Browsing by Author "Shaker, Enas Ghazy"

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    Exploring the Perspective of a School Leader on Authentic Leadership Theory in Practice: A Case Study at a Private School in Dubai, UAE
    (The British University in Dubai (BUiD), 2020-10) Saleh, Hanadi Ahmad; Shaker, Enas Ghazy
    Authentic leadership is essential in today's society due to the economic, technological and environmental challenges confronted by the school leaders in the twenty-first century. This study explores the authentic leadership theory in practice from the perspective of a successful leader at a private school in Dubai and to find out how authentic leadership theory is practiced or could be practiced by school leaders in the context of the UAE. The authentic leadership theory informs the theoretical framework for this research. The research design adopts a qualitative exploratory case study and uses the lens of constructivism as a research paradigm. Semi-structured interview was used to collect data; this involved in-depth interview with one school leader who was purposefully selected. The findings show that the practice of the school leader reflects the characteristics of authentic leadership evidenced by self-awareness, internalized moral perspective and balanced reasoning. However, evidence also shows absence of relational transparency in the leader’s practice as it could be difficult in some situations. These findings could be useful for practitioners to add value to professional development programs for training how the authentic leadership theory can be translated into practice.
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    Exploring the Principal’s Role in the Retention of the Novice Teachers: A Study in an American School in Dubai, UAE
    (The British University in Dubai (BUiD), 2020-09) Shaker, Enas Ghazy; Saleh, Hanadi Ahmad
    Schools commonly face educational challenges due to in-part novice teachers’ turnover. The purpose of this study was to understand the principal's perception on how he/she perceives his/her role in novice teachers’ retention, and to explore how the principal's perception plays a part in understanding how he/she endeavors to support the professional growth of novice teachers. The study adopted a qualitative research approach using in-depth semi-structured interviews. The study participants were eleven school leaders along with the human resources department in an American Private School in Dubai, UAE. The collected data were interpreted into various themes, including responsibilities to hire a new candidate, basis of hiring new teachers, inspection visit of Knowledge and Human Development Authority (KHDA) and conducting professional development sessions. Data revealed that giving the leaders the opportunity to inspect the needs of every individual novice teacher, thus, allowing for particular needs of each teacher to be met through specific learning opportunities, would be more effective than espousing holistic plans designated for all beginner teachers. The significance of this study lies in its focus on the necessity to retain novice teachers.