Dissertations for Management Leadership and Policy (MLP)

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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.
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    The Graduation Requirements of High School Students from American Schools: Examining Graduation Requirements in American Schools in the United Arab Emirates – A Comparative Analysis of Multiple Case Studies
    (The British University in Dubai (BUiD), 2022-11) ELOSTA, JAILAN LOTFY
    Purpose – Graduating from a high school is the steppingstone for the start of the future of the undergraduate study for any student that prepares for further postgraduate studies, workforce, and career paths. Every year, several new private schools open their doors for students to join. The Ministry of Education in a country sets the rules and regulations that need to be followed to ensure that the school is providing its students with the needed graduation requirements to join universities. The purpose of this study is to comparatively analyze the graduation requirements of various American schools in United Arab Emirates, examine their fulfilment of the graduation requirements as per the ADEK, KHDA, and MoE requirements, and finally propose suggestions/improvements for graduation requirements that better ensure the entry requirements for universities in UAE, as well as obtaining the UAE equivalency. Methodology – The study will adopt a comparative analysis of multiple case studies where the graduation requirements from different American schools in UAE will be examined and studied. The study will investigate the graduation requirements in four schools in Dubai, four schools in Abu Dhabi, four schools in the Northern Emirates, as well as the graduation requirements in four schools in the United States of America. The rationality of a comparative analysis stands on the examination of patterns of similarities and differences across conditions in the cases. The aim of this type of analysis is to identify conformations of causal conditions that are satisfactory for the existence of an outcome. Findings – The research examines the graduation requirements of different private American schools in the UAE – namely accreditation body, school rating, graduation credits, one credit calculations and the equivalency requirements. It has been revealed to the researcher that the sampled schools do not abide by the expectations of the MoE and its ministerial resolution, where students are graduating without fulfilling the graduation credits nor meeting the graduation requirements. Moreover, some schools include the word “American” in its name and assume to award the high school diploma, but they are not meeting the requirements of graduation. Implications – The research highlights the need for monitoring private schools, mainly the American schools, operating in the UAE to ensure meeting the graduation requirements and readiness of the students to be issued the UAE equivalency. Originality / Value - This study is part of numerous research studies that have been conducted to inform about the importance of fulfilling high school graduation requirements. There is a noticeable gap in research on the availability of data about local graduation policies. The study will provide a positive addition to the literature about graduation requirements from private American schools in the UAE while recommending policy improvement for graduation that will result in securing UAE equivalency requirements and students joining higher education. Consequently, the research can be used as a focal point for future disquisitions that addresses various other educational systems, other than the American schools, this includes, but is not limited to, the British system, the International Baccalaureate system, as well as the Indian system. With the availability of future information via the MoE’s official website, further statistical data can be collated to inform about the needed improvements to ensure securing the graduation of the students from any school system in the UAE.
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    Comparative Analysis of Vocational Education in the UAE, Egypt, and the UK to Develop Proposals for UAE’s Vocational Education
    (The British University in Dubai (BUiD), 2022-11-04) KHANTOMANI, MAJD
    By producing knowledgeable and qualified graduates who will meet both the needs of the market and the requirements of the job, vocational education is crucial to the knowledge-based economy and the future plans for nations. There are several arguments and discussions for improving the application of vocational education, but it takes time to make a significant decision. The goal of this study is to compare the vocational education systems in the United Arab Emirates, the United Kingdom, and Egypt. It will also look at each system's employability, strengths, and flaws as well as its various curricula. Vocational education from the three countries of Egypt, the United Arab Emirates, and the United Kingdom will be analysed and studied as part of the research's comparative examination of several case studies. The study will look into each nation's population to enrolment ratio, youth employability, and the curricula of two representative schools in each nation. The evaluation of patterns of similarities and variations across situations in the instances underpins the comparative analysis's rationale. This kind of analysis seeks to pinpoint causal condition conformations that are necessary for an outcome to exist. The research looks at various technical and vocational institutes in the UAE, the UK, and Egypt, as well as the population of each country, the number of students enrolled in secondary vocational education, the percentage of young people who participate in technical and vocational programs, and the youth labor force participation rate. The researcher has learned that, despite some variations in how the concept of vocational education is implemented, the findings from the sampled vocational education institutes are essentially same. The research emphasizes the necessity of giving vocational education in the UAE greater attention and developing high-standard curricula and regulations that will be adapted to the development of technology and artificial intelligence. Additionally, make the most of the UAE's position as a global hub for technology.
