Dissertations for Management Leadership and Policy (MLP)

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    The Effectiveness of Early College Programs: A Study of College Readiness and Academic Achievement in an American Curriculum School in Dubai
    (The British University in Dubai (BUiD), 2023-10) ZEINA, KOLEILAT; Professor Abdulai Abukari
    In the setting of an American curriculum school in Dubai, this study investigates the impact of early college programs in improving college preparedness and academic achievement. The study investigates the influence of these programs on students' academic and professional growth, as well as the obstacles and techniques involved with their implementation. It provides valuable insights by drawing on the perspectives of teachers, students, headteachers, and senior leadership team members. The results demonstrate that early college initiatives, which reduce financial barriers and bridge the high school-to-college transition, enhance students' readiness for postsecondary study. The report does, however, identify issues such as teacher recruitment and the need for enough resources. This study broadens our knowledge about the potential of early college programs in preparing students for successful academic and professional careers, despite its limitations.
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    Investigating the Crucial Role of School Leaders in Nurturing Middle Leaders to Enhance their Performance
    (The British University in Dubai (BUiD), 2023-12) ALLABABIDI, FARAH; Dr Solomon Arulraj David
    The competence and cooperation of school leaders at all levels are crucial to the efficient operation of educational institutions. This study focuses on the critical role of school leaders (SLs) in developing middle leaders (MLs) to improve their performance in private schools in Sharjah. The study intends to provide insight into the methods, issues, and potential solutions used by school administrators to assist and empower MLs in their positions. The study uses a mixed method research methodology, using questionnaires and interviews to gather information from teachers, SLs and MLs at the selected private schools. The results demonstrate how important it is for SLs to nurture MLs and support them to improve their performance. School administrators understood how critical it is to provide MLs the chance to develop their leadership abilities, and foster teamwork. SLs must provide a supportive climate that facilitate the development and effectiveness of MLs and assigning them decision-making tasks. The study also emphasized the significance of open lines of communication between SLs and MLs. The study suggested potential techniques used by SLs like developing mentorship programs to offer advice and assistance, setting aside time for ML development, and fostering a culture of collaboration and shared leadership. The results highlighted the necessity of continued professional development programs and encouragement for MLs. Educational institutions may build a strong leadership communication channel that supports a positive school culture, increases teacher effectiveness, and ultimately improves student outcomes by realizing the value of ML development. The study's findings add to the body of knowledge on educational leadership and have applications for private schools in Sharjah and elsewhere.
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    An Exploration of the Metaverse in Higher Education in the UAE
    (The British University in Dubai (BUiD), 2023-12) ABUKHALAF, SIHAM; Professor Christopher Hill
    This study explored stakeholders’ knowledge and perceptions of a cutting-edge technology known as the Metaverse; looking specifically at its potential benefits and challenges of integration into the higher education sector. Data collection was employed through a mixed-methods triangulation design, which included (a) surveys with university students and professors, (b) interviews with leaders and educators, followed by (c) focus group discussions with undergraduate students. The total number of participants was 300, consisting of 232 university students, 62 educators, and 6 educational leaders. A detailed, systematic analysis of both the quantitative and qualitative data revealed that educators and leaders have more understanding of the Metaverse compared to students. However, although they are more familiar with the concept of the Metaverse, they do not have adequate experience with it in an educational context. Notably, the vast majority of students also lacked experience with it, and had practical concerns about how studying in the Metaverse would be. Ultimately, this study presents stakeholders’ perceptions of the Metaverse in the context of the United Arab Emirates, and the findings indicate that they believe it has potential to be used for teaching and learning at university-level.
