institutions and are lowly motivated
to carry on with their studies. The majority of the students also ha low self-esteem when joining
the institutions. As per the Northlight case, student motivation is best achieved by creating a
conducive learning environment. According to the findings, creating a conducive learning
environment that is different from their homes motivates students to come to school and spend
more time in the school learning. The school environment at Northlight is better than the
environment of most of the children at home (Reyna, 2000). As such, the students preferred
118

spending more time in school, owing to the habitable and welcoming environment which
motivated them to learn. The teachers were a crucial part of providing a highly motivating
learning environment.
Similarly, the buddy system, as evidenced in Northlight, was a major point of motivation
for the students. Through the buddy system, new students were coupled up with older students,
who would guide the new students on the operations of the school. The buddy system was
important in motivating the students, given that teachers were not always around to motivate the
students. Their colleagues would then come into play in such situations and boost the motivation
aspect of the students.
Student field trips are also another avenue for motivating the students in the school. Prior
to 2020, following the emergence of Covid-19, Northlight would ensure that they take their
students to international countries for a field trip. The field trips were developed as part of the
socio-emotional development curriculum. The essence of the field trips was to reveal to the
students that there are other places beyond Singapore where they may find employment and even
settle there. In addition, the international field trips would expose the children to different
cultures, where the students would interact with locals and embrace the different cultures. Such
cultural field trips would improve students' socio-emotional development, where the students
would understand the essence and influence of culture in relating and interacting with students
from different regions.
Recommendation 3: School Support
The third recommendation supports the organizational provision in the KMO setting. The
third recommendation establish the expected makeup of the school in supporting the
development of non-traditional schools in Qatar. Organizations play a crucial role in the
119

performance of stakeholders within the school setting. The variable organizational influence will
impact the success or failure of the institution.
The first consideration in establishing a formidable non-traditional school is the provision
of adequate facilities within the school. Unlike a traditional school, non-traditional schools rely
on a variety of teaching practices, including technical coursework, which requires special
facilities and utilities for learning. Such special facilities, including workshops and labs, have to
be established should the school seek to produce students who are employment ready. In
addition, the non-traditional school should also feature elements found in traditional schools,
including classrooms, dormitories, social halls, playing fields, and equipment and staffrooms to
facilitate the teaching staff. In the proposed school, the provision of adequate facilities and
equipment is the first step in providing a good learning environment.
An institution is only as good as the leadership involved in managing the school. Under
this recommendation, the school ought to feature a strong leadership, which has high emotional
intelligence as well as intellectual intelligence. When compared to traditional schools, non-
traditional schools cater to the need of a special category of students who desire socio-emotional
growth, as opposed to tertiary learning as offered in most high schools. Providing a conducive
socio-emotional learning environment will only be realized through strong leadership, which will
guide the school in all aspects of the operation. According to the findings of the study, the
majority of the teachers at Northlight stated that leadership is crucial in the development of a
non-traditional school. As such, the proposed leadership ought be ready to embrace innovation,
be emotionally available and be ready and willing to guide the school in achieving high
performance and a model for other non-traditional schools in the region to emulate.
120

The proposed non-traditional school has to uphold high accountability standards.
Accountability in the school setting is a shared responsibility between the educators, students,
administrators, policymakers, parents as well as educational researchers. The proposed non-
traditional school should utilize Levin's (1974) framework for ensuring accountability within the
school process. The framework identifies various concepts of school accountability, including;
performance reporting process, technical process, political process as well as institutional
processes. In applying such a framework, the school as an institution will uphold high standards
of accountability and achieve the aim of the school optimally (Pak, 2019).
The other organizational influence relates to the development of a comprehensive school
curriculum, which will be utilized in the school. Non-traditional school tends to operate on
unique curriculums which focus on the needs and wants of the students. The school curriculum
in non-traditional schools is premised on promoting socio-emotional learning in preparation for
the real world, as opposed to performance-based results realized through grades in the traditional
schools. The school curriculum ought to reflect on the needs of students in Qatar and develop a
curriculum that articulates the needs of the students, as opposed to lifting curriculums from the
existing systems. For instance, the school could adapt the equestrian learning approach, as
instituted at Northlight. The equestrian learning program at Northlight involves students taking
care of horses with the aim of developing their socio-emotional intelligence. Horses present the
perfect learning specimen, given that horses are very sensitive to human touch, body language as
well as reactions. The learning program assists the students to be able to develop empathy, learn
how to connect with both humans and animals, and develop connections. The students are also
engaged in service-learning, where they learn to contribute to the surrounding community.
121

A culture of trust has to be developed in the non-traditional school. A culture of trust is
required for all institutions. Establishing trust promotes the development of a strong foundation,
which assists stakeholders in achieving the organizational goals with ease. A culture of trust is
mandatory for all stakeholders involved in the management of educational systems. Within the
school system, trust is mandatory amongst the different level stakeholders. The stakeholders in
the school include; teachers, students, staff, and school management (Seli & Dembo, 2019).
Perhaps the most important level of trust is reflected between teachers and students relationship,
where trust is mandatory. Northlight as an institution understands the importance of fostering
trust between teachers and students. As a result, the teachers seek to develop trust between the
students from the first level of interaction when the students join the school. The teachers at
Northlight indicated that trust is crucial in the teacher-student relationship, where the absence of
trust would not promote learning in the school environment.
Finally, the school has to provide sufficient and adequate teacher support and
development programs. Based on the Northlight case study, the teachers lauded Northlight for
creating an enabling environment for the teachers. The school supports the teachers in several
ways, which enhance the teaching experience. The proposed program ought ensure they create
avenues for teacher professional development (Carpenter, 2012). Such avenues could include;
providing regular teacher training programs, providing school visits to the best performing
schools, and adapting their teaching practices, encouraging teachers to engage in professional
development courses such as undertaking a master's, and creating a formidable environment for
teaching.
122

Recommendation 4: Government Support
With any education system, governments play a part in supporting the education system
of a nation. In the case of Northlight, for instance, primary data indicates that the national
government, through various arms such as the Ministry of Education, plays a significant role in
supporting the school. The support from the Singapore government includes; providing teachers,
undertaking teacher accreditation, verifying teachers, remunerating some of the teachers, and
supporting the school financially. Similarly, the government plays a major role in the
development of the Northlight curriculum to ensure that the school is able to address the national
gap in education for students who do not qualify adequality to join high school through the
orthodox channels. The following section indicates that government support is mandatory for the
development of non-traditional schools in Qatar.
According to Nasser (2017), Qatar's education system was based on intrinsic nationalistic
and cultural traditions of Arabic schools. During this time, the Qatari leadership and stakeholder
base were outdated. An assessment by RAND indicated that the nation's education system lacked
standards, was very rigid when compared to international benchmarks. The revelation of the
findings resulted in a reformed system for the development of independent schools, curriculum
standards reviewed, and opportunities for teacher development and professional development
enhanced. Post-reform regulations indicate that Qatari has a lot of room for improvement, with
plausible improvements in professional development programs as well as licensing.
Part of those developments includes the institution of independent schools, as in the case
of Singapore. In spite of Qatar instituting independent schools in 2004, the nation reverted the
education system to a centralized system in 2016. The reasons for reverting include
contradictions in the program, which ultimately resulted in the failure of the project. Similarly,
123

the initiative was caught between tensions of global and national prescriptions of education,
which evoked a lot of bureaucracy, instituting a popular resentment against the school system
(Abdel-Moneim, 2020).
With that in mind, the Qatari government ought to strategize the education strategy and
decentralize the current system, to facilitate the development of the non-traditional school. The
non-traditional school cannot be considered to be similar to centralized schools, which follow a
specific curriculum, and are developed to churn out students based on their academic
performance. The challenge presented here is mainly policy-based, where the government can
institute a policy that supports the development of non-traditional schools. The current paper
seeks to address such challenges in the Qatari education system a provide meaningful reforms
which will assist thousands of students who miss opportunities in the mainstream schools owing
to wanting performance. In addition, there is a grave need to develop a socio-emotional-based
curriculum, which focuses more on personal development, as opposed to academic performance,
as is the case with centralized schools.
The Qatari government also has to provide significant financial support in ensuring that
the school will run and achieve its objectives. Student profiling in non-traditional schools reveals
that the majority of the students come from poor backgrounds, where affording the fee is a
struggle. As such, the Qatari government is recommended to fill such a gap by providing highly
subsidized fees and related costs such as purchasing laptops to further their education. Similarly,
the government's financial support has to be evident in providing adequate resources for setting
up the school, which will include purchasing relevant equipment to facilitate learning. In the case
of the proposed non-traditional school, the government ought to allocate resources to set up the
school and assist in providing relevant teaching equipment and other teaching aids.
124

