Browsing by Author "AL BAWAB, AMANI"

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    The Impact of Autocratic and Democratic Leadership Styles on Teacher Performance and Retention in Private Schools in Dubai
    (The British University in Dubai (BUiD), 2024-11) AL BAWAB, AMANI; Professor Christopher Hill
    This dissertation investigates the impact of autocratic and democratic leadership styles on teacher performance and retention in private schools in Dubai. The study aimed to evaluate how diverse leadership approaches impact teachers' job motivation and retention, especially in swiftly emerging and different educational settings. The research conducted a mixed-method approach, integrating quantitative data from surveys and qualitative views from focus group interviews with teachers from two private schools in Dubai. The findings indicate that leadership have a vital impact on teacher performance and retention. Democratic leadership, which facilitates collaboration, participation in decision-making, and support for professional development, was discovered to improve teacher confidence, job satisfaction, and retention rates. In contrast, autocratic leadership, which featured rigid control and restricted teacher input, was associated with higher levels of frustration, job dissatisfaction, and enhanced teacher turnover. These results recommend that leadership practices that involve and motivate teachers can result in better outcomes in terms of performance and retention. The study provides many recommendations for school leaders and decision-makers, involving the requirement for a leadership training program which fosters democratic practices and the significance of engaging teachers in main decision-making procedures. The research also presents the relevance of situational leadership theory, supplying the different cultural and professional contexts of teachers in Dubai. This dissertation offers practical evidence to the emerging body of knowledge on educational leadership on how leadership styles impact teacher performance and retention. It also provides recommendations for future research to involve wider studies in diverse educational backgrounds.