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    The Impact of School Inspection on Teaching and Learning in a Private School in Ras Al Khaimah
    (The British University in Dubai (BUiD), 2023-10) NOFAL, DOAA ABDULRAHIM; Professor Abdulai Abukari
    This study reveals impact of school inspections teaching and learning in RAK. School inspections are one of the hardest things about teaching; It stands for an accountability-based approach to teaching and learning. Moreover, Decision-makers in policy-making receive precise information on the current condition of education in their particular institutions via school inspections. The main aims of this study are to examine what extent School inspections are supporting teaching and learning in RAK private schools and to offer a few recommendations on how to carry out efficient school inspections that will enhance instruction. The methodology employed in this study is qualitative and quantitative approach. The primary research instruments used in this study include questionnaires, interviews, and documentaries. This study included 51 participants; school principal, 5 lead-teachers, 5 head of departments and 40 teachers, from private school who follow Ministry of Education of curricula conducted in the 2023/2024 academic year. The results demonstrate that school inspection plays a major part in improving schools, particularly in terms of teaching and learning, Instructors accept the feedback they receive from inspectors. However, Teaching and learning are negatively impacted by school inspections as well.; For example, school inspection compels certain schools to demonstrate activities they have never conducted before. Moreover, in certain instances, the recommendations and inspection reports for the school lack depth and are unrelated to the school context. However, there isn't a very good rapport between inspectors and teachers. This study makes several recommendations on how school inspections should be improved.
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    Investigating the Reasons for Low Achievement in External Exams (NWEA-MAP) Among High School Students: A Study Among Teachers and Students in a Private School in Sharjah
    (The British University in Dubai (BUiD), 2023-06) SHAABAN, SAID; Dr Solomon Arulraj David
    This research study aimed to explore how high school students evaluate their academic success and identify the factors that contribute to underachievement. The study investigated grade level, gender, study duration, self-perceptions, language barriers, parental engagement, and study habits. The findings revealed that while students generally had a positive attitude towards their academic aptitude, language barriers, average parental engagement, and poor study habits were prevalent. These results underscore the significance of addressing language obstacles, increasing parental involvement, and promoting effective study habits to improve academic achievement and foster positive self-perceptions among young individuals. However, it is important to note the study's limitations, including a small sample size and a unique setting in a private school in Sharjah. Therefore, caution should be exercised when generalizing the findings to other academic contexts or populations. Future research should aim to expand the sample size to explore potential interventions that can enhance both academic performance and self-perceptions among students. Overall, this study provides valuable insights into the educational factors influencing low achievement and negative self-perceptions in high school students, offering practical implications for educators, parents, and policymakers. By addressing these factors, stakeholders can enhance students' opportunities for academic success and cultivate a positive school experience, thereby promoting their overall well-being and satisfaction.
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    The Impact of Teacher Leadership on School Improvement: Exploring the Experiences and Views of School Leaders and Teachers in Private Schools in Sharjah
    (The British University in Dubai (BUiD), 2023-10) HAMDAN, ASMA; Dr David Solomon
    The research study investigates the Impact of Teacher Leadership on School Improvement by exploring the experiences and views of school leaders and teachers in private schools in Sharjah. The study explores teachers' and school leaders’ perceptions and views of teacher leadership and its impact on school improvement. It investigates the strategies applied by school leaders to promote teacher leadership. The study adopted a mixed-method research approach utilizing two closed-ended surveys (quantitative data) shared with school leaders and teachers and a semi-structured interview with school leaders (qualitative data). The study was conducted in two American private schools in Sharjah. The school leaders’ survey was sent to 21 school leaders, while the teachers’ survey was sent to 128 teachers. Six school leaders were interviewed in this study to explore their views of teacher leaders and investigate the strategies they applied to promote teacher leadership in their schools. The quantitative data was analyzed by SPSS Software. The study shows that teacher leadership has a vital impact on school improvement through collaboration between teachers and sharing good practices through professional development sessions and initiatives. Lead teachers act as a bridge between teachers and school leaders; they help communicate teachers’ voices and have them take a better role in decision-making at school. Teacher leadership can enhance parents’ involvement in the school by utilizing the parent-teacher association. The study revealed roadblocks to teacher leadership, such as a lack of resources, time, and sometimes school policies. At the end of the study, the researcher highlighted some possible limitations and recommendations that future researchers can utilize in planning their study. Keywords: teacher leaders, school improvement, empowerment, leadership