Notwithstanding, the government should provide adequate teachers to the school and assist in
teacher and staff remuneration at the onset of the school.
The Ministry of Education in Qatar undertakes a crucial role in providing academic
oversight for the school. Based on the findings above, it is recommended that the MOE in Qatar
should provide academic oversight to ensure that the quality and standards of the school remain
high and that the school is able to achieve its aims and objectives. The oversight should be
provided from the level of curriculum development through to teacher regulation, where the
government should regulate teacher conduct and ensure they are fit for their teaching role.
Another recommendation to the Qatari government is the establishment of teacher
regulation and professional development strategies. The Qatari government continues to make
tremendous strides in promoting and achieving the professional development of teachers. In the
proposed non-traditional system, the Qatari government will play a significant part in ensuring
that the teachers undertake meaningful professional development in providing high-quality
education. The professional development of the teachers also acts as a means to motivate the
teachers in their teaching practice.
Implementation plan and Proposed Action Steps
The following section presents the action steps, capacities resources and requirements,
time horizon, and the measures and indicators of success, as per the proposed recommendations.
The first recommendation will ensure high knowledge and education standards within the school.
The ultimate essence of the school is to provide academic empowerment to the students whilst
fostering socio-emotional growth. As such, the knowledge of teachers, as well as support staff,
has to be of high standards in order to promote high teaching standards to the students. The
second recommendation focused on providing motivational influences to both teachers and
125

students in non-traditional schools. The recommendation is vital given that in the absence of
motivation from the stakeholders involved, the recommended project would result in failure. The
third recommendation focused on organizational influences, and particularly the influence of the
school in supporting socio-emotional learning. As earlier illustrated, the school environment is
crucial in providing a conducive learning environment as well as a comfortable facility with all
relevant and necessary equipment. The fourth recommendation focused on the influence of the
government in facilitating the establishment of the non-traditional school, where the government
will play a major role in oversight and resource provisions.
The following Table 9 provides a detailed description of the action steps, the action areas,
capacities resources and requirements, time horizon, and the measures and indicators of success.
Elements such as the period will be quoted in the duration within which they are expected to
occur, given that the proposal may take several years before full implementation. However, a
period of 1 year is granted from August 2021 to August 2022, as the espoused period for the
establishment of the school, by developing adequate school facilities.

126

Table 9
Proposed Implementation and Action Plan
Proposed
solutions
Action areas Capacity &
resource
requirements
Timeframe Indicators &
measures
Knowledge
management
Selection of
qualified
teachers
School board

School principal

Financial
resources for
the recruitment
process.
September
2022-
October
2022
Teachers selected
bear
professional
certification
and holders of
relevant
academic
degrees.

Teachers display
high emotional
and intellectual
intelligence.

Staff training on
methods and
resources to
encourage and
empower
students
External training
and
consultancy to
facilitate
training.

Financial
resources to
facilitate
training.

Selected teaching
and support
staff.

October-
November
2022
Staff knowledge
on various
methods and
techniques to
empower
student's socio-
emotional
development.

127

Proposed
solutions
Action areas Capacity &
resource
requirements
Timeframe Indicators &
measures

Skills
development
for
relationship
building in the
classroom
External training
and
consultancy to
facilitate
training.

Financial
resources to
facilitate
training.

Selected teaching
and support
staff.

October-
November
2022
Staff knowledge
on various
methods and
techniques to
develop and
maintain
relationships
with students
Teacher
reflection on
their own
practice to
ensure
students'
growth and
success.
External training
and
consultancy to
facilitate
training.

Financial
resources to
facilitate
training.

Selected teaching
and support
staff.

October-
November
2022
Staff knowledge
on various
methods and
techniques to
advance their
skills and
techniques to
facilitate
student socio-
emotional
growth and
success.
Selection of
qualified
support staff
School board

School principal

Financial
resources for
the recruitment
process.
September
2022-
November
2022
Teachers selected
bear
professional
certification
and holders of
relevant
academic
degrees.

Teachers display
high emotional
and intellectual
intelligence.
128

Proposed
solutions
Action areas Capacity &
resource
requirements
Timeframe Indicators &
measures
Motivational
influences
Developing
Teacher
motivation
plan
School Board

School Principal

Selected teaching
staff

MOE
representatives

Curriculum
development
master

November-
December
2022
Teachers have a
solid teaching
plan prior to
engaging in the
teaching
practice
Developing
student
motivation
plan
School Board

School Principal

Selected teaching
staff

MOE
representatives

Curriculum
development
master

November-
December
2022
A feasible
student
motivation
plan is in place
to support the
socio-
emotional
development of
the students.

129

Proposed
solutions
Action areas Capacity &
resource
requirements
Timeframe Indicators &
measures
School support Provide adequate
school
facilities.
(Provision of
adequate
classrooms,
playing fields,
and other
amenities)
Government
Representatives

School Board

Local community

Financial
resources

Professional
services
(Engineers and
architects)
August 2021-
August 2022
Adequate school
facilities are in
place,
including
(Classrooms,
staff offices,
laboratories,
student and
teacher
housing,
sanitation
blocks, dining
facilities, social
halls, school
farm, and
playing fields
as the basic
minimum

Establish
effective
school
leadership
which
promotes the
socio-
emotional
development
of the
students.
Government
representatives

Local community

Financial
resources for
the recruitment
process.

January 2022-
March 2022
A school board
has been
selected, and
lead teachers,
including the
principal and
deputy
principal, have
been selected
to run the
school.

School
management
understands the
requirements
and purpose of
non-traditional
schools.

130

Proposed
solutions
Action areas Capacity &
resource
requirements
Timeframe Indicators &
measures

Support teacher
professional
development
through the
provision of
professional
development
courses and
teacher
support
initiatives.
School board

Financial
resources

External training
and teaching
consultancy

Selected teachers

Curriculum
development
master
November
2020-
(Continuous
process)
Teachers
constantly
enroll in
professional
development
certifications
and courses.

The school plays
a primary role
in providing
avenues for
teacher's
professional
development.

Develop a
comprehensive
school
curriculum
that reflects on
the student
learning needs.
Ministry of
Education

School board

School leadership

External
curriculum
consultants

Financial
resources

Curriculum
development
master
March 2022-
August 2022
An effective
school
curriculum
focusing on the
socio-
emotional
development of
students has
been put in
place.
Government
Support
Provide the
relevant and
necessary
resources to
establish the
proposed
school.
Government

Ministry of
Education

Financial
resources

August 2021-
Continuous
process
Government
support is
evident in the
established
school.

131

Proposed
solutions
Action areas Capacity &
resource
requirements
Timeframe Indicators &
measures

Providing
resource
support to the
school.
(Tuition fee
for needy
students,
subsidizing
student
equipment,
providing
teachers,
remunerating
teachers,
offering
financial
support for
smooth school
operation)

Government
representatives

Ministry of
Education

Financial
resources
August 2021-
Continuous
process
Government
support is
evident in the
established
school.
Providing
academic
oversight
through the
Ministry of
Education
(The MOE
should play a
significant role
in developing
the curriculum
for the
proposed Non-
traditional
School.)

Government
representatives

Ministry of
Education

Financial
resources
August 2021-
Continuous
process
The government,
through MOE,
provides
relevant and
timely
feedback
regarding the
implementation
of the
academic
programs in the
proposed
school.

132

Proposed
solutions
Action areas Capacity &
resource
requirements
Timeframe Indicators &
measures

Support teacher
professional
development
through the
provision of
relevant
programs and
leave from work.
Government
representatives

Ministry of
Education

Financial
resources

School board

Teachers

Curriculum
master
October 2022-
Continuous
process
The government,
through MOE,
provides
relevant avenues
for teacher
professional
development

Evaluation Plan
Program and project evaluation is a critical aspect in establishing the efficiency of plans,
programs as well as proposed interventions. The following Table 10 is developed based on the
proposed interventions, as summarized in the integrated action plan. The evaluation plan is
borrowed from the detailed evaluation framework as established by Kirkpatrick and Kirkpatrick
(2006). The intervention plan is developed to assess the evaluating program, based on the four-
level approach evaluation protocols, of evaluating training programs. The proposed interventions
are derived from the Knowledge, Motivation, and Organizational influence, as retrieved in the
course of data analysis in the current dissertation. The following table is integral in the succinct
development of the dissertation and will establish the assessment protocols once the program is
implemented. Given that the study is a novel introduction to Qatar, the table will serve as a
baseline for conducting future research and events in future programs.
133