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    An Investigation into the effectiveness of the Inclusive Education Standards Policy for Students with Severe Disabilities in UAE.
    (The British University in Dubai (BUiD), 2022-12) OBEID, ANWAR SAMI
    Abstract Discrimination is a multifaceted form of prejudice that has been around for many years. However, it was only in 1960 that UNESCO began calling for an end to educational discrimination. In 1994, at the World Conference in Salamanca, an appeal to fight for the right of people with disabilities to education was made. That was a necessary step towards combatting educational discrimination as disability discrimination harms students' ability to grow and develop. Inclusive education fights discrimination and helps students with disabilities get their rights. Although only a limited number of studies highlighted the need for inclusive policies for students with Severe Disabilities, literature emphasized that mainstreaming students with Severe Disabilities will help them gain academic, communication, and self-determination abilities. This study was driven by the benefits for students with severe disabilities and the fact that they get services in a segregated setting. The aim of this study is to investigate the effectiveness of the inclusive education standards policy for students with severe disabilities in UAE. In this study, the researcher opted to use the explanatory sequential mixed methods design. Surveys were conducted, followed with semi-structured interviews. Parents of children with severe disabilities, educators, teachers, and faculty from across the UAE were included in the study's targeted purposive sample, along with professionals in the special education area (special education teachers, inclusion specialists, speech therapists, etc.). Data from 77 survey participants and 11 interview participants were analyzed. The results showed that students with Severe Disabilities are not included in school education under the current inclusive education policy, which further highlights that there are numerous on-ground obstacles. Furthermore, the study gathered several recommendations for creating an effective inclusive education policy which aims to include students with Severe Disabilities and considers their complex needs. Additional evidence-based suggestions for future practice in inclusive education for students with Severe Disabilities were also made at the conclusion to this study. Ultimately, the results suggest that more research has to be done on the available support, current practices, and policy frameworks.
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    The Role and Impact of Educational Leadership in Change Management to Improve the Quality of Education in a Private School in Dubai
    (The British University in Dubai (BUiD), 2022-10) ABUSENENH, MOHAMMAD ABDALLAH
    As we live in a fast-changing world, everything around us points to the need for profound change that allows us to move forward in life and evolve ourselves. Without this change, life becomes stagnant and learning new skills would not be possible. Education, as the major instrument of the nation’s growth, requires continuous reformers that meet our progressive world's needs. However, this change is often a challenging process for some educational organisations, which leads us to the crucial role of educational leadership in identifying aspects that need to be changed and developing concrete plans with expected timelines for them to be changed. This research study discovers the role and impact of educational leadership and change management to improve the quality of education in a private school in Dubai using qualitative and quantitative data collection methods in addition to analysing six school inspection reports from two different authorities. The data results showed that educational leadership's significant role in managing change drives outstanding academic performance in this private school. However, the theoretical aspect of the current practice of change management to improve the quality of education needs some improvement. Results also show that the role of educational leadership in change management to improve the quality of education from teachers’ perspectives reached a high degree, and the impact of leadership’s practice in change management reached an exceptional level as this school continued to receive an outstanding rating for 12 consecutive years of school inspections. Furthermore, leaders’ perspectives on how to overcome the challenges in change management were effective as they demonstrated good knowledge of dealing with resistance and challenges associated with change management and were clearly passionate about change and development. Furthermore, the research study concludes that the nine previous studies and the four change models developed by Kotter, Lewin, Lippitt, and ADKAR used in this study have revealed some essential factors for change management to be successful in schools and uncovered certain gaps, including lack of employing change management models in the field of education to cope with the change taking place at schools.
