Faculty of Education (Theses and Dissertations)

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21st Century Schools’ Leaders: the Lead Teachers’ Positive Influence on the Teachers and the Students A Study in a Private School in Dubai
(The British University in Dubai (BUiD), 2018-10) SUBRI, NOUR ABDULLAH MAHMOUD
This research study investigates the influence of the lead teachers’ role on the teachers’ motivation and professional development, and it explores the influence of the lead teachers’ role on the teaching and learning process along with the main challenges that face the lead teachers in their role in a private school in Dubai. The aim in this study to examine the positive relationship between the effective lead teachers’ role with the improvement in the teaching and learning process, teachers’ motivation to work, and teachers’ professional development. Triangulation method was adopted in research for completeness and conformity purposes; a close-ended questionnaire (quantitative data) was sent to 104 teachers in the school, and standardized open-ended interviews were conducted with 20 lead teachers in different schools in Dubai who are currently in their role. The researcher received 37 responses only out of 104 teachers in the mentioned school. Survey Monkey Software was used in collecting and presenting the quantitative data while Nvivo Software was used in presenting the qualitative data. SPSS Software was used in analyzing the quantitative data. The analysis of the quantitative data of the study shows that there is a positive relationship between the effective lead teachers and the improvement in teaching and learning process, teacher’ motivation to work, and teachers professional development. In corresponding with the analysis of the quantitative data, the qualitative data reconsolidates and confirms the quantitative data findings, and it indicates that lead teachers face many challenges in their role as teachers and leaders in the same time that constrains their work such as time and resources shortage, work overload and teachers’ reluctant. At the end of the study, the research study’s limitations were highlighted and few recommendations were suggested in the further studies in the future in order to cover and to include other leadership aspects that could affect on the schools’ improvement in UAE.
Academic Leadership for Teaching and Research Development in Higher Education: A Bahraini Case Study
(The British University in Dubai (BUiD), 2016-03) AL-Qallaf, Amal Jasim
The Arabian Gulf countries have witnessed a significant growth and development in higher education provisions and demands since the end of 1980s. The main purpose of this study is to gain a better understanding of the experiences and roles of academic leadership administrators in higher education in the Kingdom of Bahrain while enhancing teaching and research quality, and investigating the current quality management model used for effective leadership, and what style of leadership best handles the challenges of cultural diversity within Bahraini higher educational organizations especially in their early stages of development in order to reach world standards development. A composite theoretical framework was designed using Bolden, Petrov, and Gosling (2008) academic leadership model, Trompenaars and Hampden-Turner’s (1998) and Branine’s (2011) models of cross-cultural management, Schein’s (2004) model of organizational culture and leadership, Schultz’s (1995) model of organizational culture and Shils’s (2008) academic ethos for teaching and research. The methodology used in this study is a predominantly qualitative and interpretive case study, using mixed methods which included the following: International, regional, national, and organizational document analysis; interviews with Deans, Chairs, and Quality Assurance Authority representatives; a faculty survey; and alumni focus groups. There are two main types of results. The first is empirical, finding that there is a rich potential for research in Bahrain but funding, heavy workloads and more advanced training are the main obstacles, whereas for teaching the strength is in the academics’ quality of teaching but workload is the single most important problem, and for leadership the strength is in the quality of expertise but are constrained by lack of autonomy. The second main result of the study is the development of a more comprehensive, regionally appropriate, and multi-dimensional model for university development that includes: academic leadership and organizational dimensions, the academic ethos elements; the multicultural interactions dimension; the dynamic system Interaction; the integrated model, and the temporal domains/changes and developmental. This model aims to contribute to the development of an academic system that best suits higher education institutions in the Kingdom of Bahrain.