Level 1: Reaction
The first level in the evaluation plan presents a measure of the feedback of the program to
the stakeholders. The level is used as a general measure of consumer satisfaction appertaining to
the conducted program. Evaluating reaction to the program is vital, given that the success or
failure of the program is measured by the level. Obtaining a positive reaction not only promotes
learning but reduces the chances of failures occurring in the future. In addition, in the case of
failing to provide positive feedback, future learning is premised not to occur. In the study, the
relevant stakeholders will include; teachers, students, education consultants, government officials
as well as industry employers. Similarly, the reaction will be a reflection of socio-emotional
growth by the students who participate in the initiative.
Level 2: Learning
The second level, according to Kirkpatrick and Kirkpatrick (2006), the model is learning.
Learning refers to the extent to which the participants shift their attitudes, improve knowledge
and increase their skill set as a result of engaging in the program. Learning is measured after the
stakeholders have had some time to interact and reflect on the outcomes of the program. In the
current case, learning is expected to occur at all stakeholder levels, with the most significant
learning being by the students. In the proposed model, the students are expected to gain socio-
emotional skills to facilitate their learning endeavors. Similarly, teachers are expected to gain
from the program by better understanding how to effectively conduct in-need students. Similarly,
the MOE and government are expected to significantly learn from the program and propose the
development of similar initiatives across Qatar. The program can also be used as an international
case study, where nations that focus on traditional schools will have the opportunity to gain from
the program. While learning will be reviewed annually, concrete results from the different
134

stakeholders are expected to be gained at the end of the fourth year of the students learning,
where sufficient exposure will have been granted to all the relevant stakeholders.
Level 3: Behaviour
According to the model, behavior is a result of the direct resulting change after the
stakeholders have been exposed to the program. The level is vital given that it is used as a
measure of the efficiency of the program. Kirkpatrick and Kirkpatrick (2006) warn that while
applying the model, care should be given to first go through the initial two levels, as opposed to
evaluating the third and fourth levels, which the users of the model found to be most meaningful
in their application. However, in so doing, the appraisers may fail to capture meaningful
information and classify a program as ineffective, whereas the program was effective, but a few
aspects went amiss. The model prescribes four conditions that facilitate the occurrence of the
change. The conditions include; (a) desire for change, (b) knowledge on what to do and how to
do it, (c) the right climate, and (d) reward for the change. The aim of the proposed initiative is to
establish an institution that is premised on promoting socio-emotional behavior change amongst
students. Therefore, the level will be vital in assessing behavior change when the students first
join the non-traditional school and when they graduate into the real world. The evaluation plan
intends to reflect on the change of behavior in the different level stakeholders identified in the
study.
Level 4: Results
The final level of the evaluation plan is a reflection of the outcomes of the program. The
results of the program can be measured through a multitude of metrics, including; improved
quality, reduced costs, reduced employee turnover, and higher acceptance of non-traditional
schools by students. The results level is used to evaluate the realization of the objectives of the
135

program. Evidently, the most significant result of the study will be the socio-emotional
development of students in non-traditional schools. While the other metrics identified are
important, the influence which the program will have on the students will be the definitive
feature of whether to continue or discontinue the program. In addition, the results will highlight
the acceptance of the model in Qatar and can be used as the baseline in establishing similar
schools in the region as well as in other international regions.

Table 10
Evaluation plan
Proposed
intervention
Assessment of
reaction with
the proposed
intervention
(Level 1)
Assessment of
learning
commitment
(Level 2)
Assessment of
transfer (Level 3)
Assessment of
Impact (Level
4)
Selection of
qualified
teachers
Teachers
selected are
registered
through the
ministry of
education.

The teachers
have
undergone
sufficient
training as a
teacher.
Pre and post-
tests to
ascertain
teacher
qualification.
(Should be
conducted on a
periodic basis)

Survey to ensure
teachers fully
comprehend
their tutoring
fields.
Survey of
participants and
supervisors semi-
annually.

Follow up
interviews (brief)
with select
participants and
supervisors about
examples of
change (if any)
and to what they
attribute any
improvement.

Teachers
selected bear
professional
certification
and holders
of relevant
academic
degrees.

Teachers
display high
emotional
and
intellectual
intelligence.

136

Proposed
intervention
Assessment of
reaction with
the proposed
intervention
(Level 1)
Assessment of
learning
commitment
(Level 2)
Assessment of
transfer (Level 3)
Assessment of
Impact (Level
4)
Staff training on
methods and
resources to
encourage and
empower
students
Students in the
classroom
are
motivated
during
learning
activities.

Monitor
student
academic
and socio-
emotional
growth.
Pre and post-
tests to gauge
teacher's
comprehension
before and
after training.

Survey to
highlight the
various
techniques
which the staff
can use to
encourage and
empower the
students.
Survey of
participants and
supervisors after
four months.

Follow up
interviews (brief)
with select
participants and
supervisors about
examples of
change (if any)
and to what they
attribute any
improvement.

Staff knowledge
on various
methods and
techniques to
empower
student's socio-
emotional
development.
Skills
development
for
relationship
building in the
classroom
Observe the
relationship
between
teachers and
students.

Use of smile
sheets to
gauge how
students
relate with
teachers.
Pre and post-
tests to
evaluate
teacher
professional
relationship
building in the
classroom
context.

Survey to
highlight the
various
techniques
which the staff
can use to
elicit and
maintain
meaningful
relationships
in the
classroom.

Survey of
participants and
supervisors after
every four
months

Follow up
interviews (brief)
with select
participants and
supervisors about
examples of
change (if any)
and to what they
attribute any
improvement.
Staff knowledge
on various
methods and
techniques to
develop and
maintain
relationships
with students

137

Proposed
intervention
Assessment of
reaction with
the proposed
intervention
(Level 1)
Assessment of
learning
commitment
(Level 2)
Assessment of
transfer (Level 3)
Assessment of
Impact (Level
4)
Teacher
reflection on
their own
practice to
ensure
students'
growth and
success.
Monitor
teacher self-
reflection
practices on
a periodic
basis.
Pre and post-
tests to
evaluate
teacher's
innate role in
reflecting their
won practice.

Survey to
highlight the
various
techniques
which the staff
can use to
reflect upon
their own
practice to
improve and
amend their
teaching
practice.

Survey of
participants and
supervisors after
every four
months

Follow up
interviews (brief)
with select
participants and
supervisors about
examples of
change (if any)
and to what they
attribute any
improvement.
Staff knowledge
on various
methods and
techniques to
advance their
skills and
techniques to
facilitate
student socio-
emotional
growth and
success.
Selection of
qualified
support staff
Monitor task
dispensation
by the staff.

Staff is socio-
emotionally
aware of
themselves,
can be
monitored
via
observation.

Staff is
sufficiently
trained in
their tasks.
Pre and post-
tests to
ascertain staff
qualification.
(Should be
conducted on a
periodic basis)

Survey to ensure
staff are able
to socio-
emotionally
support the
students
Survey of
participants and
supervisors
Semi-annually.

Follow up
interviews (brief)
with select
participants and
supervisors about
examples of
change (if any)
and to what they
attribute any
improvement.

Staff selected
bear
professional
certification
and holders of
relevant
academic
degrees.

Staff display high
emotional and
intellectual
intelligence.

138

Proposed
intervention
Assessment of
reaction with
the proposed
intervention
(Level 1)
Assessment of
learning
commitment
(Level 2)
Assessment of
transfer (Level 3)
Assessment of
Impact (Level
4)
Developing
Teacher
motivation
plan
Ensure the
teachers have
a developed
motivation
plan.

Monitor
progress and
adherence to
the teacher
motivation
plan.
Pre and post-tests
to understand
teacher capacity
to develop
motivation
plans.

Survey to ensure
staff has the
skills and
competencies
required to
develop the
teacher
motivation
plans. (Should
be conducted on
a periodic basis)

Survey of
participants and
supervisors
annually.

Follow up
interviews
(brief) with
select
participants and
supervisors
about examples
of change (if
any) and to
what they
attribute any
improvement.
Teachers have a
solid teaching
plan prior to
engaging in the
teaching
practice
Developing
Student
motivation
plan
Ensure the
students have
a well-
developed
motivation
plan.

Monitor
progress and
adherence to
the teacher
motivation
plan.
Pre and post-tests
to gauge
students' impact
in developing
motivation
plans.

Survey to ensure
students have
the skills and
competencies
required to
develop the
student
motivation
plans. (Should
be conducted on
a periodic basis)
Survey of
participants and
supervisors
annually.

Follow up
interviews
(brief) with
select
participants and
supervisors
about examples
of change (if
any) and to
what they
attribute any
improvement.
A feasible
student
motivation
plan is in place
to support the
socio-
emotional
development of
the students.

139

Proposed
intervention
Assessment of
reaction with
the proposed
intervention
(Level 1)
Assessment of
learning
commitment
(Level 2)
Assessment of
transfer (Level 3)
Assessment of
Impact (Level
4)
Provide adequate
school
facilities.
Use a checklist
to ensure a
sufficient
number of
amenities are
provided to
guarantee the
smooth
running of
the school.
They may
include; a
number of
classrooms,
dining/social
halls, labs,
dormitories,
playing
fields, etc.

Annual survey of
existing
facilities and
their capacity
to meet student
and staffing
requirements.
Conduct an annual
school survey to
determine
relevance.
Adequate school
facilities are in
place,
including
(Classrooms,
staff offices,
laboratories,
student and
teacher
housing,
sanitation
blocks, dining
facilities, social
halls, school
farm, and
playing fields
as the basic
minimum
Establish
effective
school
leadership
which
promotes the
socio-
emotional
development
of the
students.
Monitor school
leadership
role in
promoting
socio-
emotional
development
for teachers
and students.

Observe the
methods
through
which the
school
leadership
promotes
socio-
emotional
development.
Pre and post-tests
to evaluate
school
leadership
understanding
of socio-
emotional
development
for students

Survey to ensure
school
leadership has
placed
sufficient
measures to
promote the
socio-
emotional
development of
students.
Survey of
participants and
supervisors
annually.

