Browsing by Author "Alkutich, Mohamad"

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    Examining the Impact of School Inspection on Teaching and Learning; Dubai Private Schools as a Case Study
    (The British University in Dubai (BUiD), 2015-12) Alkutich, Mohamad
    School inspection is one of the most challenging aspects in education; it represents an approach of accountability in teaching and learning. Moreover, school inspection provides policy and decision makers with accurate information about the current state of education in their respective institutions. The main purpose of this study is to examine and determine the impact of school inspection on teaching and learning in Dubai-based private schools, and to give some recommendations into how to conduct effective school inspection that would positively influence teaching and learning. The methodology that used here is largely qualitative, with some elements of a quantitative approach. Questionnaires, interviews, a focus discussion group and documentaries are the main research instruments of this study. This research included 37 participants; 2 inspectors, 4 head-teachers and 31 teachers, from 4 private schools, who follow different types of curricula, from all grades of performance according to inspection reports conducted in the 2014/2015 academic year. The findings show that school inspection has a significant role in school improvement, especially in teaching and learning. Teachers acknowledge the feedback that inspectors give to them. However, school inspection also has a negative impact on teaching and learning; for instance, it forces some schools to show activities they have never done before. Moreover, the school inspection reports and recommendations, in some cases, are superficial and are not related to the school context; moreover, they often do not show teachers how they can respond to criticism in the reality of their teaching practice. Nevertheless, the relationship between inspectors and teachers is not that positive, especially in some subjects, such as Arabic language and Islamic Studies. This piece of research suggests some areas for the betterment in school inspection, such as giving more importance for SSE School-Self evaluations, shortening the notice period, visiting schools at different times throughout the academic year, making such visits every three years, as well as ensuring that school inspectors have a high degree in education and in the subject they inspect. Nevertheless, it recommends establishing an independent school inspection system. On the other hand, this study suggests further research on the accountability of teaching and learning in Dubai in specific subjects, such as Arabic and Islamic studies, because reality shows that the recent intervention and policy have not been as fruitful as expected.
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    Exploring the Professional Development Needs of International School Principals in the UAE
    (The British University in Dubai (BUiD), 2021-01) Alkutich, Mohamad
    School leadership is considered to be a significant part of domestic and international affairs. Effective school principal who can effectively represent the school, build the students as well as the teachers, and lead a formidable educational team is the dream of every nation. The case study of leadership development training for international school principals in the UAE was chosen in this research, and the primary objective was to evaluate international school principals to obtain their impressions of their professional learning activities. The technique used in this research was a mixed-method approach, which gave a clearer picture of the impressions gained from international school principals of leadership development training. A survey framework was used in the quantitative approach accompanied by a qualitative research interview to assess their views on their professional preparedness. The nine principal of international schools expressed an interest in attending the interview process among these 59 international schools in the UAE. Participants ' perceptions support four leading leadership practices: vision and direction understanding and development of individuals, organizational progress, and management of learning and teaching programs. The Participating Principals demonstrated a human-centred approach, focusing on capacity building, developing positive relationships as well as an active duty of care. Further, the effectiveness of the Professional Development program was not worthwhile considering that principals were not invited to give their views on the matters of development. The reflections and narratives of Principals provided valuable data for exploration and conceptualization. The findings of this research are significant, and it adds more rich contributions to the body of knowledge on the learning learning and development of international school principalship.