ACCESSIBILITY OF INCLUSIVE PROVISIONS FOR STUDENTS WITH DISABILITIES TRANSITIONING INTO HIGHER EDUCATION IN THE UAE: AN INVESTIGATIVE STUDY
(The British University in Dubai (BUiD), 2020-10) Alshehhi, Khawla
Embodying the aspiration of the United Arab Emirates leadership, the vision of the Ministry of Education (MOE), is to ensure quality education for all. To implement the Federal Law 29 of 2006 on the rights of People with Disabilities (PWDs), the MOE launched the “School for All” guideline 2010, under the title “General Rules for the Provision of Special Education Programs and Services for Public and Private Schools.” Transitional services are included in these provisions. This was also declared in the country’s National Policy in 2017 on PWD, currently known as People of Determination (POD). It has been noted that, transitional Services as outlined by the “School for All” guideline do not describe detailed provisions as current international transition practices do, where an Individual Educational Plan (IEP), a summary of performance and required supports are delineated in an exhaustive manner. In contrast, the Quality Standards (QSs) of services for PWDs in governmental and private institutions, issued by the Ministry of Community Development in 2016, introduces a more comprehensive sets of standards for non-specialized institutions to guide provisions for PWDs. For this study, it seemed befitting to explore inclusive provisions in Higher Education through the lens of those QSs. The study aims at investigating inclusive provisions that facilitate transitioning PWDs from high school into HEIs. How inclusive provisions are perceived by PWDs at the opposite ends of a transition, as well as by those who provide these services in high schools and colleges, can point out whether higher education in the UAE is regarded as accessible. This study utilized a sequential mixed methods approach. The 222 participants are from eight high schools and four colleges in the UAE. The qualitative and quantitative data was generated using: documents review, interviews, questionnaire and observation. Statistical analysis and coding of the data revealed themes of PWDs readiness for the journey from high school to higher education highlighting needed provisions that can facilitate their transition to HEIs. The findings point to a “missing link” between secondary and post-secondary education that needs to be urgently addressed for a smoother transition into HEIs. Recommendations serving that purpose are offered. This study contributes to the scant literature considering inclusive higher education in the UAE, and sets a new direction for future research to examine transition services in national post-secondary education.
Achievement in Taught Modules as a Predictor of Subsequent Behaviour of Project Management Masters Students in The British University in Dubai
(The British University in Dubai (BUiD), 2012-04) Uchil, Nandini
A review of literature demonstrates that there are several studies on different aspects of higher education including progression patterns, achievement, completion and predictors of academic success. In this study, the researcher investigates the influence of student performance in the taught modules in the MSc Project Management (MPM) programme on the second stage of the programme, the dissertation component. Further, the researcher investigates the correlation between the taught modules overall grade and the time taken to complete the dissertation. That is, whether a good overall performance in the taught modules leads to timely completion of the dissertation and thus the programme itself, or vice versa. This study is important as completion rates seem to be an issue in higher education and, specifically in the MPM programme in The British University in Dubai. Quantitative research methods are used for analysis of data collected from the University records/archives, and descriptive and inferential analyses are used to interpret the data. An independent t-test and Pearson Correlation Coefficient tests were used to test the two-tailed hypotheses. Findings show that performance in the first part of the programme (taught modules) is neither a predictor of subsequent behavior in terms of programme completion nor does it have a bearing on the time taken to complete the second stage (dissertation). This indicates that the taught modules do not necessarily add value to the students’ learning and does not prepare them to handle the rigors of dissertation work. The implications of these findings are discussed and recommendations are made to the policy makers to enhance the structure of the programme which could lead to higher completion rates.
Adoption and Implementation of Online Learning Systems in Lebanon: Prospects and Barriers
(The British University in Dubai (BUiD), 2018-08) SHAYA, NESSRIN MOHAMMAD
This study aims at obtaining a finer-grained understanding of the primary prospects and barriers to adopt and implement online education systems in Lebanon, through investigating online learning readiness and acceptance among various key stakeholders in higher education. This study started with an assumption that traditional systems govern the processes of the Ministry of Education and Higher Education, depriving the nation from the chance to harness the opportunities brought forth by online education. A multiple case study, mixed-methods research design, was conducted on Lebanese higher education students, faculty and senior academic leaders, revealed adequate readiness levels and increased acceptance of online education among students and faculty. Data was collected quantitatively through electronically distributed questionnaires and qualitatively through face-to-face semi-structured interviews. Macro and micro levels of analysis took place using statistical testing methods and thematic analysis led to an emergent status of online education in Lebanon. Operationally, strong e-learning management capacity and institutional readiness distinguished private institutions, while weak technological infrastructure and geographical complexity characterized the public university. Lack of readiness in ministry for abrupt change that online education might cause in pedagogy and instruction surfaced, leading to strategical resistance for full-fledged online programs. Diminished state funding for public university, fears from the mediocrity of ‘no-lecture university’, faculty job relevance, doubts in students’ self-regulation skills and the possible influence of corruption on student enrollment form major barriers. Prospects lie in the consensus that online education can serve as a catalyst for higher education transformative change supported by embracing culture for implementation at postgraduate studies, leading to a proposal on strategic plan for successful implementation. Various statistically tested associations along with sophisticated qualitative stakeholder analysis led to expanding readiness and acceptance models with practical implications for future testing. Limitations were assigned along with valuable and empirical contributions.