Follow up
interviews
(brief) with
select
participants and
supervisors
about examples
of change (if
any) and to what
they attribute
any
improvement.
A school board
has been
selected, and
lead teachers,
including the
principal and
deputy
principal, have
been selected
to run the
school.

School
management
understands the
requirements
and purpose of
non-traditional
schools.

140

Proposed
intervention
Assessment of
reaction with
the proposed
intervention
(Level 1)
Assessment of
learning
commitment
(Level 2)
Assessment of
transfer (Level 3)
Assessment of
Impact (Level
4)
Support teacher
professional
development
through the
provision of
professional
development
courses and
teacher
support
initiatives.
Monitor
participation
rates, level of
satisfaction,
and level of
engagement
with the
professional
teacher
development
courses.
Conduct a
periodic survey
to evaluate the
professional
learning
offered through
the
development
courses and
teacher support
initiatives.
Survey of
participants and
supervisors
annually.

Follow up
interviews
(brief) with
select
participants and
supervisors
about examples
of change (if
any) and to what
they attribute
any
improvement.

Teachers
constantly
enroll in
professional
development
certifications
and courses.

The school plays
a primary role
in providing
avenues for
teacher's
professional
development.
Develop a
comprehensive
school
curriculum
that reflects on
the student
learning needs.
Evaluate the
curriculum's
capacity to
address
individual
student's
needs.
Surveys to
monitor
change in
student
progress and
perception
towards the
curriculum.

Survey of
teachers to
evaluate the
applicability of
the curriculum
in the school
setting.
Survey of teachers,
students, and
supervisors
annually.

Follow-up
interviews (brief)
with select
teachers and
supervisors about
examples of
change (if any)
and to what they
attribute any
improvement.

An effective
school
curriculum
focusing on the
socio-
emotional
development of
students has
been put in
place.

141

Proposed
intervention
Assessment of
reaction with
the proposed
intervention
(Level 1)
Assessment of
learning
commitment
(Level 2)
Assessment of
transfer (Level 3)
Assessment of
Impact (Level
4)
Provide the
relevant and
necessary
resources in
the proposed
school system

Monitor the
annual and
quarterly
budgetary
allocations to
ensure the
smooth
running of
the school.
Conduct surveys
to relevant
stakeholders to
evaluate the
adequacy of
school
resources.

Conduct an annual
school survey to
determine
relevance.
Government
support is
evident in the
established
school.
Providing
academic
oversight
through the
Ministry of
Education
(The MOE
should play a
significant role
in developing
the curriculum
for the
proposed Non-
traditional
School.)
Monitor the
level of
teacher
engagement
throughout
the teaching
exercise.

Evaluate
student's
progress on a
termly/
annual basis
and provide
results. (i.e.,
are students
improving or
deteriorating
in their
grades)

Conducting
annual teacher
surveys to
ensure they are
able to
effectively
disperse their
teaching
duties.

Annual student
surveys on
teacher
efficiency.
Conduct an annual
school survey to
determine
relevance.
The government,
through MOE,
provides
relevant and
timely
feedback
regarding the
implementation
of the
academic
programs in the
proposed
school.

142

Proposed
intervention
Assessment of
reaction with
the proposed
intervention
(Level 1)
Assessment of
learning
commitment
(Level 2)
Assessment of
transfer (Level 3)
Assessment of
Impact (Level
4)
Support teacher
professional
development
through the
provision of
relevant
programs and
leave from
work.
Monitor
school's
engagement
in availing
professional
development
programs to
the teachers.

Evaluating the
school's role
in creating an
enabling
environment
for the
teachers to
participate in
the
professional
development
courses. (I.e.,
does the
school
provide
sabbatical
leaves for the
teachers)
Conducting
surveys to
relevant
stakeholders to
reaffirm
commitment to
change.
(Teachers and
school
leadership).
Survey of
participants and
supervisors
annually.

Follow up
interviews (brief)
with select
participants and
supervisors about
examples of
change (if any)
and to what they
attribute any
improvement.
The government,
through MOE,
provides
relevant
avenues for
teacher
professional
development

Considerations for Future Research
The current research proposes the establishment of a non-traditional school in Qatar.
Given that it is the first study of its kind in Qatar, future research surrounding the topic is
mandatory. In the near future, research has to be undertaken to understand the reasons for school
failures for students in Qatar. An additional study should also focus on the courses of action for
students when they fail in Qatar. Given the social setup in Qatar, additional studies evaluating
143

the way society treats failure and success in the region ought to be explored. The future studies
would shed light on the best practices to include in the non-traditional school, which are
informed by the requirements of people in Qatar, and the resounding social, cultural, political,
religious, and economic influences in the region.
In the long term, future studies should seek to ensure the efficiency of the established
non-traditional school system in Qatar. The studies should provide a comparative analysis,
evaluating the impact of the school in the region and its capacity to contribute change or part
therefore in the country. Future studies should consider providing comparative analysis with
non-traditional schools internationally, such as Singapore, and benchmark for improvement in
the school systems.
Conclusion
The aim of the study was to initiate a conversation on the proposal for improving non-
traditional school systems in Qatar by implementing similar non-traditional models to enhance
the academic performance of the students and enable them to become successful. The study was
based on a case study of Northlight school in Singapore, which is a non-traditional school and
has effectively filled the gap in the nation's education sector. The case study evaluated
knowledge, motivational and organizational (KMO) influences on the establishment of a non-
traditional school, which focused on the socio-emotional development of students. The study
achieved this end through comprehensive secondary research and primary research through
interviews with teachers from Northlight School. The findings of the study were in line with
findings from literature review, on the influence of KMO, in the development of non-traditional
schools in Qatar. The study serves to increase the standards of non-traditional schools in Qatar,
as evidenced by the case of Northlight School in Qatar.
144

References
Abdel-Moneim, M. A. (2020). Between global and national prescriptions for education
administration: The Rocky road of neoliberal education relief reform in Qatar.
International Journal of Educational Development, 74, 1-10.
Agboola, A., & Tsai, K. C. (2012). Bring character education into classroom. European Journal
of Educational Research, 1(2), 163-170.
Ahmad, K. (n.d.). IQBAL and the Islamic aims of education. Retrieved from Allama Iqbal:
http://www.allamaiqbal.com/publications/journals/review/oct61/5.htm
Allen, M. J. (2000). Teaching non-traditional students. APS Observer, 13(7), 16-17.
Allen, S. (2009, May 27). 5 Alternative Teaching Methods.
www.mentalfloss.com/article/21824/5-alternative-teaching-methods
Al-Mansoori, R. S., Kayan-Fadlelmula, F., & Abdeen, D. H. (2017). Implementing positive
education in a preparatory school: A case study from Qatar. International Journal of
Information and Education Technology, 7(9), 654.
Al-Zoubi, M. S., & Bani Younes, M. A. (2015). Low academic achievement: Causes and results.
Theory and Practice in Language Studies, 5(11), 2262-2268.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How
learning works. https://firstliteracy.org/wp-content/uploads/2015/07/How-Learning-
Works.pdf
American Psychological Association, Coalition for Psychology in Schools and Education.
(2015). Top 20 principles from psychology for PreK–12 teaching and learning.
http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
145

Anderman, E., & Anderman, L. (2021). Classroom Motivation (3rd ed.). Oxfordshire: Taylor &
Francis.
Anderson, L., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A
revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Anderson, C. (2010). Presenting and evaluating qualitative research. American Journal of
Pharmaceutical Education, 74(8). doi: 10.5688/aj7408141.
Ark, V . T. (2019). 11 alternative schools that are real alternatives. Forbes.
https://www.forbes.com/sites/tomvanderark/2019/10/07/11-alternative-schools-that-are-
real-alternatives/#6ead43911c1c
Atef, H., & Medhat, M. (2015). Blended learning possibilities in enhancing education, training,
and development in developing countries: A case study in graphic design courses. TEM
Journal, 4(4), 358.
Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the challenges of curriculum and
instruction in school settings in the United States. Journal of Social Studies Education
Research, 8(3), 76-92.
Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils,
pitfalls, and pearls. Journal of Nursing Education, 49(5), 253-260.
Berry, D., Blair, C., Willoughby, M., Garrett-Peters, P., Vernon-Feagans, L., Mills-Koonce, W.
R., & Family Life Project Key Investigators. (2016). Household chaos and children’s
cognitive and socio-emotional development in early childhood: Does childcare play a
buffering role? Early Childhood Research Quarterly, 34, 115-127.
Bjerk, D. (2012). Re-examining the impact of dropping out on criminal and labor outcomes in
early adulthood. Economics of Education Review, 110-122.
146

