Dissertations for Management Leadership and Policy (MLP)

Permanent URI for this collection

https://bspace.buid.ac.ae/handle/1234/478

Browse

Now showing 1 - 20 of 196

The Impact of Leadership Roles on Students’ Responsible Behavior: A Study Among Students and Staff in a Private School in Abu Dhabi
(The British University in Dubai (BUiD), 2024-06) ABURABEA, SAMED; Dr Solomon David
This research explores the impact of leadership roles on students’ responsible behaviors within Abu Dhabi's private schools in the United Arab Emirates. Drawing on staff questionnaires and semi-structured interviews addressed to student leaders, the study investigates the motivations, challenges, and impacts of student leadership initiatives within the cultural context of Abu Dhabi on the student’s responsible behavior, as well as the educators’ perception towards the student’s leadership within the educational environment. Findings revealed the multifaceted nature of student leadership, encompassing themes such as student empowerment, leadership styles, institutional support, challenges faced, and societal contributions. Theoretical implications are discussed, highlighting connections with concepts such as transformational leadership, while practical implications offer recommendations for enhancing student leadership initiatives and fostering inclusive practices. The research contributes to ongoing discourse on educational leadership, providing valuable insights for practice, policy, and future research endeavors. Overall, this study underscores the importance of student leadership roles as a catalyst for positive student behavior, personal growth, academic success, and societal advancement within Abu Dhabi's private schools.
The Impact of Blended Learning on Student Achievement
(The British University in Dubai (BUiD), 2021-11) SASY, RANIA AHMED MEDHAT MOHAMED ANWAR; Prof Christopher
The current work had focused on the impact of blended learning on 8-12 grade students within the greater UAE area. Particularly, the author had focused on this matter as education delivery has come to shift from its traditional focus of classroom-only, instructor centric nature and toward a variety of different components, materials, and mediums being integrated into it. Specifically, the COVID-19 pandemic has made this shift in the educational paradigm immeasurably evident with student demographics around the world experiencing changes in terms of classroom size, medium of education, and quality of education. Particularly, much of the focus on the matter, through the lenses of academic discourse and investigation, has remained mainly focused on university students with very little focus on the K-12 range. To amend this as well as fill the literary gap when it comes to the impact of blended learning, the author had focused on 8-12 grade students for the purposes of analysis. For this purpose, a diverse survey questionnaire was utilized for the current purposes and distributed electronically to a total of ninety individual students in the 8-12 grade range. These individuals had offered important insight into the matter of how this range of students is impacted, academically, through blended learning. The current study was specifically conducted to answer two research questions which had entailed a focus on the mean grades of students in comparison to the instructional environments in which they took part and the impact that the environment of blended learning has on the academic achievement of students. Through their survey questionnaire, the author was able to find a considerable disparity and difference between their participants with regard to their academic achievement and the impact that blended learning has on them. Lastly, the author was able to offer a number of recommendations and insight for future academics with regard to the subject matter at hand.
Developing a Framework for Designing and Assessing Professional Development in Educational Technology : A Study in a Private School in the UAE
(The British University in Dubai (BUiD), 2024-06) HUSSAIN, MALAK; Professor Christopher Hill
The integration of technology in education is essential for enhancing learning experiences and preparing students for a technology-driven world. However, many teachers lack the necessary skills and confidence to effectively incorporate technology into their classroom practices. This dissertation investigates the impact of technology-related professional development (PD) on teachers' self-reported technology competencies and their application of technology in classroom practices, addressing the critical need for effective PD programs that can bridge this gap. The study involved the development and administration of a self-reported ICT competencies survey, the observation of classroom practices using a custom-developed observation tool, and the implementation of a comprehensive PD program followed by a subsequent reassessment using the same instruments. The findings demonstrate significant improvements in teachers' self-reported competencies and classroom practices following the PD sessions. The validated self-rating technology skills survey and classroom observation tool proved to be reliable and effective measures for assessing teachers' ICT competencies and the integration of technology in teaching. The study underscores the necessity of well-designed PD programs that incorporate active learning, collaboration, and sustained support to enhance teachers' technology integration skills.