The Advantages and Disadvantages of Distance Learning for Students with Special Educational Needs and Disabilities During Covid-19 at University in UAE
(The British University in Dubai (BUiD), 2020-10) Juma, Mariyam Salim
This study investigates the advantages and disadvantages of distance learning for SEND (students with special educational needs and disabilities) during COVID-19 crisis at the University in the United Arab Emirates (UAE). The study depends on the qualitative method using interview that depends on semi-structured interviews. Data was collected from SEND, teachers and special need education coordinator/ specialists’ perspectives. Overall the experience and thoughts were a mix up between positive and negative aspects of studying online from students with special educational needs and disabilities. I believe that the reason behind it, that remote learning has always been a debatable topic. Yet during COVID-19, the students have no choice to choose remote learning or traditional learning because the ministry of education in UAE forced all students to study remotely. In the long run, the outcomes of the remote learning experience depending on the type of disability, the readiness of the students, the acceptance to change and sometimes the type of course that students took. Findings show that most of the parties involve in the semi-structured interviews agreed that remote learning after categorizing it as a safety matter, it saves times and open a door to learn new technology skills. On the other hand, lack of communication interaction was the main disadvantages of remote learning as students feel lonely while attending classes, teachers can’t interact and can’t observe if the learning objective was met and specialists believe that students learn from other students sometimes and they missed this chance. Recommendations for the research was to keep training students and teachers on new strategies and new technology to be prepared for the future whether if any crisis occurred or for a job. Governments should study the case from a different angle to overcome all the challenges and include all learners in any policy and procedures. Limitation of the study was the limited access to higher education organizations. Also, the limited number of SEND involved as it is only from one university in the UAE. As well as depending on interviews only to follow the rule of no social interaction between people.
The Alignment of Beliefs on TBLT and Student Motivation: A Case Study in a Private High School in Dubai
(The British University in Dubai (BUiD), 2020-10) Yaghi, Sherin
This case study takes a mixed methods approach to examine the alignment of beliefs on Task-Based Language Teaching (TBLT) in light of student motivation. This study is situated at a private school in Dubai and it focuses on the high school section. The data collection was done through data source triangulation and method triangulation, as it uses a questionnaire to obtain students’ opinions and interviews to gather the opinions of teachers and senior leaders. The overall number of participants is 46, consisting of 40 high school students from ninth to twelfth grade, 4 teachers and 2 senior leaders. The qualitative data was analysed through inductive coding, whereas the responses to the questionnaire were obtained through quantitative analyses. The data findings represent discrepancies in opinions, not only between the students and educators, but also within the educational staff and leaders. It also brought forward the lack of knowledge that principals generally have on TBLT and their indifference towards the internal motivation of learners. This study concludes with evidence that students’ and educators’ beliefs are, in fact, skewed. Finally, specific limitations of this study are outlined and implications for future research are brought forward.
An Analysis of factors affecting reading comprehension performance of Arabic ESL students using the Suffolk Reading Scale
(The British University in Dubai (BUiD), 2009-09) Morris, Anne
The aim of this study was to examine the effectiveness of the Suffolk Reading Scale, a standardised multiple-choice paper and pencil test of reading comprehension, as a reliable method of assessing the reading ability of a group of ESL Arabic children aged between 9-10 years who were pupils at an international school in Dubai. The results indicated that the ESL Arabic children scored significantly lower than the comparison groups of non-Arabic ESL children and children with English L1 of the same age and studying in the same class. The study discusses the possible reasons for the difficulties experienced by the Arabic ESL children in decoding English text and attempts to conduct an error analysis by searching for any patterns of error that could be accounted for by interference from the Arabic L1 and other problems experienced by Arabic readers in decoding English text including problems with word recognition and spelling patterns, lack of phonemic awareness and insufficient reading strategies.