Blaauw, J. (2016). Listening to the voices of struggling students: A literature review. Teachers
and Curriculum, 16(2), 55-60.
Blikstein, P. (2013). Digital fabrication and ‘making’in education: The democratization of
invention. FabLabs: Of machines, Makers and Inventors, 4(1), 1-21.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to
theories and methods (5th ed.) Allyn and Bacon.
Bogenschneider, K., & Johnson, C. (2015). Family Involvement in Education: How Important is
it? What can legislators do? Policy Institute for Family Impact Seminars, 7 (1), pp. 19-29.
Bowen, G.A. (2009). Document analysis as a qualitative research method. In Qualitative
Research Journal, 9(2), pp. 27-40.
Braun, V. & Clarke, V., 2006. Using thematic analysis in psychology. Qualitative Research in
Psychology 3(2). 77-101.
Brewer, D. J., Augustine, C. H., Zellman, G. L., Ryan, G. W., Goldman, C. A., Stasz, C., &
Constant, L. (2007). Education for a new era: Design and implementation of K-12
education reform in Qatar. Rand Corp.
Briesch, A. M., Cintron, D. W., Dineen, J. N., Chafouleas, S. M., McCoach, D. B., & Auerbach,
E. (2019). Comparing stakeholders’ knowledge and beliefs about supporting Students’
social, emotional, and behavioral health in schools. School Mental Health, 1-17.
Brown, C. (2017). Student perceptions regarding critical factors leading to success in non-
traditional/alternative schools (Publication No. ) [Doctoral dissertation]. ProQuest
Dissertations and Theses Global.
147

Bruce-Sanford, G., Heskeyahu, T., Longo, J., & Rundles, K. (2015). The role of counseling
centers for serving non-traditional students in higher education. PAACE Journal of
Lifelong Learning, 24, 7-30.
Buettner, R. (2017). Getting a job via career-oriented social networking markets. Electronic
Markets, 27(4), 371-385.
Bukhari, S. A. G., & Nisar, F. (2017). Reason and revelation: A comparative study of rational
and traditional schools of thought. FWU Journal of Social Sciences, 11(1), 178.
Burgess, B. (2018, November 11). The Educational Theory. New Foundation.
https://www.newfoundations.com/GALLERY/Socrates.html
Case Western Reserve University. (2020). ALTERNATIVE SCHOOLS. Retrieved from
Encyclopedia of Cleaveland History: https://case.edu/ech/articles/a/alternative-schools
Carlson, E. R. (2016). Lifelong learning and professional development. American Association of
Oral and Maxillofacial Surgeons, 875-876.
Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current Directions in
Psychological Science, 21, 279–283. doi:10.1177/096372141245272
Carr, D. (2003). Philosophy and the Meaning of `Education.' Theory and Research in Education,
195–212.
Carroll, A., Forlin, C., & Jobling, A. (n.d.). The Impact of Teacher Training in Special Education
on the Attitudes of Australian Preservice General Educators towards People with
Disabilities Educators. https://files.eric.ed.gov/fulltext/EJ852365.pdf
Cassady, J. C., Heath, J. A., Thomas, C. L., Mangino, A. A., & Kornmann, M. A. (2020). In
STEM Education across the Learning Continuum (pp. 213-232). Springer.
148

Chandler, L. A. (2000). Traditional and progressive schools: Identifying two models of
educational practice. A Journal of Inquiry and Practice, 293-305.
Chapman, A., Randell-Moon, H., Campbell, M., & Drew, C. (2014). Students in space: Student
practices in non-traditional classrooms. Global Studies of Childhood, 4(1), 39-48.
Chhibber, P. (2019). Mentoring as a Practice for Nurturing the Personnel Performance a Study
on Retail Sector. Journal of the Gujarat Research Society, 21(8s), 663-673.
Chun Tie, Y., Birks, M., & Francis, K. (2019). Grounded theory research: A design framework
for novice researchers. SAGE Open Medicine, 7.
Chung, E., Turnbull, D., & Chur-Hansen, A. (2014). Who are non-traditional students? A
systematic review of published definitions in research on mental health of tertiary
students. Educational Research and Reviews, 9(22), 1224-1238.
Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Atlanta GA: CEP Press.
Collis, R., & Reed, M. (2016). Non-traditional students, non-traditional teaching: Pathways to
academic success include resourcefulness and adaptation skills. In Higher Education in
Transformation Symposium, Oshawa, 3-7.
Connelly, L. M. (2016). Trustworthiness in qualitative research. Medsurg Nursing, 25(6), 435-
437.
Cope, D. G. (2014, January). Methods and meanings: credibility and trustworthiness of
qualitative research. In Oncology nursing forum (Vol. 41, No. 1).
Corbin, J., & Strauss, A. (2008). Chapter 4: Strategies for qualitative data analysis. In Basics of
qualitative research: Techniques and procedures for developing grounded theory (3rd
ed.). Thousand Oaks, CA: Sage.
149

Cremin, T., & Barnes, J. (2010). Creativity in the curriculum. In Learning to teach in the
primary school, 357-373.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed
methods approaches. Sage publications.
Creswell, J. W., (2009). Research design: qualitative, quantitative, and mixed methods
approaches, (3rd ed.). Sage Publications
Crist, J. T., & Powell, J. J. (2017). Higher education systems and institutions, Qatar.
Encyclopedia of International Higher Education Systems and Institutions, 1-5.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020).
Implications for educational practice of the science of learning and development. Applied
Developmental Science, 24(2), 97-140.
De Oliveira, M. M. S., Penedo, A. S. T., & Pereira, V. S. (2018). Distance education: advantages
and disadvantages of the point of view of education and society. Dialogia, (29), 139-152.
Denler, H., Wolters, C., & Benzon, M. (2010). Social cognitive theory. Education.com.
Dworkin, S. L. (2012). Sample size policy for qualitative studies using in-depth interviews.
Archives of Sexual Behavior, 41, 1319–1320.
Eccles, J. C. (2010). Expectancy value motivational theory. Education.com
Edwards, S., Blaise, M., & Hammer, M. (2009). Beyond developmentalism? Early childhood
teachers' understandings of multiage grouping in early childhood education and care.
Australasian Journal of Early Childhood, 34(4), 55-63.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and
purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
150

Farrell, T. S. (2013). Teacher self-awareness through journal writing. Reflective Practice, 14(4),
465-471.
Fernández-Suárez,, A., Herrero, J., Pérez, B., Juarros-Basterretxea,, J., & Rodríguez-Díaz1, F. J.
(2016, December). Risk Factors for School Dropout in a Sample of Juvenile Offenders.
Retrieved from NCBI: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5183606/#B3
Furr, N. (2011). How failure taught Edison to repeatedly innovate. Forbes (09.06. 2011) Url:
https://www. forbes. com/sites/nathanfurr/2011/06/09/how-failure-taught-edison-to-
repeatedly-innovate.
Gallimore, R., & Goldenberg, C. (2010). Analyzing cultural models and Settings to connect
minority achievement and school improvement research. Educational Psychologist, 45-
56.
Garcia, E., & Weiss, E. (2019). The teacher shortage is real, large and growing, and worse than
we thought. The first report in" The perfect storm in the teacher labor market" Series.
Economic Policy Institute. https://www.epi.org/publication/the-teacher-shortage-is-real-
large-and-growing-and-worse-than-we-thought-the-first-report-in-the-perfect-storm-in-
the-teacher-labor-market-series/
Gbollie, C., & Keamu, H. P. (2017). Student Academic Performance: The Role of Motivation,
Strategies, and perceived factors hindering Liberian Junior and Senior High School
Students Learning. Educational Research International, 1-11.
Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Pearson.
Gosa. (2017). Non-Traditional School Definition. Retrieved from GOSA:
file:///C:/Users/EDU/Downloads/NonTraditional%20Schools%20Definition%201102201
7.pdf
151

Gouthro, P. A. (2017). The promise of lifelong learning. International Journal of Lifelong
Education, 36(1-2), 45-59.
Grabowski, C., Rush, M., Ragen, K., Fayard, V., & Watkins-Lewis, K. (2016). Today's non-
traditional student: challenges to academic success and degree completion. Inquiries
Journal, 8(03).
Guest, G., Namey, E. E., & Mitchell, M. L. (2013). Collecting qualitative data: A field manual
for applied research. Sage.
Hadi, M. A., & Closs, S. J. (2016). Ensuring rigour and trustworthiness of qualitative research in
clinical pharmacy. International Journal of Clinical Pharmacy, 38(3), 641-646.
Hale, A., Archambault, L., Richardson, D., & Chacon, G. (2018, October). Transforming
Professional Education for Educators; Design, Development, and Research. In E-Learn:
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher
Education (pp. 1366-1369). Association for the Advancement of Computing in Education
(AACE).
Harding, J. (2013). Qualitative data analysis from start to finish. Sage.
Hartman, A. (2008). Education and the Cold War: The battle for the American school. Palgrave
MacMillan.
Heng, M. A., & Tam, K. Y. (2006). Special education in general teacher education programs in
Singapore. Teacher Education and Special Education, 29(3), 149-156.
Hittepole, C. (2019). Nontraditional students: Supporting changing student populations. Denver,
CO: University of Denver.
https://www.naspa.org/images/uploads/main/Hittepole_NASPA_Memo.pdf
152