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    An investigation of the United Arab Emirates’ Performance and Progress on PISA Assessments: A Comparative Analysis of Multiple Case Studies
    (The British University in Dubai (BUiD), 2023-11) EL FARES, HAMZA SALEH; Professor Christopher Hill
    The participation of nations in the Programme for International Student Assessment (PISA) has seen a significant surge in numbers throughout the last decade. These large-scale assessments contribute to the acquisition of a profound comprehension of the similarities and differences across international teaching and learning environments. PISA has emerged as a prominent tool for assessing the equity, quality, and effectiveness of educational systems. The purpose of this study is to carry out a comparative analysis of UAE performance in PISA assessments in relation to the performance of UK, Singapore, and Finland, identify the variables that contribute to favourable PISA scores, and finally provide the UAE with a set of recommendations and suggestions to promote the achievement of higher results in future PISA rounds, ultimately aiming to improve the country's ranking among other countries. This study employs a comparative approach to analyse multiple case studies, using quantitative methodologies and relying on secondary data sources. The study examines the results of PISA assessments of UAE, UK, Singapore, and Finland across the domains of Mathematics, Reading, and Science throughout multiple rounds. The research emphasizes that the implementation of appropriate reforms in educational systems and promoting educational initiatives, might have a substantial impact on enhancing the performance of UAE in PISA assessments. These findings are drawn from the analysis of experiences in other countries that were included in the study. The study provides significant benefits for policy makers in UAE when they consider incorporating the research suggestions into the development of educational policies, as well as their subsequent implementation. Additionally, the outcomes of this study will serve as a valuable resource for future academics, enabling them to undertake other investigations in a similar vein.
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    Curriculum Policies at Language Departments in British schools in the UAE: From Theory into Practice.
    (The British University in Dubai (BUiD), 2023-05) HUSSEIN, MUNA; Dr Emad Abu Ayyash
    Curriculum policies are a fundamental foundation for the establishment of educational framework from primary to secondary level. When there are sound policies guiding the curriculum, it is. very easy to implement the curriculum in schools. An effective curriculum provides teachers, students, school leaders and community stakeholders with a measurable plan and structure to deliver quality education. The curriculum sets out the learning outcomes, standards, and core competencies that students need to demonstrate before they progress to the next level. This study focuses on curriculum policies at British schools in the Emirate of Dubai, The United Arab Emirates. The primary purpose of this research is to provide insights into how curriculum policies govern school curriculums in language departments, particularly in Arabic language learning departments. The literature related to this study provides background knowledge on the past and current policy position in determining the effectiveness of language curricula in the UAE. A mixed methods approach was used in this study to measure the competence of the school administrators through quantitative and qualitative data. This has involved an investigation of 5 British schools in Dubai through interviews in order to get a clear picture of how the curriculum policies are being followed. The combined results of the quantitative and qualitative analysis show a gap between the policy and its actual implementation in language areas. The leadership of the school is therefore required to see to it that strong principles are applied and that such policies are continually monitored in the language departments of all British schools in Dubai.
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    Exploring Academic Integrity in Primary Education: Challenges, Strategies, and Impact
    (The British University in Dubai (BUiD), 2023-05) ABU-ALI, HALA BAHA'EDDIN; Professor Christopher Hill
    This study explores promoting academic integrity in primary education, examining its definition, challenges, effective strategies, and implications. Using a mixed-methods approach involving survey and thematic analysis, the study provides insights for educators, policymakers, and stakeholders. Key findings highlight the significance of explicit instruction, clear policies, positive school culture, and parental involvement in fostering academic integrity. Challenges include grade pressure, a lack of understanding, and the consequences of misconduct. Effective strategies involve nurturing critical and creative thinking, leveraging technology, and continuous reinforcement. The study acknowledges limitations, such as limited sample size and reliance on self-reported data, and suggests future research directions, including diversifying the sample and employing multiple research methods. Overall, this paper contributes practical knowledge for promoting academic integrity, supporting ethical development, and facilitating long-term academic success among primary school students.
