JREPT: Vol 7 No 1

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Grey Literature (GL): Access and Use Potentials for Healthcare Education Professionals in Developing Context: Ghana as a Case
(The British University in Dubai (BUiD), 2024-10) Abdulai, Salmu; Abukari, Abdulai
The growing interest in grey literature (GL) is attributed to the fact that it constitutes a significant part of scientific production. The proliferation of alternative/complementary approaches to professional practice as well as new modes of delivery that bring in new forms of knowledge and usage have made GL more essential to inform practice and theory. Similarly, the rise of advanced and sophisticated technologies for storing, retrieving and sharing of information have also improved and encouraged the use of GL by practitioners across different practice sectors. However, majority of the research and papers on GL is cast within the context of literature review for the purposes of research and library practice (management – obtaining, storing, sharing etc). In addition, there is limited focus on how practitioners access and use GL to inform their practice. In developing contexts such as in Africa, the importance of GL has been highlighted but the main issues are that it is not adequately documented, as well as limited national and regional databases and access issues. These issues have negatively affected the use of GL in many developing contexts. This research paper assesses access and potential use of GL by healthcare education professionals in a developing context through a critical analysis of the characteristics of online repositories from 5 selected public higher education institutions in Ghana. The finding shows that the case institutions’ online repositories hold large databases of GL with many items relevant to healthcare education. It also indicates that many of the repositories are accessible online and have appropriate search engines that facilitate access and retrieval of documents. These characteristics post positive potential for access and use of grey literature by professionals. However, the finding highlights issues with intermittent access to internet in some of the repositories; lack of organised access and retrieval of GL materials. The paper provides a few recommendations which include provision of modern IT systems and stable internet connectivity to institutions holding large GL databases.
Exploring Teacher Evaluation Policy: A Critical Document Analysis of Teacher Evaluation Policy in a Private School in Dubai
(The British University in Dubai (BUiD), 2024-10) Abouelanein, Ahmed ElSayed; Hossni, Mohamed
Evaluating teaching practices is a fundamental process in any quality education system. It is the assurance of consistency, standard-based, and professional educators’ performance, and the guarantee that teachers are all evaluated systematically and fairly. This study is a critical document analysis of teacher evaluation policy in a private school in Dubai. It aims to critique teacher evaluation policy in a private school in Dubai. The study utilized a qualitative approach in which document analysis is implemented in a systematic and thematic manner. The chosen teacher evaluation policy is examined against a rubric developed by the researcher after the extensive and thorough literature review. The study findings highlighted different components a typical teacher evaluation policy should have and suggested areas of improvement in the policy under investigation.
Gifted Education Perceptions and Implementation of a Key Leader in a K-12 Private School in Dubai
(The British University in Dubai (BUiD), 2024-10) Moughrabi, Fidaa
The UAE has made significant strides in inclusive education, with gifted education gaining attention as part of the broader agenda for educational excellence. However, the implementation of gifted education by educational leaders faces numerous challenges, particularly due to inconsistent definitions and policies. This qualitative study explores the perceptions and implementation of a key inclusion leader in a private K-12 school in Dubai concerning gifted education. Through a semi-structured interview, the study investigates how giftedness is understood and how gifted education is implemented. The research addresses two questions: (1) What are the perceptions of a key inclusion leader regarding gifted education? (2) How is gifted education implemented within the school context? Thematic analysis reveals three key themes: perceptions of giftedness, implementation practices, and leadership challenges. The study finds that while the leader values gifted education and applies some strategies for its implementation, barriers such as limited resources, specialized knowledge, and parental expectations hinder the effective integration of gifted programs. The results point to a need for more structured identification processes, broader criteria for giftedness, and a shift towards distributed and inclusive leadership models to foster better support for gifted learners. This research contributes to the growing body of literature on gifted education in Dubai and offers insights for policymakers and educators working to enhance gifted education in the UAE’s inclusive educational framework.
The Role of Agile Leadership in Fostering Innovation in UAE Educational Institutions
(The British University in Dubai (BUiD), 2024-10) Boustany, Wadih
Strong leadership is essential to the success of projects and teams in organisations and educational settings. However, there are still many challenges in determining the significant effectiveness of agile leadership in enhancing innovation in the educational settings of the UAE. The paper explores the role of agile leadership in enhancing innovation in UAE educational institutions for sustainability through a systematic review of relevant literature. Here, I provide the results of a literature review that set out to give the agile community a comprehensive understanding of the researchers that have investigated agile leadership in educational settings. This systematic review found a total of 3 articles published between 2018 and 2023 that considerably advanced my understanding of agile leadership. The findings suggest that some researchers use agile leadership in advancing higher educational settings, while other studies offer a focus on innovation, culture, and agile leadership effectiveness in different organisations in the UAE and educational settings in various areas of the globe. The findings indicate the significance and crucial role of agile leadership in the development and enhancement of better educational settings in the UAE, but there is a need for increased focus on agile leadership research to get a deeper understanding of agile leadership.
Analysis of Educational Leadership Theories and Practices in Abu Dhabi Schools
(The British University in Dubai (BUiD), 2024-10) Al Hajeri, Ali
During the last decade, the UAE education system has undergone many reforms to align its outcomes with requirements of the knowledge-based economy adopted by the UAE government. The Abu Dhabi 2030 vision has emphasized on the role of education as a key contributor to youth development and economy growth. Educational leadership plays a vital role in the success and effectiveness of educational institutions. Effective leadership has been linked to various positive outcomes including enhanced students’ achievement, improved teacher commitment and overall school performance. There has been a substantial investment in Abu Dhabi educational infrastructure, curriculum updating and professional development for educators. These efforts aim to ensure that the students are equipped with the relevant knowledge and skills to succeed in the era of globalization. Despite the considerable improvements in the education system, there is still an important gap in literature concerning the leadership styles practiced in Abu Dhabi schools. While many studies have examined the educational leadership in various global contexts, the specific socio-cultural and economic land scape of Abu Dhabi educational institutions necessities a more focussed investigation. Moreover, the existing studies on educational leadership in Abu Dhabi have been focussing on fragmented and isolated aspects of leadership rather than providing a comprehensive synthesis of the educational leadership practices adopted in Abu Dhabi. This study has adopted a meta-synthesis approach to analyse and understand the educational leadership theories and practices prevailing in Abu Dhabi education institutions based on the previous research studies on the topic. The findings of this study reveal that transformational leadership style is predominant in Abu Dhabi schools displaying many positive impacts in terms of teachers’ satisfaction, students’ achievement and overall school performance. The study also highlighted the diversified, dynamic and evolving nature of Abu Dhabi educational system which necessitates leadership with a high degree of adaptability and exhibition of emotional and cultural intelligence attributes. Furthermore, the study has identified some of the best leadership practices which include the fostering of continuous professional development culture and the promoting collaborative leadership. The gender dimension was also explored, and the findings show that female leaders have been successful as school leaders. Finally, some recommendations were given in the perspective to explore this crucial topic and to expand the research to all the emirates in order to get a comprehensive picture of the educational leadership situation within UAE schools.
Editorial
(The British University in Dubai (BUiD), 2024-10) Abukari, Abdulai

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