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    The Transition to a New Educational Culture - Exploring Possibilities - A Case Study in Iraq
    (The British University in Dubai (BUiD), 2022-06) AL-SAMMARRAEE, DUNYA SAAD
    The e-portfolio has become widely used by many educational institutions in the world, and it has been acknowledged for its numerous benefits. The purpose of this study is to explore the readiness of a private university in Iraq to use the e-portfolio platform as a new technology tool for the first time; and to analyze its level of acceptance among the management team, teachers, and students. This case study was carried out at a private university in Baghdad, Iraq during the last semester of the academic year 2021-2022. A qualitative research design was used to gain insights into how technology particularly e-portfolio is perceived at the university. One-on-one and focus group interviews were used as instruments to collect data from ten participants, the Head of ICT, ICT Assistant, Administrator, two teachers, and five students. It was found that students were eager to use the e-portfolio and had perceived its potential value in their academic learning, but some require support and training because they have different IT skills. It was also revealed that the factors contributing to the success and acceptance of the new e-portfolio technology resemble understanding the benefits of the tool and its actual use. Lastly, the management team and teachers positively perceived the idea of e-portfolios but were not ready enough for a technological change due to certain constraints, but they aim for the change to happen one day. The study had some limitations which were treated according to what was found in the literature about such cases. Each point of limitation was justified under its respective section in the research paper. This study is important because it is an attempt to respond the need for the education system in Iraq to be in line with the global Ed-tech revolution and it is the first research paper exploring the e-portfolio tool in Iraq.
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    Understanding the Factors Affecting Teachers’ Well-being in Harmony with the Leadership Practices: A Study Among Teachers at a Private School in Dubai
    (The British University in Dubai (BUiD), 2021-11) YACOUB, HIBA ALI MAHMOUD
    In the education field, well-being becomes very important to both teachers as well as students. Lots of schools create a department that specifically cares about their employees’ well-being. As teachers’ well-being is one of the main concerns for the KHDA, it is very important to understand the factors that affect teachers’ well-being, thus this study has been conducted in one of Dubai’s private schools to understand what effects a teacher’s well-being, as well as find out the practices implemented by the senior leaders to maintain positive well-being which leave its impacts on students’ well-being as well. This study aims to find out how teachers’ well-being in one of Dubai’s private schools is affected by different factors such as: leadership and management, job satisfaction, organizational culture, teamwork, relationships, pay and benefits, and the work environment, and understand which practices leadership implement in order to increase their faculty’s well-being. Scholars around the world agree that teachers are the basic foundation in the education field, yet few studies have discussed the ways to build the environment needed for teachers to stay healthy with a positive well-being and less stress and burnout. The participants of the study consist of 65 teachers, of different nationalities, males and females, teaching from Kindergarten up to Grade 12 students, who answered the well-being questionnaire of 39 questions, and a principal and a vice principal of the same school who were interviewed. A mixed method approach was used following the pragmatic research paradigm. The quantitative method was applied through using a survey of 39 questions filled by the teachers, while the qualitative method was applied through an interview with two senior leaders from the same school. Data analysis of the well-being questionnaire has shown that most teachers were satisfied with their leadership and had a healthy lifestyle. However, they were inflicted with stress and burnout due to an overload of work, deadlines, and sudden tasks. The interviews with the principal and vice principal found that the senior leaders emphasize teamwork and listen to teachers’ complaints and work hard to remove all obstacles they meet. The limitation of the study consists of the small sample size who answered the survey, limited number of teachers, and the generalization of the survey questions, along with the limited number of interviewees. The research paper used the theoretical framework that includes the social cognitive, subjective well-being, self - determination, economic welfare theories and other related theories to the study to analyze the factors that impact teachers’ wellbeing from other studies’ theories. A focus on the role of leadership practices that implement teachers’ well- being positively in the study shows how those practices helped teachers to live a healthy lifestyle and be satisfied about the school management through the results analyzed from both the questionnaire and the interviews done. The main issues that affects teachers’ well-being negatively were the salaries and benefits that don’t meet their performance in addition to the workload.