Hogan, M. P., & Bruce, B. C. (2013). What's Next?: The Future of Progressivism as an" Infinite
Succession of Presents". International Journal of Progressive Education (IJPE), 9(3).
https://www.ideals.illinois.edu/bitstream/handle/2142/45861/ijpev9n3.pdf?sequence=2&i
sAllowed=y
Holton, M. (2018). Traditional or non-traditional students? Incorporating UK students’ living
arrangements into decisions about going to university. Journal of Further and Higher
Education, 42(4), 556-569.
Hurst, B., Wallace, R., & Nixon, S. B. (2013). The impact of social interaction on student
learning. Reading Horizons: A Journal of Literacy and Language Arts, 52(4), 5.
Ingusci, E., Manuti, A., & Callea, A. (2016). Employability as mediator in the relationship
between the meaning of working and job search behaviours during unemployment.
Electronic Journal of Applied Statistical Analysis, 9(1), 1-16.
Kamal, M., & Bener, A. (2009). Factors contributing to school failure among school children in
very fast developing Arabian Society. Oman Medical Journal, 24(3), 212 – 217.
Kapur, R. (2015). Approaches and strategies for holistic social development. Arts Social Sci J,
6(119), 2.
Karkouti, I. M. (2016). Qatar's educational system in the technology-driven era: Long story
short. International Journal of Higher Education, 5(3), 182-189.
Kennedy, R. (2019). Progressive education: How children learn. ThoughtCo:
https://www.thoughtco.com/progressive-education-how-children-learn-today-2774713
Kester, K. (2010). Education for Peace: Content, Form, and Structure: Mobilizing Youth for
Civic. Peace and Conflict Review, 1-10.
153

Kivunja, C. (2015). Teaching students to learn and to work well with 21st century skills:
Unpacking the career and life skills domain of the new learning paradigm. International
Journal of Higher Education, 4(1), 1-11.
Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating Training Programs (3rd ed.). Oakland:
Berret-Koehler Publishers.
Kolar, K., Ahmad, F., Chan, L., & Erickson, P. G. (2015). Timeline mapping in qualitative
interviews: A study of resilience with marginalized groups. International Journal of
Qualitative Methods, 14(3), 13-32
Labaree, D. F. (2005). Progressivism, Schools, and Schools of Education: An American
Romance. International Journal of the History of Education, 275–288.
Lane, J., Lane, A. M., & Kyprianou, A. (2004). Self-efficacy, self-esteem and their impact on
academic performance. Social Behavior and Personality: an international journal, 32(3),
247-256.
Lauricella, S., & MacAskill, S. (2015). Exploring the Potential Benefits of Holistic Education: A
Formative Analysis. Other Education, 4(2), 54-78.
Lehr, C. A., Lanners, E. J., & Lange, C. M. (2003). Alternative Schools: Policy and Legislation
Across the United States. Minnesota: UCEDD.
Lenker, M. (2017). Developmentalism: Learning as the Basis for Evaluating Information. Portal:
Libraries and the Academy, 17(4), 721-737.
Liao, H. W., Bluck, S., & Westerhof, G. J. (2018). Longitudinal relations between self-defining
memories and self-esteem: Mediating roles of meaning-making and memory function.
Imagination, Cognition and Personality, 37(3), 318-341.
154

Liu, Y. H., & Tourtellott, M. (2011). Blending at small colleges: Challenges and solutions.
Journal of Asynchronous Learning Networks, 15(1), 58-67.
Loscalzo, J. (2014). A Celebration of Failure. NCBI.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3974547/
Lynn, S. A., & Robinson-Backmon, I. (2006). Academic success of non-traditional students:
Factors affecting performance in an upper-division undergraduate accounting course.
Journal of College Teaching & Learning (TLC), 3(12), 85-96.
Maiers, M. (2017). Our future in the hands of millennials. Journal of the Canadian Chiropractic
Association, 61(3), 212.
Malm, B. (2009). Towards a new professionalism: enhancing personal and professional
development in teacher education. Journal of Education for Teaching, 35(1), 77-91.
Mannay, D., & Ward, M. R. (2020). The Coffee Club: An initiative to support mature and non-
traditional higher education students in Wales. In Strategies for Supporting Inclusion and
Diversity in the Academy, 225-245.
Marshall, B., Cardon, P., Poddar, A., & Fontenot, R. (2013). Does sample size matter in
qualitative research?: A review of qualitative interviews in IS research. Journal of
Computer Information Systems, 54(1), 11-22.
Maxwell, J.A. (2013). Qualitative research design: An interactive approach. Thousand Oaks,
CA: Sage.
Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson Education.
Mayhew, B. (2014). Non-traditional education: a view from the market. Online Journal of
Distance Learning Administration, 17(2).
155

Merga, M. K. (2019). “Fallen through the cracks”: Teachers’ perceptions of barriers faced by
struggling literacy learners in secondary school. English in Education, 1-25.
Mesika, C. (2019). Conventional or alternative schooling? The Perspective:
https://www.theperspective.com/debates/living/conventional-or-alternative-schooling/
Miller, R. (n.d.). A Brief History of Alternative Education. Southern Cross Review:
https://southerncrossreview.org/55/miller-education.htm
Milson, A. J., & Mehlig, L. M. (2002). Elementary school teachers' sense of efficacy for
character education. Journal of Educational Research, 96(1), 47-53.
Mooney-Somers, J., & Olsen, A. (2017). Ethical review and qualitative research competence:
Guidance for reviewers and applicants. Research Ethics, 13(3-4), 128-138.
Morales, T. A. (2018). Raising the Bar for Student Success: A Comparative Study of Traditional
versus Non-Traditional School Calendars and Student Academic Achievement (Doctoral
dissertation, Northcentral University).
Moreno-Murcia, A. J., Hernández, H. E., Marín, C. L., & Nuñez, J. L. (2019). Coaches'
Motivational Style and Athletes' Fear of Failure. International Journal of Environmental
Research and Public Health.
Moser, A., & Korstjens, I. (2017). Series: Practical guidance to qualitative research. Part 1:
Introduction. European Journal of General Practice, 23(1), 271-273.
Muhammad, Y . (2019, April). Education -Plato vs. Aristotle. Researchgate.
https://www.researchgate.net/publication/332549164_Education_-Plato_Vs_Aristotle
Nasser, R. (2017). Qatar's Educational Reform past and future: Challenges in teacher
development. Open Review of Educational Research, 4(1), 1-19.
NLS, (2019). About North Light School. https://www.nls.edu.sg
156

Noble, T., & McGrath, H. (2008). The positive educational practices framework: A tool for
facilitating the work of educational psychologists in promoting pupil wellbeing.
Educational & Child Psychology, 25(2), 119-134.
Noddings, N. (2005). What does it mean to educate the whole child?. Educational Leadership,
63(1), 8.
Northlight School. (2019). About NorthLight School. https://www.nls.edu.sg
NorthLight School. (2020). About us. https://www.nls.edu.sg/school/about-us
Ogren, C. A. (2003). Rethinking the “nontraditional” student from a historical perspective: State
normal schools in the late nineteenth and early twentieth centuries. The Journal of Higher
Education, 74(6), 640-664.
Omar, C. M. Z. C. (2014). The need for in-service training for teachers and its effectiveness in
school. International Journal for Innovation Education and Research, 2(11), 1-9.
Pak, K., & Desimone, L. (2019). Developing principals' data-driven decision-making capacity:
Lessons from one urban district. Kappan, 100(7), 37-42.
Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs
of middle school students. Contemporary Educational Psychology, 24(4), 390-405.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015).
Purposeful sampling for qualitative data collection and analysis in mixed method
implementation research. Administration and Policy in Mental Health and Mental Health
Services Research, 42(5), 533-544.
Palmer, J., Bresler, L., & Cooper, D. (2001). Fifty major thinkers on education: From Confucius
to Dewey. Psychology Press.
157

Patton, M. Q. (2002). Chapter 7: Qualitative Interviewing. In Qualitative research & evaluation
methods (3rd ed.) (pp. 339-380). Thousand Oaks, CA: SAGE Publications.
Poon, K., Musti-Ra, S., & Wettasinghe, M. (2013). Special education in Singapore: History,
trends, and future directions. Intervention in School and Clinic, 49(1), 59-64.
Prevatt, F., & Kelly, D. F. (2003). Dropping out of school: A review of intervention programs.
Journal of School Psychology, 377-395.
Ramchander, M., & Naude, M. J. (2018). The Relationship between Increasing Enrolment and
Student Academic Achievement in Higher Education. Africa Education Review, 15(4),
135-151.
Rathunde, K. (2003). A comparison of Montessori and traditional middle schools: Motivation,
quality of experience, and social context. Namta Journal, 28(3), 12-53.
Reese, W. J. (2001). The origins of progressive education. History of Education Quarterly,
41(1), 1-24.
Reyna, C. (2000). Lazy, Dumb, or Industrious: When stereotypes Convey Attribution
information in the classroom. Educational Psychology Review, 12, 85-110.
Riordan, J. E., & Noyce, P. E. (2001). The impact of two standards-based mathematics curricula
on student achievement in Massachusetts. Journal for Research in Mathematics
Education, 368-398.
Rittle‐Johnson, B., Fyfe, E. R., & Loehr, A. M. (2016). Improving conceptual and procedural
knowledge: The impact of instructional content within a mathematics lesson. British
Journal of Educational Psychology, 86(4), 576-591.
158