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    The Effectiveness of Distant Learning On Student Attainment
    (The British University in Dubai (BUiD), 2023-10) MALHAS, MOHAMMED NASER FAUZY; Dr Tendai Charles
    The objective of the research is to the effectiveness of distance learning in achieving student attainment during the covid-19 pandemic in applied technology school teachers, to develop the aforementioned work, the use of the different means, and methods, which allowed the collection of information to carry out the study of the proposed variables and thus be able to give the necessary support to the present investigation. This is why the methodology used is quantitative, together with the use of bibliographic and field research. The sample that could be collected in this work amounts to 30 teachers, to which the Questionnaire the Distance Education Learning Environments Survey (Sp-DELES) and also the Academic Performance Survey were applied, such instruments were used for this research. It was possible to obtain real data on the new virtual modality and how it influences the academic performance of the students, in addition to this through the theoretical and scientific foundation, the correlation between virtual learning and academic performance during the Covid pandemic was established. Covid-19 in the students of the first baccalaureate of the Educational Unit "Applied technology school.
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    The Impact of the Multiple Attempted, Online Homework Assignments on Elementary Students’ Learning: A Case Study in a Private School in Sharjah, UAE
    (The British University in Dubai (BUiD), 2023-06) ALHURAINI, OLA ZAIDAN; Professor Abdulai Abukari
    The current study has employed a mixed-method research design to investigate the impact of the multiple attempted, online homework assignments (MAOH) on elementary students’ learning outcomes in Math in one private school in Sharjah, UAE. Quantitative data has been collected from grade 2 students through a quasi-experiment, while qualitative data, in the form of semi-structured interviews, have been gathered from both parents and mathematics teachers. Quantitative findings reveal a positive relationship between the MAOH assignments and 2nd grade students’ learning outcomes in Math. However, the impact has been recognized in the knowledge and problem-solving skills only without the reasoning skill. Additional statistical analysis revealed a significant difference in the Math learning outcomes between the experimental class, whose students were allowed to do multiple attempts in their homework, and the control class, whose students were allowed to do a single attempt only. Moreover, qualitative findings indicate the elementary teachers’ and parents’ positive perceptions toward MAOH assignments in terms of learning autonomy and personalized learning, whereas, both negative and positive perceptions in terms of motivation and engagement. In conclusion, the present study has empirically revealed that elementary students’ learning can be increased by implementing multiple attempts at online homework. It highlights the opportunity of having student-centered learning where students’ independency, skills mastery, and personalized learning are all essential components.
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    Exploring the Importance of Effective Leadership in School Transformation into a Professional Learning Community and its Impact on Students’ Academic Progress
    (The British University in Dubai (BUiD), 2023-08) Wissam Chaaban; Professor Christopher Hill
    This study explores the important role that school leadership plays throughout the process of school transformation from a traditional teaching approach to professional learning communities. It emphasizes the importance of having an effective leadership team to lead the transformation process and to set the vision and goals of the approach, provide all the needed support, and create the right environment for the transformation to be successful. This study acknowledges the need for schools to develop better methods of professional development for staff to support their move away from traditional teaching models. Drawing on a comprehensive review of relevant literature, this research examines the key characteristics of effective leadership needed to ensure the successful transition of schools into PLCs. It explores the leadership strategies utilized by leadership teams to establish an effective culture of collaboration, collective inquiry, and ongoing professional development for educators. The study also investigates the different challenges these leaders might face during the school’s transformation process. In addition to that the study assesses the impact of school’s PLCs on students' academic progress and their learning outcomes. The study uses a mixed-methods research design to investigate two American curriculum schools in the northern emirates of UAE and their journey in moving from traditional approaches to PLCs. The qualitative data analysis is derived from interviews conducted with different stakeholders in the schools including, teachers, middle leaders, and senior leaders. The quantitative data analysis focused on students’ results on the MAP (Measurement of Academic Progress) benchmark test before and after the implementation of the PLCs. The findings of this study showed a direct relationship between the support provided by the leadership team and the successful implementation of PLCs within the school. The implications of this study are relevant to schools that are seeking to enhance school improvement and improve student achievement. The study shows the importance of effective leadership and the support provided by the leadership team in ensuring the success of PLCs to improve teaching and learning practices and how successful PLCs impact students learning outcomes.