The Impact of Transformational Leadership on Teachers' Morale
(The British University in Dubai (BUiD), 2024-06) HASAN, HOSSAM SOBHI; Professor Christopher Hill
This study investigates the impact of transformational leadership on teacher morale within educational institutions in Abu Dhabi, the United Arab Emirates. Utilising a mixed-methods approach, the research combines quantitative surveys and qualitative semi-structured interviews to provide a comprehensive understanding of how transformational leadership behaviours influence teacher job satisfaction and retention. The findings reveal that transformational leadership significantly enhances teacher morale by fostering effective communication, supporting professional development, and encouraging innovation. The study highlights the importance of culturally adapted leadership practices in diverse educational settings and underscores the positive effects of high teacher morale on the school climate and student outcomes. These insights offer valuable implications for educational leaders and policymakers aiming to improve teacher retention and the overall school performance through transformational leadership strategies. Future research should explore the long-term impacts of these leadership practices across various educational contexts.
The Impact of Integrating Artificial Intelligence on Students’ Learning: Teachers’ Approach and Perspectives from Selected Private Schools in Al Ain
(The British University in Dubai (BUiD), 2024-06) EL MAJID, WAFAA ABDELFATAH; Dr Solomon Arulraj David
Determining whether the integration of artificial intelligence in education is a promising technology to develop students’ metacognition or a threat to the human mind leading to unintended consequences has proven to be a problem. Comprising of 132 participants, this study aims to examine the impact of integrating artificial intelligence in education with respect to the teachers’ perspective and approach in private schools within Al Ain, UAE. The main research question targets teachers’ attitudes and perspectives on the impact of AI integration on students’ learning. The goal is to determine a framework which aligns the use of artificial intelligence with existing learning theories. This research delves into the body of related literature, consulting theories such as the three paradigmatic shifts and self-determination theory A purposeful mixed-methods approach is conducted to investigate and analyse educators’ perception, readiness, practice, and potential impact on students’ learning. The key findings identify the need for continuous specialised training programmes, the teachers’ inclusive role in urgently restructuring the automated curriculum, and intelligent learning platforms. The implications of this study provide insights to the educational system in the UAE as it introduces AI into its schools. To conclude, teachers’ perceptions and practice towards AI are fundamental to determine how the integration is implemented into the educational sector, while establishing guidelines with an ethical framework of regulations and creating individualised learning opportunities. Further studies are encouraged to expand wider among educational organisations and institutions in the future.
The Effectiveness of the Professional Development Opportunities on Arabic Subjects’ Middle Leaders in Private Schools in Dubai.
(The British University in Dubai (BUiD), 2024-06) ELSAYED, WALAA SAMIR FATHY HUSSIEN; Professor Christopher Hill
This thesis investigates the professional development opportunities available to middle leaders in Arabic subjects within private schools in Dubai and assesses the impact of these opportunities from the perspectives of both leaders and teachers. The research employs a survey method for primary data collection, utilizing self-administered questionnaires adapted from existing literature to reflect the research objectives. Convenience sampling was used to select participants, including 70 teachers and 70 middle leaders, ensuring efficient and effective data collection. Findings reveal that middle leaders in Arabic subjects engage in a variety of professional development activities, with a strong emphasis on training courses in teaching pedagogy and leadership. Additional opportunities include leadership management programs, specialized courses, coaching, mentoring, and self-assessment strategies. The study demonstrates a significant positive impact of these professional development opportunities on both middle leaders and teachers. Challenges such as heavy workloads, lack of role clarity, and power overlaps are identified, emphasizing the need for clear job descriptions and structured role definitions. The study suggests that tailored professional development programs are crucial for meeting the diverse needs of educational leaders and recommends further research into the effectiveness of induction programs, strategies to address middle leader challenges, and the long-term impact of professional development. By investing in ongoing training and support, schools can enhance the growth and development of their staff, ultimately benefiting student learning outcomes.