Rosenthal, M. (2016). Qualitative research methods: Why, when, and how to conduct interviews
and focus groups in pharmacy research. Currents in Pharmacy Teaching and
Learning, 8(4), 509-516.
Rubin, H. J., & Rubin, I. S. (2012). Chapter 6: Conversational partnerships. In Qualitative
interviewing: The art of hearing data (3rd ed.) (pp. 85-92). Thousand Oaks, CA: SAGE
Publications.
Rudge, L. T. (2008). Holistic education: An analysis of its pedagogical application (Doctoral
dissertation, The Ohio State University).
Saeed, R. (n.d.). Definition of education; tradition and modern concept of education; aims of
education definition of education. Retrieved from Academia:
https://www.academia.edu/25724141/DEFINITION_OF_EDUCATION_TRADITION_A
ND_MODERN_CONCEPT_OF_EDUCATION_AIMS_OF_EDUCATION_DEFINITIO
N_OF_EDUCATION
Salamati, P., & Laal, M. (2012). Lifelong learning; why do we need it? Procedia - Social and
Behavioral Sciences, 399-403.
Saravanan, G., & Ponnusamy, L. (2011). Teacher education in Singapore: Charting new
directions. Journal of Research, Policy & Practice of Teachers & Teacher Education
(JRPPTTE), 1(1), 16-29.
Seidman, I. (2013). Chapter 7. Interviewing as a relationship. In Interviewing as qualitative
research: A guide for researchers in education and the social sciences. (4th ed.) (pp. 97-
114). New York: Teachers College Press.
Seli, H., & Dembo, M. (2019). Motivation and learning strategies for college success: A focus
on self-regulated learning, 6
th
edition. New York: Taylor & Francis.
159

Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about
it?. Journal of Research in Innovative Teaching & Learning, 10(1), 4–33.
Doi.10.1108/JRIT-10-2016-0007
Sim, J., Saunders, B., Waterfield, J., & Kingstone, T. (2018). Can sample size in qualitative
research be determined a priori?. International Journal of Social Research Methodology,
21(5), 619-634.
Sliwka, A. (1988). The contribution of alternative education. Paris: OECD.
Smith, M. K., Jones, F. H., Gilbert, S. L., & Wieman, C. E. (2013). The Classroom Observation
Protocol for Undergraduate STEM (COPUS): A new instrument to characterize
university STEM classroom practices. CBE- Life Sciences Education, 12(4), 618-627.
Soubhi, H. (2017). Toward an Experiential Approach to Interprofessional Communication.
Journal of Research in Interprofessional Practice and Education, 7(1).
Southall, J., Wason, H., & Avery, B. (2016). The transition to higher education for non-
traditional, commuter students-a synthesis of recent literature to enhance understanding
of their needs. Student Engagement and Experience Journal, 5(1).
Staff. (2019). Edison's lightbulb. The Frankline Institute. https://www.fi.edu/history-
resources/edisons-lightbulb
Staff. (2019). Progressive education. Britannica.
https://www.britannica.com/topic/education/Progressive-education
Staff. (2020). Alternative schools. Encyclopedia of Cleaveland History.
https://case.edu/ech/articles/a/alternative-schools
Staff. (2020). Progressive education. Education State University.
https://education.stateuniversity.com/pages/2336/Progressive-Education.html
160

The Gulf Times. (2019, February 14). Qf Academyati, a new progressive school, launched in
Education City. The Gulf Times. https://www.gulf-times.com/story/622168/QF-
Academyati-a-new-progressive-school-launched-
in#:~:text=The%20school%2C%20which%20will%20be,children%20aged%20three%2
Dsix%20years.
Tin, H. S. (2008). Information communication technology in education: Singapore's ICT
Masterplans 1997-2008. World Scientific.
Tirri, K., Moran, S., & Menon Mariano, J. (2016). Education for purposeful teaching around the
world. Journal of Education for Teaching, 42(5), 526-531.
Trachta, A. (2019). What Is a Montessori School? Niche. https://www.niche.com/blog/what-is-a-
montessori-school/
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley &
Sons.
Tularam, G. A. (2018). Traditional vs Non-traditional Teaching and Learning Strategies–the case
of E-learning!. International Journal for Mathematics Teaching and Learning, 19(1),
129-158.
Turner, J., Christensen, A., & Meyer, D. (2009). Teacher's beliefs about student learning and
motivation. Berlin: Springer Science.
Türkkahraman, M. (2012). The role of education in societal development. Journal of
Educational and Instructional Studies, 38-41.
Tyler, K. (2017). Service-Learning: Changing Students through Non-Traditional Education.
Undergraduate Journal of Service Learning & Community-Based Research, 6, 1-5.
161

Uğur, B., Akkoyunlu, B., & Kurbanoğlu, S. (2011). Students’ opinions on blended learning and
its implementation in terms of their learning styles. Education and Information
Technologies, 16(1), 5-23.
UN. (1948). The Universal Declaration of Human Rights. United Nations.
https://www.un.org/en/universal-declaration-human-rights/
UNESCO. (2002). A Holistic and Integrated Approach to Values of Education for Human
Development. Bangkok: UNESCO.
UNESCO. (2015). UNESCO: Sustainable development begins with education. UNESCO:
https://en.unesco.org/news/unesco-sustainable-development-begins-education
UNESCO. (2015). UNESCO: Sustainable development. UNESCO. https://en.unesco.org/gem-
report/sites/gem-report/files/UNGA_PR_en.pdf
UNESCO. (2017). Literacy Rates Continue to Rise from. UNESCO.
http://uis.unesco.org/sites/default/files/documents/fs45-literacy-rates-continue-rise-
generation-to-next-en-2017_0.pdf
Usher, A. (2012). What nontraditional approaches can motivate unenthusiastic students? Center
on Education Policy. https://files.eric.ed.gov/fulltext/ED532672.pdf
Valerio, K. (2012). Intrinsic Motivation in the classroom. The Journal of Student Engagement:
Education Matters, 2(1), 30-35.
Valeeva, R. A., Vafina, D. I., & Bulatbayeva, A. A. (2016). Alternative education: Comparative
study of the American, Russian, and Kazakhstan experience. Mathematics Education,
317-325.
162

Von Davier, A. A., Deonovic, B. E., Yudelson, M., Polyak, S., & Woo, A. (2019).
Computational psychometrics approach to holistic learning and assessment systems. In
Frontiers in Education, 4, 69.
Walters, S. (2010). The planet will not survive if it's not a learning planet: sustainable
development within learning through life. International Journal of lifelong Education,
427-436.
Weber, M. (2021). Confronting the Education Complex: Catalyst for advancing Pre-K-12
systems. Kansas City: Miraclaire Publishing.
Williams, D., & Rhodes, R. (2016). The Confounded self-efficacy construct: conceptual analysis
and recommendations for future research. Health Psychol Rev, 10(2), 113-128.
Wong, B. (2018). By chance or by plan?: The academic success of nontraditional students in
higher education. Aera Open, 4(2), https://doi.org/10.1177/2332858418782195.
Zellman, G. L. (2009). Implementation of the K-12 Education Reform in Qatar's Schools.
Monograph. RAND Corporation.
Zhang, J. (2019). Educational diversity and ethnic cultural heritage in the process of
globalization. International Journal of Anthropology and Ethnology, 3(1), 7.

163

Appendix A: Interview Protocol
(Date)
Dear Participant,
Thank you for agreeing to take part in this project study which will aim to analyze the
importance of non-traditional schools in helping students who do not perform well with others
perform excellently across all levels.
Before we get started, I want to provide you with an overview of the proposed project
study that will explore the knowledge motivation and organization (KMO) model as a promising
practice among Northlight’s teachers. Currently, I am a student conducting a study on
understanding the problem of the lack of opportunities for non-traditional learners and the
consequences for their learning as well as exploring the implication of the KMO from the
teachers’ perspective. I am particularly interested in understanding how the stakeholders provide
character education for students to achieve success in school among other goals.
The following information will guide you in deciding whether to participate in this study.
It is vital to understand that you have the right to quit and not participate in the study at your
discretion without influencing the research process.
The facilitation of data collection from the study participants will be carried out via face
to face using semi-structured interview questions. As a characteristic of a quality research
process, I will also audio-tape the interview sessions. You are free to ask any questions without
hesitation at any stage during the research. In addition to keeping this interview confidential, I
guarantee you that your details and information will not be linked in any way to the findings of
the study. In terms of upholding research ethics, I will use pseudonyms that will identify you as a
study participant numerically and not your personal details.
There are no notable risks in the course of participating in this project study. The
significance of this dissertation will be garnered from your responses with information regarding
your thoughts, experiences, and practices. A detailed qualitative analysis will be used. derive
findings from the qualitative responses.
Before being involved in the data collection process, I will provide you with an informed
consent form that you will fill to confirm your agreement to participate in the study. I will make
follow-up communication via phone and email to set a convenient date and time for the
interview.