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    Monitoring and evaluating instruction in an adaptive multicultural classroom in a private American elementary school in Sharjah from the perspective of headteachers and teachers
    (The British University in Dubai (BUiD), 2023-09) RAMADAN, MAHA ALI; Dr Emad A. S. Abu-Ayyash
    The study focuses on the tension between recognizing the significance of ethnicity and culture for individual and group identities while avoiding essentializing them in multicultural education theory and practice. The aim is to highlight the importance of a critical approach that combines sociological understandings of identity with an analysis of structural inequalities and power differentials faced by minority groups. The research employs a critical analysis of existing multicultural and intercultural education programs over the past two decades, emphasizing their focus on cultural knowledge acquisition and harmonious relationships. The study reveals that these programs often neglect to address power inequalities related to cultural diversity, race, and racism, and that they can reinforce prejudices without proper critical frameworks. The implications are significant, as these programs often lack consideration of the local context, relying on migrating models. The study underscores the need for more comprehensive, context-specific, and critical approaches in multicultural education to ensure a deeper understanding of cultural diversity, racism, and power dynamics, ultimately leading to more effective and inclusive educational outcomes.
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    The impact of teachers’ leadership styles on the students’ academic achievement and behaviour in a cycle 1 government school in Dubai
    (The British University in Dubai (BUiD), 2023-05) ALSOORI, HAYA MOHAMMAD HUSSAIN
    Education professionals must be leaders in order to succeed. Leadership approaches were evaluated in Dubai's government cycle 1 schools. A study was conducted to examine the impact of teachers' leadership on student academic success and conduct. To increase the validity and dependability of the study, the researcher used both quantitative and qualitative methodologies. In order to understand successful leadership styles that will help improve academic performance and student behavior, the researcher communicated with instructors throughout the study by implementing observations, surveys, and interviews. The study results indicate that real leaders can positively influence students' academic achievement and behavior by having a thorough understanding of the curriculum, being able to use a variety of teaching methods, establishing positive relationships with students, providing constructive feedback, and letting students share their ideas and innovate.
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    Research Study to Explore Impact of Educational Technology on Student Achievement
    (The British University in Dubai (BUiD), 2023-04) ALALEELI, AMNA
    The use of educational technology has become increasingly prevalent in recent years, with many schools and educators integrating technology into their teaching practices. The purpose of this study is to explore the impact of educational technology on student achievement. The study will examine the various ways in which technology is being used in classrooms, including the use of online resources, interactive whiteboards, and mobile devices. The study will employ a mixed-methods approach, including both quantitative and qualitative data collection methods. Quantitative data will be collected through surveys and standardized test scores, while qualitative data will be collected through interviews with teachers and students, classroom observations, and document analysis. The literature review will explore previous research on the use of educational technology in the classroom, including studies that have examined the impact of technology on student achievement. The review will also explore the various theories and models that underpin the use of educational technology in teaching and learning, including constructivism, connectivism, and the SAMR model. The results of the study will provide insights into the impact of educational technology on student achievement, and will inform educators and policymakers on the most effective ways to integrate technology into their teaching practices. The study will also provide a better understanding of the challenges and opportunities that come with the use of educational technology in the classroom, and will identify areas for future research. This study will provide insight into how technology affects education and how it might boost student performance. This project will assist build evidence-based policies and practices to promote educational technology by studying how educational technology affects student accomplishment.