The Impact of Transformational Leadership on High School Students' Academic Performance at a Private School in Dubai
(The British University in Dubai (BUiD), 2024-06) ALHAJJI, HUZAIFA; Dr Emad Abu Ayash
Although transformational leadership has immense potential to increase academic performance, its effectiveness within private high schools in Dubai's fast-growing educational scene has not been well investigated. This research intends to fill the void of knowledge by looking at how transformational leadership affects the academic performance of Dubai's private high school students. The research combined qualitative insights gained from interviews with quantitative data from professionally-written questionnaires using a mixed-methods approach. The research included a diverse sample, consisting of thirty teachers and ninety students. The study results demonstrate the significant role of transformational leadership in fostering an educational atmosphere that enhances student engagement and academic achievement. Quantitative studies have clearly shown a correlation between the use of transformational leadership practices and improvements in student success metrics. Thematically, the analysis reveals a shift in school culture towards a more encouraging, inventive, and cooperative environment, facilitated by transformative leaders who cultivate a powerful sense of unity and common goals among students and staff. The practical ramifications of this research are significant, providing practical insights for school administrators, educators, and legislators who are working to improve educational methods. Using transformational leadership techniques may help to improve teaching and learning opportunities, particularly in competitive academic settingsuch as those found in Dubai that draw on diversity. These results should be considered by stakeholders involved in creating policies and leadership development initiatives that give emotional intelligence and inspirational ability top priority. This will help them to more effectively address the difficulties posed by contemporary educational expectations.
Implementing Design Thinking in Education: The Role of Leadership
(The British University in Dubai (BUiD), 2024-04) OBAIDAT, MARAM; Professor Christopher Hill
The study aimed to identify the implementing of design thinking in education: the role of leadership, and the study used the descriptive analytical and correlational approach to suite the purpose of the study. Sample of the study consisted of (210) leaders in the public and private schools which were chosen by random method, while the study based on the questionnaire to collect data from members of the study sample, which has been verified for its validity and reliability. The study showed that the transformational leadership was of a high level as a total among the leaders in public and private schools in UAE and for each dimension in descending order (Idealized influence, Inspirational motivation, social relations, Intellectual stimulation and Individualized consideration) and the study showed that the UAE school principals were implementing design thinking in education with of a high level also. The study also showed that there was a statistically significant role for transformational leadership with its dimensions (Inspiration’s motivation, Intellectual stimulation and social relations) in implementing design thinking in education among school principals in UAE. And the results of the inferential analysis showed that there were no statistically significant differences in the level of implementing design thinking in education among school principals according to the (Gender, Years of experience and educational level). The study recommended the necessity of conducting future studies that address other types of educational leaders, which can affect other variables in the educational field.
Exploring the Relationship Between Transformational Leadership Style and Teacher Retention in a Private School in Sharjah
(The British University in Dubai (BUiD), 2024-06) AL TAMIMI, BASHAR; Professor Christopher Hill
Teacher turnover is a persistent issue in educational systems worldwide, affecting school performance, disrupting the educational environment, and escalating hiring and training costs. This dissertation explores the relationship between transformational leadership and teacher retention in a private American curriculum school in Sharjah, UAE. It aims to identify key transformational leadership behaviours that influence teacher retention, understand the teachers' and leaders' perceptions of these practices, assess their effects on parental satisfaction, and provide effective teacher retention strategies. The study consulted fundamental theories and adopted a mixed-methods triangulation approach, combining quantitative surveys from 85 teachers, 27 leaders, and 70 parents with open-ended qualitative questionnaires from five teachers and five leaders, and an interview with the school principal. Analyses revealed that transformational leadership practices, particularly effective communication, decision-making transparency, and motivational strategies, significantly correlate with higher teacher retention. Teachers and leaders reported increased job satisfaction and commitment under transformational leadership, consistent with existing theories. Additionally, high teacher retention positively influenced parents, underscoring the importance of stable leadership practices. The study offers practical insights for school administrators and policymakers in Sharjah and similar contexts, emphasising the need for leadership development programmes to retain teachers and enhance educational performance. These findings contribute to the broader literature on educational leadership and provide actionable recommendations for improving teacher retention and educational quality. Future research could replicate this study in other UAE private schools to explore variations across contexts.
