Dissertations for Management Leadership and Policy (MLP)

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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.
A Critical Investigation of the Effectiveness of Career and University Guidance on Secondary Students in the Abu Dhabi, U.A.E.
(The British University in Dubai (BUiD), 2023-11) HAMZE, SOHA; Professor Abukari Abdulai
The UAE government has made significant investments in education, focusing on improving secondary school careers and university guidance programs. However, research on the effectiveness of these programs in Abu Dhabi is limited. An online survey of 175 students investigated the effectiveness of career and university counselling on students' decision-making and future aspirations in 10th, 11th, and 12th grade. Guided by the social cognitive career theory, the study measured student engagement in various activities, student knowledge and self-efficacy, student decision on a career choice, student satisfaction with counselling services, and perceived benefits of the career and university counselling program. This study mostly used a cross-sectional exploratory quantitative research design. The online survey was followed by semi-structured email interviews with three professionals in career and university guidance, shed light on the program resources and current challenges and offered recommendations. The study results supported the reliability and construct validity of the latent variables of knowledge, self-efficacy and satisfaction with counselling services. The maximum likelihood common factor PLS-SEM contributed to the nomological validity of these latent variables. The study results were consistent with the published literature. The maximum likelihood common factor (PLS) SEM model revealed that the usage of counselling services, student knowledge and self-efficacy, and student satisfaction with the counselling services explain 46% of the variance in student decisions on career choice. Nevertheless, only 25% of the variance in perceived benefits of the program is explained by these factors, suggesting that there may be room for improvement. The qualitative feedback from the three school experts added rigour, authenticity, and creditability to the online survey results. While the program is moderately effective in influencing student decision-making on career choice, counselling programs can further enhance their impact and perceived benefits by emphasising community engagement and mentorship and ensuring the availability of counselling resources. This includes providing timely information about university application deadlines, enhancing knowledge about diverse working conditions, and ensuring the guidance provided is comprehensive and based on accurate information. Keywords: Career Counselling, Vocational Education, Higher Education, Student Decision, Career Choice, Self-efficacy, Engagement.
The Role of School Leadership in Promoting Teachers' Collaboration and its Impact on Students’ Achievement: Investigating the Perspectives and Views of School Leaders and Teachers in Two Private Schools in Sharjah, UAE
(The British University in Dubai (BUiD), 2024-03) DIAB, RASHA; Professor Christopher Hill
Despite the widely acknowledged importance of collaborative practices in enhancing instructional quality and fostering professional growth, there is a noticeable gap in understanding how school leaders in the private sector support and cultivate teacher collaboration and the subsequent impact on student achievement. Through a comprehensive examination of teachers' perceptions, this study seeks to uncover the strategies employed by school leaders to foster collaboration among educators. The research questions guide the study towards understanding the approach utilised by school leaders to foster effective collaboration and its impact on student achievement. Drawing from the existing literature and case studies, the study emphasises the critical role of strong leadership in cultivating a collaborative culture among teachers. Methodologically, the research employs both qualitative and quantitative methods to collect and analyse data from interviews and questionnaires conducted with leaders and teachers from two private schools in Sharjah. The findings indicate a clear correlation between effective instructional leadership, teacher collaboration, and improved student achievement, highlighting the significance of distributed leadership and professional development opportunities for educators. Regardless of the valuable insights the study offers, certain limitations, such as the sample size and geographic scope, are acknowledged. For future research, expanding the sample size across multiple emirates and extending the duration of the study to encompass data collection throughout the academic year are recommended. The implication of this research is relevant to schools and communities that can enhance student achievement and elevate academic standards, ultimately creating a more productive and positive learning environment for all stakeholders.
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.
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.
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.
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.
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
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.
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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