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    The Impact of Teacher Leadership on Teacher’s Performance and Students’ Development for School Improvement: a case study of Dubai Private Kindergarten
    (The British University in Dubai (BUiD), 2023-05) ALSHIZAWI, FATIMA ALI
    Teachers' leadership is essential to school success, since with an effective leadership style, a teacher will develop and perform well in both teaching and learning and as a result, students' achievement will automatically increase. This study examines the impact of teacher leadership practices on the performance and achievement of teachers and students. A case study was conducted using a mixed data collection approach. The first step was to complete a self-administered questionnaire among teachers in a Dubai private kindergarten. A non-probability sampling technique was then used to conduct semi-structured interviews with two head coordinators and two lead teachers. The study was guided by the following questions: to what extent do teachers practice teacher leadership, what characteristics or factors are involved in an effective teacher leadership style, how they influence school performance and evaluation, and what role teacher leadership plays in the overall performance of teachers and students, the collective performance of schools, and school management. The analysis of data showed that there is a positive relationship between effective lead teachers and the improvement of the teaching and learning process. This includes both teachers' performance and students' outcomes. The results of the quantitative analysis of the study indicated that teachers are often involved in certain leadership roles, as measured by questionnaire items. In contrast, other activities such as leading action research or participating in professional groups, are practiced infrequently. Data from interviews revealed that teachers perceive that school administrators generally encourage them to take on leadership roles. However, administrators also heavily depend on group-based teachers to lead. In addition, school contextual factors, such as lack of time, resource shortages, overload of work, and leadership style, as well as teachers' assumptions about and willingness to assume additional leadership responsibilities, are obstacles to maximizing the potential for teacher leadership in this kindergarten. This study added and narrowed the current research on teacher leadership's impact on both teachers' and students' development in the UAE to a private kindergarten in Dubai. It should be noted that the findings of this study cannot be generalized and are only applicable to certain contexts, which constitutes a limitation of the study. For this purpose, It is suggested that teacher leadership should be promoted on a broader scale in UAE schools. Further research can focus on what teacher leadership practices are most appropriate and how school leaders can deal with crises for school improvement.
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    The impacts of professional development program on school improvement: a study among school teachers at a private school in Abu Dhabi
    (The British University in Dubai (BUiD), 2023-06) ALFAQAWI, HAMADA
    This study examines the effectiveness of conducting continuous professional development (CPD) programs for school teachers on students' achievement, encompassing attainment, progress, and study skills. CPD has gained considerable attention in the education sector as a means to enhance teachers' knowledge, skills, and instructional practices. The study employs a mixed-methods approach, incorporating qualitative interviews and quantitative data analysis. The findings demonstrate that CPD initiatives positively impact teachers' pedagogical knowledge, instructional strategies, and overall professional growth. Additionally, the study reveals a significant correlation between teachers' participation in CPD and students' academic achievement, including improved attainment levels, enhanced progress, and strengthened study skills. These results highlight the importance of investing in continuous professional development for teachers, as it directly influences student outcomes and contributes to the overall quality of education.
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    Examine the efficacy of flipped classroom technique on the prior knowledge of biology in high school students in an American school in Sharjah using diagnostic tests
    (The British University in Dubai (BUiD), 2023-05) MOHAMED, NEHAL
    In recent years, the flipped classroom has become a popular teaching method. It entails students taking ownership of their education by reviewing course materials in advance of class, frequently in the form of video lectures. The remainder of the class day is spent on interactive and group projects that apply and reinforce the lessons covered. This study aims to investigate the effectiveness of the flipped classroom technique in enhancing high school students' prior knowledge of biology in an American school in Sharjah. The study employs a mixed design using diagnostic tests to assess students' prior knowledge of biology within the implementation of the flipped classroom technique. The sample consists of 60 high school students enrolled in the biology course, divided into an experimental group and a control group. The experimental group receives instruction through the flipped classroom technique, while the control group receives traditional classroom instruction. The results of the study suggest that the flipped classroom technique was effective in enhancing students' prior knowledge of biology compared to traditional classroom instruction. The study has implications for educators seeking to improve student learning outcomes in science education through innovative instructional approaches. The research showed that using the FL approach has a noteworthy impact on a student's advancement in particular areas of a subject. This effect could be extended to all subjects if the technique was well-utilized.
