- Islam Kamel Al-Omari holds a Ph.D. in Educational Leadership and Foundations of Education and a Master’s degree in Educational Administration, as well as a Bachelor’s degree in Primary Education and a Bachelor’s degree in Educational Guidance and Counseling. He currently serves as a faculty member in Educational Leadership at the Arab Open University. His research interests focus on educational leadership and its various styles (transformational, transactional, servant, situational, charismatic, and distributed leadership), the development of psychological capital among educational leaders and faculty members, as well as organizational behavior, employee motivation, organizational culture, knowledge management, and organizational learning within educational institutions. Additionally, he focuses on school reform, improving institutional performance, equity audits, fostering positive work environments, supporting professional development, and examining the impact of educational policies on students and communities with special educational needs.
I have taught a variety of courses at the undergraduate level, including Knowledge Management, Library and Information Center Management, Socialization, Introduction to General Psychology, Educational Psychology, Introduction to Early Childhood Education, E-Learning, School Libraries, Leadership and Social Responsibility, Life Skills, Classroom Management and Learning Environment, Introduction to Education, and Practical Education I. Additionally, I have taught Educational Administration at the postgraduate diploma level.
Assistant Professor – Zarqa University, 2022–2024
Assistant Professor – Al-Zaytoonah University, 2024
Assistant Professor – Arab Open University, since 2025
Alamri, I. (2018). Organizational affiliation among
educational supervisors and its relationship to the incentive system provided
to them. Dirasat: Human and Social
Sciences, 45(4).
Alamri, I. K. A. (2024). Gameful learning investigating
the impact of game elements, interactivity, and learning style on student
success. Multidisciplinary Science Journal, 7(3),
2025108. https://doi.org/10.31893/multiscience.2025108.
Alamri, I. K., Watfa, A. A., Alzboon, M. S., Al-Sarayrah,
A. J., & Sulieman, K. (2025). Private Jordanian universities faculty
members' training needs in the northern region from their perspective. International
Journal of Education and Practice, 13(4),
1531–1545. https://doi.org/10.18488/61.v13i4.4473
Alawamreh, A. R., Mosleh Almhasneh, A., & Alamri, I.
K. (2023). Satisfaction and loyalty for the patients in the Jordanian health
care sector. In A. R. Alawamreh & A. M. Almhasneh (Eds.), Artificial
Intelligence, Internet of Things, and Society 5.0 (pp. 211–222).
Springer.
Alamri, I. K. (in press). The acceptance framework of wellness technology's
impact on student happiness in Jordan: A TAM perspective. Dirasat:
Human and Social Sciences .
Tawalbeh, A.,
Alamri, & I, Al-To’ameh , E. (2026). The
Relationship Between Emotional Regulation and Anxiety Among Yarmouk University
Students. Dirasat: Educational Sciences, 53 (3). https://doi.org/10.35516/Edu.2026.13293.
Momani1,Kh., Shogran, R., Alamri, I.,
Asi,. Kh & Hamadneh, B. (2026). Digital Leadership and
Sustainable Teaching Practices: Examining the Mediating Role of Faculty Digital
Competence in Northern Jordanian Higher Education. Journal of
Education and Training Studies. 14 (3). https://redfame.com/journal/index.php/jets/article/view/8343A