The Relationship between Principal Leadership Styles and Teacher’s Job Satisfaction in a British School in Sharjah City
(The British University in Dubai (BUiD), 2023-11) TAMIMI, DANA; Professor Christopher Hill
In modern society, education serves as a cornerstone of societal progress, driven by the quality and quantity of educational personnel, standards, leadership styles of school principals, resources, and the learning environment. Educational leaders hold significant responsibilities, from evaluations to maintaining high standards and ensuring Ministry of Education compliance, shaping the school culture through their leadership styles. Research highlights the substantial impact of leadership styles on teacher and staff satisfaction. This emphasizes the need for school leaders to understand effective leadership styles for sustaining satisfaction. Teacher satisfaction is influenced by various factors, such as relationships with principals, peer connections, compensation, workload, curriculum, community support, facilities, job contentment, and professional reputation. This research explores how diverse leadership styles affect teacher satisfaction, from the teachers' perspective. The findings have practical value for educators and administrators, underscoring the role of effective leadership in recruiting and retaining qualified educators. It also sheds light on the importance of principals' understanding of instructional methodologies and their impact on teacher well-being and effectiveness. Ultimately, this research aims to enhance educational outcomes and overall education quality. This research adopted a quantitative approach to systematically collect and analyse numerical data, aiming to investigate the association between teacher job satisfaction and principal leadership styles. The study concentrated on teachers and the principal of a school situated in Sharjah city, United Arab Emirates, following the British curriculum and comprising approximately 300 teachers. Upon analysing the collected data, the author concludes that there exists a positive correlation between the leadership style of principals and teachers' job satisfaction. Furthermore, the research establishes that leadership style, whether transformational, transactional, or laissez-faire, invariably leads to higher levels of teacher job satisfaction.
An Assessment of the Implementation of Forest Curriculum in a Private School in Abu Dhabi, UAE.
(The British University in Dubai (BUiD), 2024-03) ALMENHALI, AFAF AHMED; Professor Abdulai Abukari
This study determines the effectiveness of the implementation of the forest curriculum in a private pre-school in Abu Dhabi, UAE. This dissertation aims to evaluate the positive impact of nature-based learning in private pre-schools, to determine the challenges of implementation, and to propose effective implementation strategies with regard to the forest curriculum. Employing a mixed-methods approach, quantitative data were collected through a questionnaire distributed to a cohort of 42 teachers. Additionally, qualitative data were gathered through an interview with the principal of the school to provide insights into the lived experiences of the participants. This study contributes valuable insights to the field of curriculum evaluation, offering a holistic understanding of the impact of the forest curriculum on students. In addition, with the UAE moving towards sustainability, there has come a need to support nature curricula, which are represented by forest schools. Forest schools can have a positive impact on the environment and on sustainability by fostering a deep connection with nature, promoting environmental awareness, instilling sustainable practices, and contributing to the overall well-being of individuals and communities. The research findings underscore the importance of curriculum alignment with 21st-century skills and the need for ongoing professional development to support educators in navigating integrated forest school approaches. Further research involving a larger and more diverse sample is recommended to confirm and extend these initial results. The implications with regard to integrating the forest curriculum in government schools should be discussed.
The Impact of School Leaders and Teachers in Empowering Students Towards NWEA MAP Assessment Attainment: A Study in a Private School in Dubai
(The British University in Dubai (BUiD), 2024-06) KHUNDUQJI, RULA AREF; Dr Solomon Arulraj David
This study examines the impact of school leadership practices on student performance in NWEA MAP assessments at an American curriculum school in Dubai. It aims at identifying effective strategies that enhance student achievement in standardized external testing by leveraging different leadership styles and teacher empowerment. The main research question is: How do school leaders and teachers empower students to enhance their NWEA MAP performance? The study investigates Transformational and Instructional leadership theories along with Self-Determination Theory to assess their influence on educational outcomes. A mixed-methods approach was employed, collecting qualitative data through semi-structured interviews and quantitative data via surveys to gain comprehensive and holistic insights into the phenomena. Ten school leadership participants took part in the qualitative interviews, and fifty-seven teachers participated in the quantitative surveys. The findings indicate that transformational leadership fosters high student expectations and participation, while distributed leadership promotes shared decision-making among teachers, significantly influencing and boosting MAP results. Additionally, increased access to technology platforms also played a significant role and improved performance. Nevertheless, the study's limitation to one school indicates that further research across diverse educational settings is necessary for generalizability. In conclusion, effective leadership, in addition to teacher and student empowerment, is vital for enhancing student performance on MAP assessments.