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    The Impact of Professional Learning Development Workshops Focused on Technology Integration on Teachers’ Usage and Perception of Technology: A Study on Enhancing Practices and Outcomes in a Private School in Al Ain
    (The British University in Dubai (BUiD), 2023-03) ELSAYED, ABDALLA; Dr Solomon Alrulraj
    This research paper investigates the impact of technology integration workshops on teachers' utilization of technology in the classroom. The study aims to explore the relationship between participation in these workshops, teachers' perception on the use of technology, and student outcomes. The research is grounded in six traditional and emerging theories, including Transformative Learning Theory, Technology Acceptance Model (TAM), Self-Efficacy Theory, Social Cognitive Theory, Constructivist Learning Theory, and Communities of Practice theory, which serve as the foundation for the universal integration of technology into education. A mixed-method approach was used, which involved conducting a survey of a representative sample of schoolteachers and leaders followed by a series of interviews to collect sufficient data about the research topic. Various statistical techniques were utilized to analyse the data, and inferential statistics, particularly Spearman correlation analyses, were conducted to investigate the research hypotheses. The correlation analysis demonstrated a significant positive correlation between the impact of professional learning development workshops focused on technology integration on teachers' usage and perception of technology. The study's findings indicate that technology integration workshops can significantly enhance the practices and outcomes of teachers by increasing their confidence, competence, and motivation in using technology to support student learning. The study identifies key components of effective technology integration workshops and provides recommendations for teacher preparation programs. The implications of this study are significant in today's digital age, where technology has become an essential component of education. The research highlights the need to invest in quality training courses and provide follow-up and continuing support to ensure that the techniques and knowledge acquired in workshops are properly assimilated into their everyday teaching methods, guaranteeing that the acquired skills are put into action consistently. The limitations of the study include the small sample size and the focus on one private school, which limits the generalizability of the findings. However, the results of this study can be applied not only to private schools but also to other educational organizations. In conclusion, this research demonstrates the significant impact of technology integration workshops on teachers' usage and perception of technology. The study's findings provide important insights into the benefits of targeted training for teachers in private schools and emphasize the need for investing in premium professional development plans to meet the individual requirements of educators.
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    The Impact of Citizenship Education in Nurturing Students’ Positive Behaviours: Exploring the Perceptions of Students in a Private School in Dubai
    (The British University in Dubai (BUiD), 2022-11) ALZAROUNI, HIND
    The major focus of this study is to analyse the impacts of citizenship education (CE) in enhancing positive behaviour among students in Dubai. A research gap exists in finding the role of CE in the UAE; therefore, this study will focus on its impacts on student behaviour. Different key theories will be considered in research including the Education Theory of Global Citizenship and the Social Theory of Global Citizenship. The study uses a case study approach to explore different perceptions of nurturing positive behaviour through CE. The key findings of the research include that CE helps learners improve their interpersonal capabilities and behaviour. The study’s implications will include enhancing learning as a conditioned reflect action and the importance of group learning. The study’s limitations include the application of the questionnaire’s effect, the limited time frame, and limited responses. Further, the study will only focus on one institution and generalizes the importance of CE, which has implications for the quality of findings. The study claims that CE is an important element that can enhance learners’ achievement. Lastly, it is concluded that CE increases learning, making important decisions, and improving personal learning.