An Analysis of Student’s Engagement During Distance Learning in Abu Dhabi Schools
(The British University Institue In Dubai (BUID), 2021-10) SAIF, FATIMA SHAKER ABDULLA
As resources and contemporary technology become more freely accessible, distance learning courses are growing more popular. New learning approaches have also been developed. In which online learning systems, now have the capacity to increase student participation and engagement, which can also be used to assess students' degrees of positive and negative outcomes during distant learning. Teachers' attitudes on supporting, promoting, and accepting e-learning activities for their students will be investigated in this study. The goal is to gather useful information about instructors' and students' perspectives of distance and online learning in the Abu Dhabi area. The results of this research will help to map out how to increase student and teacher satisfaction and productivity with distance learning during and after the epidemic. To conducting the study, a quantitative approach has been taken to effectively find the data and results for the desired objectives. The most efficient method would be by using the descriptive research technique or instrument, in which it would be used to obtain effective findings from the quantitative research method that would be the research design kind. It is for this reason that a descriptive research method or instrument would be extremely beneficial in obtaining detailed information regarding students', instructors', and parents' personal analyses. Furthermore, effective survey questioning has been done among the respondents to analyze and compile the results of the research-based students, teachers, and parents. Most students have good attitudes regarding the educational learning process and believe participating in such processes to be beneficial, according to the study. Student satisfaction was shown to be influenced by course outline, teacher feedback, self-motivation, learning preferences, engagement, and instructor facilitation. Moreover, when it comes to expressing with academic staff at certain times, students are not restricted or confined in any manner. Due to the pandemic prevalence and repercussions, face-to-face lectures have been replaced with online distance learning, which was considered as an alternative learning strategy based on the use of technology. Such as smartphones, computers, and other devices in both organized and unstructured scenarios.
An Analysis of the Common Grammatical Errors in the English Writing made by 3rd Secondary Male Students in the Eastern Coast of the UAE
(The British University in Dubai (BUiD), 2008-06) Hourani, Taiseer Mohammed Y.
Having students to produce an organized, neat and error-free piece of writing has always been the life long dream and the ambition of all EFL teachers. The purpose of this study is to explore the common types of grammatical errors made by Emirati secondary male students in their English essay writing. The study was conducted in five leading schools on the Eastern Coast of the UAE. The most common and salient grammatical errors which were found in the students essays included: passivization, verb tense and form, subject-verb agreement, word order, prepositions, articles, plurality and auxiliaries. These errors were classified and tabulated according to their number of frequency in the students essays. 105 students and 20 teachers participated in completing two separate questionnaires reflecting their attitudes and opinion towards the English writing skill. Follow up interviews with 5 supervisors were conducted to deepen understanding and interpretation of the results. The data revealed that the UAE students make different types of grammatical errors, and most of these errors were due to intralingual transfer. In this study, intralingual transfer errors were more frequent than interlingual ones. Furthermore, the findings and the results of this study also showed that the English writing skill of the secondary male students in the UAE state schools needs more reinforcement and development. Based on the findings, recommendations and some implications which are of significance to educators and policymakers as well as to EFL teachers are provided. At last, it is hoped that the results of this study could be of much benefit for developing the English writing skill among secondary students in the UAE schools.
An Analysis of the relationship between Library Use and Student's Achievement at a Master Level
(The British University in Dubai (BUiD), 2012-05) Leonen, Marisol
This study was conducted on student’s achievement in the use of library resources at a Master’s level. The overall grade point average and the number of books check-out was collected for students who graduated from 2009 to 2010 was the main instrument for identifying the relationship of borrowing of books with their final grade. To supplement the findings, an online library questionnaire was distributed to students currently registered for Semester 1 of Academic year 2011/12 and 135 were returned. This study was carried out to determine how borrowing of books will have an impact to student achievement performance for students at a Master level. In addition, the result will serve as an assessment of library usage to demonstrate effective management and leadership practices that will result in continuous improvement with an increasing use of resources and services.
Analysis of Two Critical Friends’ Feedback in light of Heron’s Six Category of Interventions: A Case Study
(The British University in Dubai (BUiD), 2013-03) Sari, Ayla
This study examines two critical friends’ feedback sessions in a learning environment in the UAE. Based on Heron’s six category interventions, this study explores the merits of critical friendship as an alternative feedback style. It also assesses whether Heron’s interventions adequately describe critical friends’ interactions and, if so, whether the descriptors can be used to improve critical friends’ feedback styles. Qualitative methods of research have been used to analyse this case study. The two critical friends’ feedback transcripts, their interview transcripts plus their own interpretations have been analysed. Research findings reveal that critical friends can be a better alternative for giving feedback to colleagues in a learning environment as they can release tension and critique at the same time, which affects the outcome of feedback sessions positively. The study has also revealed that Heron’s six category interventions do clearly describe critical friends’ verbal behaviours. The findings have also showed that critical friends can identify their feedback styles with the help of Heron’s framework and so improve their feedback styles.
Analyzing the Industrial Internship Training Practices at the Institute of Applied Technology: In affiliation with the three stakeholders: students, institute and industries
(The British University in Dubai (BUiD), 2012-04) Rodrigues, Gilda Minnette
This study aims at giving prominence to the Industrial Internship Program at the Institute of Applied Technology, in the United Arab Emirates, for grade 11 students, who graduate in one of the Engineering Science, Electrical Engineering, Automation & Mechatronics or Information & Computer Technology clusters. There are three stake holders involved in this research: the students undergoing the Internship, the Institute catering to the program and the Industries hosting and providing the internship. This study is centered around the perspectives of these three stakeholders. The research investigates if the following aims of the program are met: a. to gain work experience and work ethics b. to put to practice what they learn at school. c. to foster close and cooperative relationships with the community, industry, commerce, and the government. This research also highlights the role played by potential businesses in making the internship experience a success. The data required for this research was collected from students and all company supervisors during the internship period, through questionnaires and interviews. The data was then analyzed through Statistical Package for Social Sciences (SPSS). This study will help the three stakeholders in enhancing the Industrial Internship Training effectiveness in the near future.
Analyzing Types of Writing Errors: An investigation of L1 Impact and Complexity of L2 on Middle School ESL Arab Students’ English Writing in Dubai National School, UAE
(The British University in Dubai (BUiD), 2016-11) ALKHATIB, ABDALLAH HUSSEIN HASAN
Writing for ESL learners is considered a complicated process which requires a linguistic analysis and synthesis. ESL students are affected by numerous factors, such as interference from their mother tongue and complexity of L2 writing system rules during the process of English writing. This study highlights ESL learners’ writing problems by analyzing the causes of their errors in writing English. To achieve the objectives of this study, the researcher used samples of English writings of 149 Arab ESL middle school students in Dubai National School in Dubai, UAE. In order to categorize the errors in their writing, the study depends on the following types of errors, namely: grammatical, lexical/ semantic, writing mechanics and word order. The students completed writing 250-word argumentative essays in 55 minutes in classroom. The researcher also presents a number of recommendations regarding the educational curriculum and teaching methods and a need to focus on the type of English writing teaching for UAE nationals in addition to recommendations for future research. The researcher examined the existing literature related to this area to investigate the impact of Arabic and complexity of English writing system on the quality of ESL writing of English. The researcher uses cross-linguistic and inter-linguistic theories as an approach in investigating ESL learners’ writing errors. However, there are other linguistic causes of errors (e.g. ignorance of rules, negative overgeneralization, erroneous assumptions about the language, etc.) and others which occur beyond the linguistic system (e.g. type of curriculum, teaching methods, motivation, learning strategies, etc.) Regarding the writing errors Emirati ESL learners in the current study made, grammatical errors make the most dominant error category (35%). Writing mechanics errors make (26.2%) and come in the second place. Finally, word order errors come in the 3rd place (25.7%). The study proved that L1 transfer, whether due to modern standard Arabic (MSA) or colloquial Arabic, and complexity of L2 writing system are the main sources of errors in English writing they made.
Application of Balance Scorecard for Assessing and Improving School Teacher’s Performance: A study in a Public School in Al Ain
(The British University in Dubai (BUiD), 2019-11) Almarzooqi, Mohammed
The balanced scorecard is a performance management tool to assess the performance of the teacher by considering four different aspects. The schools in Al Ain are evaluating the performance of the teachers by analysing financial, customers, child development growth and staff improvement as these factors encourage the teachers to engage in their work and perform at their level best. The research was conducted with aim to evaluate the implication of balanced scorecard in the schools to analyze the performance of the teacher. For the study research has used both qualitative and quantitative approach to derive the result. From the analysis it has been found that the balanced scorecard is being implemented in the schools of Al Ain. The findings also revealed that balanced scorecard is an effective tool because it does not improve teacher's performance but also the performance of the schools. The study concluded that balanced scorecard is the best tool that should be adopted by the school teachers and school heads top increase self-awareness and improve teaching quality. The findings can be implied by the schools head in order to enhance the performance of the teachers. It will help the teachers to increase self-awareness and will assist the school heads to build confidence and morale among the teachers, which is falling due to mismanagement and traditional style of teaching.
Application of youth leadership development curriculum in public secondary schools in UAE: an investigative study
(The British University in Dubai (BUiD), 2012-03) Al Hammoudi, Aisha Saeed Ali
This research aims to examine the existence or non-existence of a youth leadership development curriculum in the government secondary schools in the UAE, together with the ability or inability of these schools to prepare students for the reality of today's world and the requirements of the workforce in the twenty-first century. Moreover, the research seeks to clarify the skills and competences that should be targeted by the public secondary schools in order to develop the potentials and abilities of the youth. Simultaneously, and at a parallel line, the research focuses on the main foundations in the UAE that specialize in youth leadership development. The aim here is to assess their current role in preparing youth, and the possible role of these foundations in relation to filling the gap as youth leadership development providers to the ministry of education in UAE in any future leadership training. The tools used for gathering information for the research consisted of interviews, questionnaires, and reviews of documents. The findings of the research indicate the absence of youth leadership curriculum applied in the public secondary schools of the UAE; two different perspectives relating to the adequate preparation of students in the UAE public secondary schools for their future roles; and consensus between the participants of all categories on a group of 10 skills to be learned in the public schools due to their importance in preparing students for a fruitful life and successful workforce. Based on the findings, recommendations were made to highlight the benefits and advantages of the application of the youth leadership curriculum in the UAE public secondary schools, together with a suggested set of methods for the actual process of application of this curriculum.
Applying School-Based Management in UAE Governmental Schools
(The British University in Dubai (BUiD), 2011-04) Hussein, Mohamed Fathi
This action research explores the ability of applying SBM in UAE governmental schools. The research also sought to identify the advantages and disadvantages of SBM when implemented in UAE context. A detailed study of the obtainable means of successful implementation, along with identifying the potential causes of failure to be avoided was offer throughout the literature review. The research collected data through questionnaires administered to parents, administrators, and teachers of model and governmental schools of Abu Dhabi main city. Results suggest acceptance from different parties involved in SBM implementation providing that (a) there would be several pre-implementation professional development courses for involved parents, administrators, and teachers participating in the new school governance system. In addition, (b) the implementation process to be segmented over several years under continuous supervision form the central office of the MOE/ ADEC in the preliminary phase of implementation.
Appreciative Leadership and Teacher’s Subjective Well being: An Appreciative Tool for an Appreciative Outcome
(The British University in Dubai (BUiD), 2018-08) BASHAIREH, SUHAIR AHMAD; Dr Solomon Arulraj
Educational scholars and reformers have reached a consensus on the importance of teacher’s well-being in education. Teacher’s and student’s well-being can be considered two sides of the same coin. It is considered by a lot of researchers as an essential ingredient for building human capacity in a first-rate educational system. Therefore, the need to promote teacher’s well-being is essential within the education industry. However, teacher’s well-being is a broad concept governed by multiple variables. The effect of school leadership on teacher’s well-being has been under the microscope recently not only within educational research but also as part of well-being and organizational studies. This study examines the effect of Appreciative Leadership on teacher’s subjective well-being through the perspective of teachers (instructional and non-instructional staff). It uses a mixed method approach using both a qualitative and quantitative instrument. It also provides interventions to promote teacher’s well-being through Appreciative Inquiry (AI) 4-D cycle. The study targeted 94 non-instructional and instructional staff from different phases (K-12) in 4 schools in Dubai that has different KHDA rating. However, the Appreciative Inquiry Summit was delivered in one of those schools only for convenience issues. The current study consulted different theories that Appreciative Leadership is grounded in as social constructionism, Appreciative Inquiry, and positive psychology. The major results of the study indicate that Appreciative Leadership affect teacher’s subjective well-being at school. The positive core shared through the Appreciative Inquiry Summit indicates that Appreciative Leadership strategies and practices have a positive effect on teacher’s well-being. The AI summit produced several interventions designed collaboratively and positively by teachers and leaders to be delivered within schools to promote teacher’s well-being.
Arab Teachers’ Perspective on Leader-Member Exchange Practices: a Case Study on Arab Leaders’ Relationship in a Private School in Dubai
(The British University in Dubai (BUiD), 2018-10) BOUSTANY, WADIH TANIOS
Performance is critical in any organization operating in the industry. For a long time, businesses and other organizations have concentrated on improving their performance. Institutions in Dubai are striving to improve student’s performance through teacher empowerment and leadership. Leadership is an important factor in the organization because employees can be easily guided on how to improve their skills. Leader-Member Exchange (LMX) is becoming a common trend in the organizations as its impact is great and boosts the overall performance of the organization. LMX entails the formation of groups in an organization and designating a leader to each group. The leaders conduct matters a lot as the subordinates try to emulate their behaviour. The implication is that positive attributes from a leader are transferable to the employees hence bringing in positive changes to the organization. The aim of the study is to establish teachers’ perspectives on LMX in a private institution in Dubai. The researcher reviewed a number of literatures to provide broad information about the existing studies conducted on the topic. There are numerous theories and frameworks that explain more about the relationship of a leader and member. The transactional, transformational, and social exchange are among the theories that this paper explored. It emerged that the character of the subordinates in an organization matters most when a leader seeks to choose a certain leadership style. Data collection entailed the used of questionnaires that were presented to the population understudy. This entails both qualitative and quantitative data that was analysed through a scientific software. The study found out that Arab leaders created a positive LMX in the institution. Also, it was evident that adoption of LMX could influence performance in the organization. On the other hand, the researcher concluded that LMX was essential in the organization and there was need for it to be implemented. Another conclusion made by the researcher is that Arab leaders were more effective in comparison to Western leaders and therefore institutions are expected to consider Arab leaders.
Arabic as a foreign language (AFL): Northern UAE AFL Teachers’ Perceptions of the Integrated Approach
(The British University in Dubai (BUiD), 2018-04) SALAMEH, WALID
The purpose of this study was to investigate how teachers perceive an integrated approach for students’ communicative competence in Arabic; and whether teachers are receptive to implementing an integrated approach in the TAFL classrooms and if they identify any potential obstacles to implementing an integrated approach at the private universities in the UAE Northern Emirates. The literature reveals that many studies investigated the students’ perceptions towards learning Modern Standard Arabic (MSA) but rarely tackled the teachers’ perceptions in this regard and what communicative Arabic instruction should involve. The design exploited in this study is a mixed methods research in two sequential phases: a quantitative phase followed by a qualitative phase. The source of the quantitative data was a survey adaptation of Arabic Teacher Survey (ATS). It is a 45-item survey of 40 participants. Due to the small size of the population who participated in the study, no significant relationships emerged between teachers’ perceptions of the integrated approach and its influence on communicative competence. In general, a positive perception of using the integrated approach arose as the right way to go about the teaching and learning of Arabic. The qualitative phase consisted of one-on-one interviews with five Arabic teachers to provide a more descriptive analysis of the survey data. The participating teachers’ perceptions of teaching both varieties are to some extent different in the order that they would teach the two varieties despite the fact that they all prefer to implement the integrated approach in their classes. The participants’ attributed the obstacles in the implementation of an integrated approach to the teachers’ mindset, insufficient materials, and choosing which colloquial dialect of Arabic to teach. This study sought to uncover the teachers’ perceptions of the integrated approach and its importance for the TAFL field in promoting the students’ communicative competence. Additionally, the study proposes an instructional design that accommodates the integrated approach besides recommendations for further research. The main purpose is to highlight the value of teaching both MSA and a spoken Arabic variety as the underpinning of communicative competence in Arabic.

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