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    Case Study of Hybrid Learning at Kindergarten in UAE - Abu Dhabi
    (The British University in Dubai, 2022-05) MUBARAK, SHAIMA AWADH
    This case study about hybrid learning in UAE – Abu Dhabi and whether hybrid learning helps students to achieve mastery in various fields. This study is situated at kindergarten school in Abu Dhabi. I collected the data through quantitative and qualitative methods. The overall numbers of participants is almost 89, consisting 69 of parents, teachers and administrators from Emirates School Establishment (ESE) and 20 students from KG-2. The qualitative methods throughout questionnaire and in quantitative we explored the percentage of participants based on their gender, having kids, kids in kindergarten, their knowledge of hybrid learning and what their preference is. This study concludes with the fact of hybrid learning will play a large role in education in the future than just traditional lectures. It will give the students, teachers, and administrators the flexibility throughout their teaching and learning journey.
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    The Effectiveness of AI-Powered Digital Educational Platforms: Students’Attainment and Teachers’ Teaching strategies in a private high school in Dubai
    (The British University in Dubai (BUiD), 2022-04) EL ASMAR, WASSIM
    The many uses of AI in education are making the academic environment simpler and more personalized. Educational resources are now accessible to everyone through smart devices and systems which has revolutionized the way people learn. Students no longer need to attend real classes to learn provided they have access to computers and the internet. AI is also helping schools to digitize administrative tasks so that teachers can better interact with students. Thus, this paper will discuss the changes that AI is bringing to education. Artificial Intelligence (AI) is a rapidly growing technical field that has the potential to change every aspect of human social relationships. In the field of education, AI has developed novel instructional approaches being tested in a variety of settings. Education policymakers forecast the impact of AI on the education sector so that knowledgeable and relevant potential solutions are made. Noticeably artificial intelligence is becoming a part of our daily life, Artificial Intelligence is making an impact in education, and old approaches are rapidly modernizing. Artificial Intelligence (AI) is gaining traction in the development of innovative forms of learning technologies, intending to revolutionize the educational system. To improve the learning experiences of students, schools are gradually changing from traditional teaching approaches to smart education. In recent years, digitalization has permitted substantial improvements in the evolution of educational pedagogy. Individualized education encounters are profoundly influenced by technology's delivery of an enhanced environment. Moreover, innovative educational alternatives are being created and validated all around the world due to intelligent educational systems, technology design, and Artificial Intelligence (AI) features. Such advances in education are required since education attempts to nurture individuals to future developments, guaranteeing that individuals and communities globally prosper. As young brains are nourished, skills like analytical thinking, management, communication, and cooperation become extremely relevant. These young learners are the workforce of the future. As a result, the school systems must encourage the development of these skills to keep up with the rapidly changing world. Categorization and decision-making are at the heart of AI applications. Although current learning systems are consumer-friendly, they do not have the dynamic self-learning power which is a characteristic of artificial intelligence. This study will focus on reviewing, artificial intelligence and explore: how Artificial Intelligence is applied and effective in the education sector? What is the Impact of AI-Powered Digital Educational Platforms on Students’ Learning and Teachers’ Practice?
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    Language policy in Dubai’s schools: From theory into practice
    (The British University in Dubai (BUiD), 2022-05) ABUATEYH, NOUR
    The qualitative research aims at exploring the language policy in Dubai’s schools and highlight the areas that can be improved from theory to practice. There was the use of a Survey, Semi-Structured Interviews, and Secondary Data (Policy Documents). Purposive sampling was used to choose research participants with Survey Participants being taken from education professionals or those who closely work in fields related to education. This was done to ensure the reliability and validity of the data collected. The theoretical framework was based on approaches such as the Language Policy and Planning (LPP), Critical Language Policy (CLP), and Language Management Theory (LMT). These helped the researcher have a firm basis to develop the academic project and understand some of the language policy dynamics currently happening in the UAE. The outcome of the research showed huge potential for language policy research. Some of the issues that were noted to hinder the implementation of effective language policy in the UAE include poor communication of language policy across the school community, staffing issues, the lack of resources, the absence of many different native languages in the mainstream curriculum, and the mismatch between the policy expectations and the actual level of student’s aptitude. The solutions highlighted in this study include the setting of clear goals for the language policy that is shared with the policy designers and the policy users, the increased involvement of language teachers with the school leaders in the design and review process of the language policy, continuous professional development of language teachers among others.
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    The Prospects of Reggio Emilia in The UAE As an Investigative Study: The Effectivity of The Italian Curriculum’s Reggio Emilia Approach in UAE’s Public Schools
    (The British University in Dubai (BUiD), 2022-05) ALKAABI, MAITHA HAMAD
    Abstract The Reggio Emilia approach is a well-known educational philosophy or strategy utilized in several segments of the globe to astounding results (Gantt, 2021). The Reggio Emilia approach utilizes the freedom of exploration, various learning activities, independent approaches, a conducive learning environment, and more to potentially unlock the creative and motivated mindset of children. It centers itself on the concept of Hundred Languages, which states the endless potential of children and the countless ways they could explore, communicate, and express themselves. By figuring out the best methods of expression and communication and letting them immerse themselves, the children may be stimulated further into optimizing the learning experience. For this research, public school teachers were asked survey questions to determine the viability and effectiveness of the Reggio Emilia approach in the UAE. At the same time, document analysis was used for some nurseries who were applying Reggio Emilia and focused on their vision and how they are implementing the Reggio Emilia approach in UAE and to know more about parent opinion about the effectiveness of these nurseries It was discovered that a strongly positive response was acquired when it comes to the theory and implementation of the Reggio Emilia approach in the UAE’s early childhood education sector. The best implementation is one that utilizes freedom, flexibility, exploration, and limited interventions.
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    Teachers’ Job Satisfaction in Instructional Delivery Modalities, and the Role of School Leaders: a Study among Selected Private Schools in Abu Dhabi.
    (The British University in Dubai (BUiD), 2022-07) YAHYA, AHMAD
    Teachers’ job satisfaction has always been a priority for educational leaders and policymakers. It directs the institution’s productivity and leaves different prints on teacher retention, absenteeism, burnout, academic performance, and turnover rate. Moreover, it impacts the outcomes of the instructional process as it influences the student's academic performance, behaviour, and even his social skills. The purpose of this study is twofold. First, to analyze the impact of the newly applied teaching modalities on teachers’ job satisfaction in selected private schools in Abu Dhabi. The primary teaching modalities that are of the research interest are the face-to-face modular, which represents the traditional teaching module that was commonly applied before the COVID-19 pandemic; the online delivery method which suggests the use of fully distance learning solutions for instruction; and the hybrid learning model, which is a mixture of both the online and face-to-face modules as some students receive instructions from home and at the same time some of their peers are attending the class physically at school. The second purpose of the study is to navigate the role of school leadership to help teachers cope with these models and find out the best ways they can increase their level of satisfaction. The researcher adopted the mixed-methods approach to be used for his study. A survey was sent to 242 teachers and returned 151 responses. The result of the data analysis confirmed that there is a significant association between the new variable, teaching modality, and teachers’ job satisfaction. First, it is found that the traditional teaching model meets the highest level of teachers’ job satisfaction, then the distance learning, and lastly is the hybrid modality. This result is derived from the change in the outcomes of the satisfaction factors: job security, workload, in-class effort, work-life balance, remuneration, leadership support, students’ behaviour, and relationship with co-workers. The qualitative aspect of the study is represented in semi-structured interviews conducted with ten teachers and ten school leaders. It explores the best practices that school leaders can apply to meet the teachers’ job satisfaction. For example, the interviews recommended that school leaders are invited to build an active channel of communication with their teachers, share the decision-making process with them, decrease the workload, raise the teachers’ autonomy, and establish a remuneration system.