Sincerely,

Semi-Structured Interview Guide

The purpose of the proposed study is to analyze the importance of non-traditional schools in
helping students who do not perform well with others perform excellently across all levels.

Your responses to the interview questions will help explore the knowledge motivation and
organization (KMO) model as a promising practice among Northlight’s teachers. Subsequently,
164

findings from this study will provide insights into the provision of opportunities for non-
traditional learners and the implementation of character education for students to achieve success
in school among other goals.

This research instrument will be divided into two major sections:

Section I: Demographics
1. How old are you?
2. Highest level of education?
3. Teacher position/department?
4. Length of service or number of years at the current school? [Probe: How long have you been
in the current leadership position to ascertain the level of experience – 0-5yrs; 6-12 years; 13-20
years; 21-30 years; and 31 and above years)
5. What are your professional qualifications?
6. Have you participated in the non-traditional education system?

Section II: Guidance for the Main Questionnaire
1. Why did you choose to become a teacher at this school?
2. Could you kindly mention the staffing levels at this school and the governmental support?
3. What skills and competences do you think this school follows when employing new teachers?
4. How would you define trust? In your opinion, how important is a culture of trust in the success
of the students at school?
5. How do you establish a learning environment that promotes social emotional development?
6. How would you describe your efforts in supporting social emotional learning and the subsequent
impact you have on students? Probe: How would you describe a successful graduate?
7. What are the resources needed for the provision of information needed to promote socio-
emotional learning among the students in a learning environment?
8. How did elicit and foster relationships in the learning environment?
9. How do you feel when you see a positive change in students after teaching them for a while?
10. What professional skills and corresponding teaching strategies and approaches that you employ
in a typical learning environment?
165

11. How are students separated in terms of character and talent? Probe: How are then the teachers
assigned to those students?
12. What are some of the ways that you reflect on your practices to prepare students beyond school?
Probe: What literacy programs do you implement at your school that support student’s emotional
development
13. How do teachers help students regain their confidence to achieve success at school?
14. How does the school promote the professional development of teachers as stakeholders?
15. What do you think are factors that promote teachers' performance at this school? and what are
some of the challenges that deter teachers from performing at their best?
16. What are some of the improvement strategies that you think should be put into to address
weaknesses and challenges experienced by teachers?
17. How do you emphasize on “non-traditional” academic success? What would be your
recommendations?

Closing Questions
Do you have any questions for me?
Any Closing Comments
Thank you for agreeing to participate in this interview. In the event I will need additional
information, I will reach out. Moreover, let me know if you need any explanation regarding the
execution of this project study.
Post Interview Summary and Reflection

166

Appendix B: Informed Consent/Information Sheet
Title of the Project Study: Effect of Non-Traditional Education on Student Success
Name of Supervisor:
Contact Details:

I. Purpose of this Research Project
The purpose of this study is to analyze the importance of non-traditional schools in helping
students who do not perform well with others perform excellently across all levels. Your
responses to the formulated interview questions will benefit school administrators and teachers
with insights on the effective implementation of the KMO and possibly integrate character
education into the curricular to promote positive performance outcomes.

II. Methodological Procedures
A semi-structured interview questionnaire that consists of open-ended questions will be used to
derive answers from the study participants from a predetermined location. Depending on the
implication of the coronavirus pandemic, there is also a possibility that the interviews will be
conducted via ZOOM. The interviews with study participants will be audio-recorded.

III Risks
There are no possible risks associated with the execution of this study. I will uphold high levels
of confidentiality and anonymity before, during, and after completion of this study.

IV. Benefits and Significance of the Study
Potential beneficiaries of the findings from this study may be school administrators and teachers
as stakeholders who will gain insights on various ways of addressing challenges experienced by
non-traditional students. Teachers may also benefit from the implementation of strategies to
promote their professional development and further motivate their passion for equipping learners
with the necessary skills and knowledge to use beyond school.

V. Extend of Anonymity and Confidentiality
I will respect the rights of those recruited to participate in the study. I will not share personal
details or information from the interviews with third parties. I will not record the personal details
of the participants; however, I will assign them with pseudonyms where they will not be linked
to the data collected from the interviews.
Data collected will be stored always in an encrypted folder in a password-protected computer.
Upon completion of the proposed study, I will destroy the hardcopy materials used in the study.
As stipulated earlier, your participation in this study is voluntary, therefore, you are free to opt-
out of the study at any time without any consequences.

VI. Compensation for Participating in this Study
Participants recruited to participate in this study will not be remunerated or compensated for their
voluntary participation.

167

VII. Freedom to Withdraw from the Study
Any study participants who feel that they cannot proceed with the research process are at liberty
to opt-out at any time. Participants should be aware that their decision to opt-out of the study will
not be judged by anyone. Besides, participants have the right to ask any question at any stage of
the study.

IX. Participant’s Consent
I have gone through the consent form and understood the details for this proposed study project.
I agree to participate in the study.

Participant’s Name: ………………………………………………………………….
Signature: …………………………………………………………………………….
Date: …………………………………………………………………………………..

168

Appendix C: Recruitment Letter
Dear (name of teacher),
RE: Seeking Permission to Interview you in a Proposed Project Study
My name is Fatma Saoud Al-Jufairi a doctoral student at The University of Southern
California I am excited to carry out this qualitative research study involving teachers. I am
writing to reach out to potential subjects to participate in the proposed study. I am, therefore,
seeking your permission in a bid to interview you in the proposed study, which will contribute
towards obtaining my doctorate degree.
The purpose of the proposed study is to analyze the importance of non-traditional schools
in helping students who do not perform well with others perform excellently across all levels.
Your participation is highly welcome as the responses to the interview questions will help
facilitate the implementation of an effective model that caters for the interests of the non-
traditional students. Findings from this study may help stakeholders adopt and implement
effective models to enhance teaching and learning processes in their classrooms.
The consent form will elaborate on the purpose of the study, significance, and explain
mechanisms adopt to protect your personal data and information. Concisely, research ethics will
be addressed including confidentiality, anonymity, and protection of your identity. Please note
that you have the freedom to decide whether not to participate in the study process. Additionally,
note that this communication will be preceded with a telephone call and plans will be put in
place to address any of your urgent questions regarding the proposed study. I am looking forward
to your participation in the study. Please let me know your response regarding the request to
participate in the study before seven days elapses after receiving this letter.

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Increasing female representation in the finance and banking sector in Qatar

PDF

An examination of soft skills in the virtual workplace

PDF

Defining and designing a new grammar of school with design thinking: a promising practice study

PDF

Systemic multilayered assessment of global awareness in undergraduate students: an innovation study

PDF

Preparing international students for management school through pathway programs

PDF

Gender parity in American academic philosophy: a promising practice study

PDF

An innovation study: designing a social entrepreneurship coaching model for entrepreneurs

PDF

Promoting a positive school culture from three perspectives: a promising practices study from the administrator perspective

PDF

Generation Y employee retention in a diverse generational mix

PDF

Practices supporting newcomer students

PDF

Critical thinking, global mindedness, and curriculum in a Saudi Arabian secondary school

PDF

The academic implications of providing social emotional learning in K-12: an evaluation study

PDF

Perceptions of professional development from the lens of the global teacher in a rapidly evolving, linguistically diverse instructional environment

PDF

Welcoming and retaining expatriate teachers in an international school

PDF

Positive behavior intervention support plan: a gap analysis

PDF

Understand how leaders use data to measure the effectiveness of leadership development programs

PDF

Success in the sticky: exploring the professional learning and instructional practices that are sticky for distinguished secondary STEM educators of students historically…

PDF

Federal loan borrowing in community colleges: examining the decision making processes of non‐traditional community college students

PDF

At the intersection of lifelong learning, aging, technology, and brain sciences: the future for Latin-America

PDF

The impact of dual enrollment programs on first-year college success for Hispanic students from low-socioeconomic-status communities: a promising practice

Asset Metadata

Creator Al-Jufairi, Fatma Saoud (author)

Core Title A promising practice case study from Singapore of socio-emotional development in a non-traditional context

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2021-08

Publication Date 08/07/2021

Defense Date 07/20/2021

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag counciling,councillors,education,innovation,K-12,leadership,lifelong learning,Ministry of Education,non-traditional,OAI-PMH Harvest,Qatar,School,school leadership,Singapore,socio-emotional,Students,Teachers,traditional,vocational

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hinga, Briana (committee chair), Krop, Kathy (committee member), Maddox, Anthony (committee member)

Creator Email fatma.aljufairi@usc.edu,fatma_aljufairi@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC15719912

Unique identifier UC15719912

Legacy Identifier etd-AlJufairiF-10023

Document Type Dissertation

Format application/pdf (imt)

Rights Al-Jufairi, Fatma Saoud

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu