JREPT: Vol 5 No 2

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Now showing 1 - 5 of 5
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    Editorial: Future of educational management and leadership: leading the way
    (The British University in Dubai (BUiD), 2022-12) Abukari, Abdulai
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    Sustainable Leadership and Investment-perspective approach toward Sustainable Performance for firms: a cross-sectional study amongst the educational sectors in the UAE
    (The British University in Dubai (BUiD), 2022-12) Parameswaran, Hima
    Currently, organizations of all structures are aware that a significant source of competitive advantage is gaining from the appropriate systems for attracting, motivating, managing, and retaining the organizations’ talents. Adopting a strategic view of leadership, “sustainable leadership” not only enhances employees as human “assets” but also develops appropriate policies and procedures as investments in these assets to increase their value to the organization and the marketplace. The current study analyzes the sources of employee value and sustainable leadership roles toward sustainable performance. In this background, three UAE-based educational institutions were chosen purposively and administered a closed-ended questionnaire and a short interactive session. The samples were selected by stratified proportional sampling for diverse demographic responses. As the data are quantitative and qualitative, an exploratory analysis has been done to test the hypotheses and make a conclusion about the link and importance of the variables. The results validated the proposed conceptual model that was developed from the literature. Subsequently, the study established that sustainable leadership approaches augment strategies for best opportunities and ensures that performance standards are met. This needs a global and innovative mindset from management and employees. Gradually, firms can plan in the longer term and maintain a sustainable performance to have a competitive edge. Finally, it recommends routes for future research in addressing issues in analyzing the human Return on Investment (ROI).
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    An investigation into the impact of COVID-19 on school leadership in Dubai
    (The British University in Dubai (BUiD), 2022-12) Abukhalaf, Siham; Charles, Tendai
    The COVID-19 pandemic was a historic global event, which impacted the education sector at all levels and directly affected more than 90% of students around the world (Al Darayseh 2020; UNESCO 2020 in Flack et al. 2021). Within the context of the United Arab Emirates (UAE), on the 8th of March 2020, every single school in Dubai was mandated to close by the government, and all pedagogical practices transitioned to an online, virtual environment (Abdelaziz & Elsheikh 2022). School leaders were caught in these chaotic circumstances and their leadership roles were increased exponentially as they were required to adapt school policies, protocols, and procedures in order to provide a safe, compliant, and satisfactory educational experience for their students (Harris & Jones 2020; Masoud & Bohra 2020 in Moussa 2021). In an attempt to gain an insight into their experiences, the aim of this small-scale research project was to explore the challenges that principals have encountered during the COVID-19 pandemic and the solutions they made to overcome these challenges. This was deemed significant because authors such as Alfalasi et al (2021) highlight the fact that very little research has been conducted specifically about this topic in Dubai, UAE; and the findings could be informative for future educational leaders in the region. In order to collect meaningful data, semi-structured interviews were conducted with school principals (Cohen, Manion & Morrison 2017); their responses were transcribed, and a thematic analysis of their comments led to several key findings, which are presented and discussed in this paper.
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    Managing the Preparation of the 21st Century Competence Accredited Teachers
    (The British University in Dubai (BUiD), 2022-12) Kabir, Md. Rasel; Miah, A.S.M. Shamim
    The information technology revolution, which resulted in a paradigm shift, ushered in the twenty-first century, with technological advancements directing employers' attention to abilities such as creativity, critical thinking, problem-solving, communication, and collaboration, which quickly transformed education systems around the world, including Bangladesh. This development necessitated a greater focus on curriculum, textbooks, platforms and resources, which began to reflect content that would empower learners with 21st-century skills, but not on teachers who are from the twentieth century. Hence, some questions arise, which are the research questions of this study as well as to how can teachers with 20th century competencies teach 21st century students to acquire 21st-century skills? Shouldn't they be familiarized, acculturated, and informed of the appropriate teaching and assessment methods? This study was designed to compile and analyze diachronic and sampling quantitative and qualitative data from three instruments administered across five universities in Bangladesh over a six-month period. The data was then examined utilizing interpretive research findings, which revealed specific reasons favoring the incorporation of the 21st century skills in teacher education. The study's findings backed up the idea that curriculum change, teacher training, and collaboration are the only options for successfully empowering teachers to impart 21st-century skills required for teaching and learning.
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    Managing Pedagogical Efficiency Through TPACK Framework in Digital Learning
    (The British University in Dubai (BUiD), 2022-12) Arafat, Mudassir
    Modern-day twenty-first-century education is now being constructed around the pillars of a framework that supports and dwells on Information and Communication Technology in the learning process. Nowadays, teachers are supposed to develop a pedagogical approach that integrates and blends with technology in learning. An appropriate structure of educational practice can motivate students' critical design, creativity as well as thinking skills. As seen in recent times the global Pandemic Covid-19 forced almost all learning institutions and the learning process to make extensive use of digital media, digital channels, online or virtual learning teleconferencing, mobile cellular technology, and any digital learning resource that could aid the outside the classroom form of learning. There are numerous digital learning applications in the form of computers or mobile devices that can be utilized for teaching and learning. Digital Learning primarily was designed to make learning easy & interactive but needs digital tools to exercise it. However, it is often seen many digital learning tools are way complex and need special training, hence making the teacher find it more complicated and often adapt to not practice it in their pedagogical approach. TPACK is a framework that highlights the labyrinth involved with the adoption of a particular digital learning tool and its use between the three basic components of knowledge (technology, pedagogy, and content). This particular article takes a deeper dive into the TPACK framework and how essential it is to integrate technology into education with ease. This article further helps in understanding how knowledge transfer works in a pedagogy. The article concludes with the variety of scientific works of literature reviewed. This article can hence acknowledge that to validate ICT in education TPAK framework is an important tool. It further helps in analyzing how teachers consider their knowledge zones crosses &limits to effectively teach and engage students with technology.