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    The Role of School Leaders in Facilitating Continuous Professional Development to Empower Teachers in Private Schools in Dubai
    (The British University in Dubai (BUiD), 2022-05) PHOGAT, NEENA
    Building a collaborative culture and empowering schoolteachers; could have a significant positive impact on the quality of learning and promote the progress of the school education in the UAE. Sharing leadership by the heads with schoolteachers permits teachers to become highly responsible, leading to higher fecundity and impacting students' achievement. School teachers in the recent decade regularly upgraded their skills, attitude, and knowledge to meet the demands of 21st-Century learners. Education reforms have generated an urgent need for a stronger emphasis on developing strong leadership skills for promoting well-qualified teaching for students and the progress of school education in Dubai. The study illustrated the role of school leaders in CPD to empower schoolteachers in Dubai through a mixed-method approach using a semi-structured questionnaire. The study enunciated quantitative and qualitative method analysis by examining the impact of school leadership and identifying the school leadership's role in enhancing teachers' performance. The study examined the behaviours of leadership aid in the development and promotion of positive capabilities of teachers and a positive ethical learning environment in Private Schools in Dubai. It obtained the respondents through a purposive sampling technique consisting of School teachers, middle leaders, SEND specialists and two principals working in different schools in Dubai. The observations of the responses in quantitative and qualitative approaches were made to reflect the changing paradigm in leadership competencies to handle the issues of teachers and promote professional development. The outcomes of quantitative assessment by One-ANOVA analysis explicated that the leadership role had significant impacts on the professional empowerment of teachers through CPD implementation. The correlation test enunciated a stronger correlation between the teacher's competencies and leadership role for the school's progress and student quality learning. The inferences of the qualitative approach imply that the impact of leadership attributes paves the way to enhance the professional development of the teachers, concerning staff support, CPD organisation, pedagogy practices improvisation, innovations, and rectifying the aspects of teaching. The study commenced by insisting that teachers' competencies changes with CPD implementation provide them with sufficient avenues to upgrade quality teaching practices by monitoring and timely support through the vital role of leadership.
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    Exploring the challenges and opportunities associated with using eLearning system in the classroom (to teach) - a perspective of teachers in a primary school in Dubai
    (The British University in Dubai (BUiD), 2022-01) KAYALI, RAHAF
    The study is based on exploring the opportunities and challenges which are associated with using the e-learning system of education as a teaching medium, from the perspective of teachers in a selected primary school in Dubai. Besides that, the study recommends strategies that teachers and the educational stakeholders can opt for to combat the identified challenges. The study followed interpretivism research paradigm, inductive research approach and case study as a research strategy following which 10 teachers from the selected primary school of Dubai were interviewed. The data was analysed using Thematic analysis by Braun and Clarke (2016). Results of the study highlighted that e-learning is equally effective for primary school students in terms of improving their educational development, academic progress, participation, and level of engagement in the e-learning class. It not only improves their learning but also instils the skills of critical thinking, brainstorming and independent learning. An increased understanding of the topic broadens their view which ultimately increases the academic grades of students. However, despite all these benefits, the teachers have also identified certain challenges which included the required assistance from teachers, cultural differences, communication barriers and lack of understanding of students of the given instructions about a task. The teachers also recommended certain opportunities for the management of schools along with calling for the need for them to collaborate with educational regulatory authorities to unleash the opportunities and attain them to their full potential for the benefit of students and teachers in an e-learning environment.