The Impact of Teachers’ Leadership on Students’ Achievements in Private Schools in the Emirate of Abu Dhabi
(The British University in Dubai (BUiD), 2024-06) AL KAFRI, YOUSEF ALI; Professor Abdulai Abukari
The present research explores the conceptual framework that underlines the impact of teachers’ leadership on students’ achievements and non-cognitive skills in private schools in the Abu Dhabi Emirate. Examining well-known leadership theories, such as transformational, transactional, instructional, and distributed, helps one to investigate the theoretical underpinnings of those inspiring leadership, to address the pressing need to understand how such leadership influences corporate culture, motivates teachers, and increases student engagement. The study aims to grasp the intricate mechanisms by which various leadership styles influence organizational dynamics and student achievements in private schools by combining a variety of theoretical perspectives. The research employs a mixed-methods approach, utilizing both quantitative surveys and qualitative semi-structured interviews to gather comprehensive data from teachers, students, and school leaders. Motivated by the main research question, “What impact does teachers’ leadership have on students’ academic achievement in private schools within the Abu Dhabi Emirate?” the study, for example, shows that transformational leadership is quite important in determining organizational culture, motivating teachers, and raising student involvement. These results support future empirical research projects and add to the scholarly debate on educational leadership. Furthermore, the research offers useful information for creating successful leadership plans in Abu Dhabi and surrounding schools. In order to underline the need for more research and application in educational practices, the study finally shows that transformational, instructional, transactional, and distributed leadership styles have great potential to positively influence students’ achievements and non-cognitive skills.
An Investigation of the Influence of Educational Settings on the Acquisition of the English Language: A comparative Analysis of the Curriculum Provided by the Ministry of Education at a Public School in Fujairah and the American Curriculum in a Private School.
(The British University in Dubai (BUiD), 2024-03) ALABDOULI, SARA SALEM ALI; Dr Tendai Charles
This study compares two very different educational curriculums frameworks on teaching English as a Second Language (ESL). These contexts are a public school in Fujairah that follows the curriculum established by the Ministry of Education, and a private school in the United Arab Emirates that implements the American curriculum. The key goals of this study are to (1) investigate the elements that play a role in the acquisition of ESL in different curricula, and (2) evaluate the ways in which these factors play distinct roles in the different environments. I used a procedure known as triangulation, which involved collecting data using three different approaches. To begin, a document analysis was carried out to investigate the various papers pertaining to the curriculum and the institution. Second, there was an evaluation of the overall atmosphere of learning outside of the classroom, through the use of observation. Third, in order to obtain insight into the teachers’ perspectives on the use of a specific curriculum for teaching English as a Second Language, as well as their comments on the specific curriculum, interviews were conducted with the teachers. The Ministry of Education curriculum has a strong emphasis on structure and uniformity, whereas the American curriculum places a stronger emphasis on flexibility and a communicative teaching method. The major findings illustrate that while both curricula strive to enhance language competency, the nature of this effect differs. The implications highlight the necessity for an individualised ESL curriculum and inclusive learning settings that take into consideration the varied learning preferences and cultural backgrounds of students. In the end, the findings of this study point to the conclusion that maximising English as a Second Language (ESL) instruction in a variety of educational settings requires identifying the contextual differences that exist and finding ways to accommodate them.
The Impact of Data-Driven Decision Making of School Leaders on Students’ Educational Outcomes: A Study among Teachers and Leaders in a Private School in Dubai
(The British University in Dubai (BUiD), 2024-03) ABDO, JOUMANA; Dr Solomon David
In the heart of analytical and technological advancements in Dubai, we see how this growth affects education in private schools. This aligns with the UAE's focus on developing human capital and the values of Sheikh Zayed bin Sultan Al Nahyan, emphasizing improved education to prepare students for the workforce. In this context, this research aims at exploring school leaders and teachers perceptions of the impact of Data-driven decision-making practices on student academic performance using private schools in Dubai as a case study. The main research question is: How do data-driven practices and strategies employed by teachers and school leaders influence decision-making processes, and what is their impact on student academic performance in the context of private schools in Dubai? This study employed a mixed method approach in an American private school in Dubai. Methods of data collection are survey for 111 teachers, questionnaire for the 10 leaders and students’ performance in external assessment (MAP) in Math, English and Science. The findings show that the implementation of DDDM practices has a great impact on students’ performance despite the challenges faced by teachers and leaders. This study has many implications that could influence school leaders, educational practices and school policies locally and globally. In conclusion, this study lays the foundation for future advancements in data-driven decision-making within Dubai's educational setting. By embracing a thorough and inclusive approach to data utilization, the school can pave the way for significant improvements in student performance, instructional quality, and overall school development.
Empowering Education: Examining the Impact of Female School Leaders on Inclusive Practices in Sharjah Schools
(The British University in Dubai (BUiD), 2024-03) ABDELWAHAB, RADWA SHAKER; Professor Abdulai Abukari
This comprehensive research delves into the profound influence of women in leadership roles within the educational landscape of schools across Sharjah. The primary thrust of this investigation is to dissect and understand the multitude of strategies these leaders employ in their relentless pursuit of inclusivity. With a laser-sharp focus on these strategies, the research aims to comprehend their intricacies, evaluate their tangible and intangible impact on teachers and staff, and propose innovative methods that could further bolster the cause of inclusivity. To ensure a well-rounded understanding, the investigation does not limit itself to a single method of research. Instead, it adopts a multi-faceted approach, employing a blend of qualitative interviews and surveys. These tools provide a platform for a rich and nuanced collection of data, leading to a more holistic understanding of the situation at hand. The expected outcomes of this research are set to throw a spotlight on the pivotal and often underappreciated role of women school leaders. It anticipates demonstrating how these leaders are instrumental in crafting inclusive environments within schools. Their influence extends beyond policy and reaches into the heart of the school ecosystem, impacting the relationships among teachers and staff. Moreover, the study expects to underscore how this leadership and the resulting inclusivity are key drivers propelling advancements in educational outcomes. The broader implications of this study are far-reaching. By showcasing the potential for enhancing leadership practices and policies, the research hopes to foster a more inclusive and equitable school setting. It aims to inspire a shift in traditional paradigms, encouraging the adoption of more inclusive practices on a wider scale, potentially influencing educational systems beyond Sharjah. Keywords: women in leadership roles, inclusive educational methods, leadership tactics, dynamics between teachers and staff, diversity, educational results, policy enhancement, educational paradigm shift.
The Influence of Technology Integration on Student Engagement and Learning Outcomes in Mathematics in a Middle School in Dubai
(The British University in Dubai (BUiD), 2024-03) ZRIEN, ZEINA; Professor Abdulai Abukari
The dynamic nature of technology and its prevalent integration in education have raised a controversial debate on its influence in education. This study examined the influence of technology integration in mathematics focusing on student engagement and learning outcomes in a private American curriculum middle school in Dubai. The employed methodology incorporated mixed approaches. The quantitative data was collected through students structured questionnaire, and analysed using descriptive statistics and linear regression. Whereas, qualitative data was collected through teachers semi-structured questionnaire, subject lead semi-structured interview and observation notes, then analysed using thematic analysis. The findings revealed that technology integration impulses active participation, personalized learning and collective cooperation. Besides, it facilitates achieving of mathematics learning outcomes, promotes creativity and boosts educational challenges. On contrary, technology furnishes chances for students to play games, chat during classes and cheat during assessments. Further, the inferred challenges emphasized the long planning time and required technical support along with the students’ health and emotional concerns. To overcome these challenges the facilitating factors highlighted students’ responsibility, frequent practice, real-life connections and professional trainings. Those findings have implications for students, teachers, educational leaders and policymakers for better technology implementation. The main limitations are the study’s specificity, limited sampling size, restricted timeframe and subjective nature of thematic analysis. Thus, for future studies it is recommended to broaden the research’s parameters and settings. The current study concluded that technology integration in mathematics has miscellaneous influence on student engagement and learning outcomes depending on students’ learning attitudes, teaching pedagogies and school’s practices.
The Impact of Introducing Charter Schools on Teachers' Instruction in the UAE Education Sector- A Case Study in Charter Schools in Abu Dhabi
(The British University in Dubai (BUiD), 2024-03) DABOUS, SAMER; Professor Christopher Hill
Abstract The dissertation explores the impact of charter schools on teaching practices in Abu Dhabi, of the United Arabe Emirates, by utilizing a mixed-method investigation that aims to offer insights into the autonomy of teachers and their instruction strategies. The study involved 55 teachers through quantitive surveys, and 5 teachers through qualitative interviews, to close the gap in existing literature concerning charter schools in the United Arab Emirates. It was concluded through quantitative research that teachers in charter schools have a high level of autonomy at 847%, who express their satisfaction concerning their capacity to select instructional strategies and manage classroom activities. Through qualitative analysis, teachers praised the innovative environment that was created by the management organization but voiced their concerns over workload. The findings highlight the significance of striking a balance between suitable support systems and autonomy to improve instructional quality and teacher job satisfaction. This study contributes to the discourse on educational reforms by highlighting the necessity for policies that support teacher autonomy and growth within the charter school framework.
The Perceptions of the Impact of a Professional Training Development Program on the Inclusion and the Differentiation Management Skills: A Case Study of the Teachers in an American Curriculum School in Dubai
(The British University in Dubai (BUiD), 2024) MOUSTAPHA, HANANE ISSAM; Professor Eman Gaad
In response to the evolving landscape of education and in light of the Universal Conventions and the Emirati constitution and laws; teachers are facing an increasing emphasis on developing inclusive and differentiation skills. Furthermore, the disciplines of today’s classrooms have varied educational backgrounds, and teachers are required to work proficiently with differentiated content, processes, and products. The training programs for teachers and principals became necessary to minimize vulnerability, improve the socialization of learners with special needs, and ensure inclusive education. A charitable foundation for medical Education and research and one of Dubai's universities have designed together a program that offers professional training to provide educators with the knowledge they need to manage their way through inclusion and differentiated education. The purpose of this research is to analyze the outcomes of the professional training development program with the aim of finding evidence of the progress related to inclusion and differentiation management skills of teachers in the context of an American school in Dubai and provide valuable insights for stakeholders in similar contexts. The main research question is about the impact of the training program on the inclusion and differentiation of management skills. Data is collected through a Mixed Research Method. The Quantitative and qualitative approaches are used. Surveys, semi-structured questionnaires, and class observations will reinforce the data triangulation and will enable the researcher to develop some significant recommendations to help mainstream teachers. The analysis of the collected empirical data demonstrates the transformative power of training programs on the skills, knowledge, and attitude of teachers regarding differentiation and inclusion practices, meeting with the theoretical frameworks. The study’s academic, political, and social perceptible implications may inform legislators, school leaders, administrators, and teachers. The major limitations of the study are the research design, the time constraint, and the sample size. The scope for future studies involves an expanded sample size encompassing teachers from different cohorts to assess the long-term effects of the training workshop within diverse contexts. The potential benefit of this research study is to explore the most adequate tools and strategies to reach and teach all students in the classes and offer beneficial guidelines to help educators in comparable situations.
An Examination of the Role of Leaders in Sustaining Academic Integrity During Online Assessments in Five of Sharjah Schools During COVID-19
(The British University in Dubai (BUiD), 2023-04) HAMAD, HANAN AHMAD; Professor Abdulai Abukari
The purpose of this study is to investigate the main impediments that jeopardize reliable online assessment data since the outbreak of COVID 19 pandemic, as well as the measures employed by leaders to mitigate these obstacles and maintain academic honesty, such as policymaking and ensuring the effective application of updated assessment policies. Authentic leadership theory lay the basis of this study and connections are explained thoroughly. The Fraud triangle Model extrapolates the process of misconduct by explaining the relation between motives, opportunity and academic misconduct. Main concepts such as academic integrity and online assessments are defined and analysed. A mixed method approach is used, which includes a survey of thirty school leaders in five schools in Sharjah, UAE, a semi-structured interview of 5 leaders, and an analysis of assessment policies in these schools. The findings are examined and compared to help provide a clear understanding of the research objectives. Findings show a clear misalignment between leaders’ responses and assessment policy documents which provides an insight of improper implementation of these policies. It was also clear that these policies were neither updated nor assessed. It is also clear that due to dominant beliefs among parents and students about the significance of marks, parents tend to participate in dishonest behaviour whether intentionally or not. Other threats to credibility of online assessment results include ease of access to resources and assistance during the test, whether from peers, parents or tutors. Based on the feedback from participants, numerous recommendations are made to assist administrators, school administrators, and decision makers in enhancing future online assessment methods. In conclusion, it is perceived based on data analysis that no matter how preventative and punitive measures school leaders take, the first deterrent to academic misconduct is the culture of integrity and the extent people believe in the worth of this value.

Browse

Recent Submissions