Dr. Visal Moosa
About SIR Fellow
A senior lecturer at Islamic University of Maldives specialised in Educational Management, Leadership, and Research. A promising researcher in education and related areas. Worked as a secondary teacher, leading teacher, school principal, and policy and planning officer at the Ministry of Education, Maldives.
University of Brunei Darussalam, Brunei
2020
Master of Educational Management
University of Malaya, Malaysia
2011
Bachelor of Teaching (Secondary)
Maldives College of Higher Education, Maldives
2004
National Diploma of Teaching (Secondary)
Maldives College of Higher Education, Maldives
2001
2020 – Now
Lecturer at Islamic University of Maldives
2016 – 2020
Education Development Officer at Ministry of Education
2014 – 2016
Principal at Ministry of Education (N. Atoll Education Centre)
2011 – 2014
Leading Teacher at Kaafu Atoll School
2007 – 2010
Moosa, V., Salleh, S. & Hamid, L. (2022). Defining and operationalizing professional learning communities: what does the literature say? Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2022.2070907
Moosa, V., Khalid, A.H. and Mohamed, A. (2021). Intellectual landscape of research on change management: a bibliometric analysis. Management Research Review. https://doi.org/10.1108/MRR-04-2021-0256
Adams, D., Mohamed, A., Moosa, V. & Shareefa, M. (2021). Teachers’ readiness for inclusive education in a developing country: fantasy or possibility?, Educational Studies. https://doi.org/10.1080/03055698.2021.1908882
Moosa, V., Shareefa, M. & Shafeeu, I. (2021). A bibliometric analysis of research on perception towards covid-19 vaccines. Al-manhaj, 5(1), pp. 11-25.
Shareefa, M., Moosa, V., Saeedh, K., Hassan, V. & Kashif, M. (2021). Exploring the dimensionality of the reflective functioning questionnaire in the context of Maldives higher education. Al-manhaj, 5(1), pp. 48-61.
Moosa, V. (2021). Review of collective teacher efficacy research: Implications for teacher development, school administrators and education researchers, International Journal of Theory and Application in Elementary and Secondary School Education, 3 (1), pp. 62-73. https://doi.org/10.31098/ijtaese.v3i1.462
Shareefa, M., Moosa, V., Matzin, R. Midawati Abdulla, N., Z. & Jawawi, R. (2021). Facilitating differentiated instruction in a multi-grade setting: the case of a small school. SN Soc Sci 1, 127. https://doi.org/10.1007/s43545-021-00116-7
Moosa, V., Salleh, S. & Hamid, L. (2020). Professional Learning Communities Assessment – Revised: A Measure of Schools as Learning Organisations. Pertanika Journal of Social Sciences & Humanities, 28 (4), pp.3048 – 3068. https://doi.org/10.47836/pjssh.28.4.31
Shareefa, M., Moosa, V., Matzin, R., Midawati Abdullah, N., Z. & Jawawi, R. (2020). A Challenge Made Easy: Contributing Factors for Successful Multigrade Teaching in a Small School. Pertanika Journal of Social Sciences & Humanities, 28 (3), pp. 1643-1661. http://pertanika2.upm.edu.my/pjtas/browse/regular-issue?article=JSSH-4696-2019
Moosa, V., Shareefa, M., Adams, D. & Mohamed, A. (2020). Assessing Teacher Readiness for Inclusive Education in Maldives: Instrument Modification and Validation. International Journal of Disability, Development and Education. https://doi.org/10.1080/1034912X.2020.1837355
Moosa. V. & Shareefa, M. (2020). Science Mapping the Most-cited Publications on Workplace Learning. Journal of Workplace Learning, 32 (4), pp. 259-272. https://doi.org/10.1108/JWL-10-2019-0119
Shareefa, M. & Moosa, V. (2020). The Most-cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis. European Journal of Educational Research, 9(1), pp. 331-349. https://eu-jer.com/the-most-cited-educational-research-publications-on-differentiated-instruction-a-bibliometric-analysis
Mohamed, A., Moosa, V., & Yusoff, S. (2020). Assessing the effect of school culture on instructional leadership in Maldives. Educational Administration Research and Review, 4(2).
Moosa, V. & Shareefa, M. (2019). Implementation of differentiated instruction: Conjoint effect of teachers’ sense of efficacy, perception and knowledge. Anatolian Journal of Education. 4(1), Online first.
Shareefa, M., Moosa, V., Mat Zin, R., Abdullah, N.Z.M. & Jawawi, R. (2019). Teachers’ Perceptions on Differentiated Instruction: Do Experience, Qualification and Challenges Matter? International Journal of Learning, Teaching and Educational Research. 18(8), pp. 214-226. https://doi.org/10.26803/ijlter.18.8.13.
Moosa, V. & Shareefa, M. (2019). The impact of teachers’ experience and qualification on efficacy, knowledge and implementation of differentiated instruction. International Journal of Instruction. 12(2). https://www.e-iji.net/dosyalar/iji_2019_2_37.pdf
Moosa, V., Adheel, A., Mohamed, A. & Mohamed, A. L. (2016). Teachers’ Attitudes towards Inclusion: Lessons from In-service Teachers for Pre-service Teacher Training. Jurnal Paradigma. (14), 107–118
Mariyam, D., M., Mohammed, S. I., Moosa, V. & Ahmed, M. (2015). The Relationship between Team Characteristics and Team Effectiveness among Teachers in Male’. In proceedings of International Teachers’ Conference 2015. Male’: National Institute of Education.