Dissertations for Management Leadership and Policy (MLP)

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The Role of Technology in Shaping Education Leadership and Policy-Making For Abu Dhabi Private Schools
(The British University in Dubai (BUiD), 2024-11) ALJABALI, RANA; Professor Christopher Hill
The study 'The Role of Technology in Shaping Education Leadership and Policy-Making for Abu Dhabi Private School' reveals that with the increasing incorporation of digital tools in education, technology is revolutionizing the way leaders make well-versed decisions, involve stakeholders, and allocate resources. The study explores the way emerging technologies that include data analytics, e-learning tools, and digital communication platforms contribute to the development of education policies, policymakers, stakeholders, and nurture cooperation between stakeholders, policymakers, and educators. The research employed a mixed method that combines quantitative data from a survey session and qualitative viewpoints from in-depth interviews. It is obtained that the study sample involves 30 survey respondents along with four interview participants (Two educational leaders and two policymakers). The statistical tools that include SPSS were utilized to evaluate the quantitative data, and at the same time, thematic evaluation was implemented for the purpose of interpreting qualitative outcomes. The study also addressed noteworthy issues that include infrastructure limitations, the requirement for constant professional development and the digital divide to make sure policymakers and educators can completely leverage the potential of technology. At the same time, most of the respondents address the advantages of technology, and some express concerns based on the adequacy and accessibility of training offered to education leaders. The study concludes that technology noteworthily enhances decision-making, shareholder cooperation, and policy formulation; its accomplishment relies on identifying the associated issues. This dissertation contributes to understanding the changing role of technology in education and provides suggestions for its efficient incorporation.
The Impact of Autocratic and Democratic Leadership Styles on Teacher Performance and Retention in Private Schools in Dubai
(The British University in Dubai (BUiD), 2024-11) AL BAWAB, AMANI; Professor Christopher Hill
This dissertation investigates the impact of autocratic and democratic leadership styles on teacher performance and retention in private schools in Dubai. The study aimed to evaluate how diverse leadership approaches impact teachers' job motivation and retention, especially in swiftly emerging and different educational settings. The research conducted a mixed-method approach, integrating quantitative data from surveys and qualitative views from focus group interviews with teachers from two private schools in Dubai. The findings indicate that leadership have a vital impact on teacher performance and retention. Democratic leadership, which facilitates collaboration, participation in decision-making, and support for professional development, was discovered to improve teacher confidence, job satisfaction, and retention rates. In contrast, autocratic leadership, which featured rigid control and restricted teacher input, was associated with higher levels of frustration, job dissatisfaction, and enhanced teacher turnover. These results recommend that leadership practices that involve and motivate teachers can result in better outcomes in terms of performance and retention. The study provides many recommendations for school leaders and decision-makers, involving the requirement for a leadership training program which fosters democratic practices and the significance of engaging teachers in main decision-making procedures. The research also presents the relevance of situational leadership theory, supplying the different cultural and professional contexts of teachers in Dubai. This dissertation offers practical evidence to the emerging body of knowledge on educational leadership on how leadership styles impact teacher performance and retention. It also provides recommendations for future research to involve wider studies in diverse educational backgrounds.
Parental Involvement in UAE Private Schools from the Principals' and Parents' Perspectives: A Case Study of Four Schools
(The British University in Dubai (BUiD), 2024-11) ALKHOURY, RAZAN; Professor Abdulai Abukari
This dissertation investigates parental involvement (PI) in private schools in the United Arab Emirates (UAE) from the perspectives of both the school principals and parents. The study highlights the critical role of strong home–school connections in enhancing children's educational outcomes. Through a mixed-method approach, combining quantitative surveys and qualitative interviews, the research explores the perceptions, beliefs, and challenges associated with PI. The findings reveal that active parental participation is linked to improved academic performance and school success, although various barriers such as cultural differences and communication challenges hinder effective engagement. The study emphasises the need for clear policies and practices that facilitate parental involvement while addressing these barriers. Ultimately, the research aims to propose best practices and strategies tailored to the unique cultural and educational context of the UAE, fostering collaboration between parents and schools. The insights gained contribute to a deeper understanding of PI dynamics and inform future educational reforms aimed at enhancing student outcomes in UAE private schools.
Leadership in the Digital Age Navigating Challenges and Embracing Opportunities
(The British University in Dubai (BUiD), 2024-11) GAWAD, SALLY ALI ABDEL; Dr Tendai Charles
This research examines the evolving role of educational leadership in the digital age, emphasising the competencies, challenges, and opportunities that arise from technology integration in educational practices. Through surveys and qualitative interviews with educational leaders, the study illuminates the critical importance of digital literacy and continuous professional development for successful technology implementation. Despite the enthusiasm for digital tools, challenges such as varying digital proficiency among staff, resistance to change, and inadequate infrastructure hinder optimal technology use, creating disparities in student learning experiences. The study advocates for a structured approach to technology integration, involving strategic planning, comprehensive training, and ongoing evaluation to ensure technology is embedded within the educational framework. Additionally, fostering a collaborative culture among stakeholders, teachers, students, and parents is essential for promoting innovation and addressing diverse student needs. Leaders also bear the responsibility of modelling digital citizenship and ethical technology use, preparing students for the complexities of the digital world. This research contributes valuable insights for enhancing teaching and learning outcomes in a technology-driven educational landscape.
The Role of Artificial Intelligence Technologies in Activating Educational Administration in the United Arab Emirates: An Applied Study on Private Schools in the Emirate of Sharjah
(The British University in Dubai (BUiD), 2024-11) SHDOOH, MOHAMMAD YOUSEF MOHAMMAD; DrTendi Charles
This study examines the role of artificial intelligence (AI) in enhancing educational administration within private schools in Sharjah, UAE. Recognising the gap between the potential benefits of AI and its actual implementation, the study utilises a mixed-methods approach, incorporating data from a survey of 108 teachers and administrators, and a comprehensive review of relevant literature. The analysis focuses on the impact of AI on data analysis and decision support, resource management, administrative efficiency, and leadership practices. The findings reveal a significant positive correlation between AI implementation and improved administrative efficiency, particularly in areas such as student performance data analysis and decision-making accuracy. However, challenges related to infrastructure, resources, and ethical considerations, including data privacy and potential bias, are acknowledged as potential barriers to effective AI adoption. The study advocates for the continued integration of AI in Sharjah's private schools while emphasising the importance of addressing these challenges to fully realise AI's transformative potential in creating a more data-driven and efficient educational system.
The Impact of AI on Decision-Making in Educational Management: Benefits, Risks, and Ethical Concerns
(The British University in Dubai (BUiD), 2024-11) JA’AROUN, WAED YOUSEF; Dr Tendai Charles
The integration of artificial intelligence (AI) in educational management is rapidly transforming decision-making processes within schools and institutions. This dissertation explores the impact of AI on decision-making in educational management, focusing on the benefits, risks, and ethical concerns associated with its use. AI technologies offer significant advantages, such as data-driven insights, improved efficiency, and enhanced predictive capabilities, which can support educational leaders in making more informed decisions. However, the adoption of AI also presents challenges, including potential biases in algorithms, privacy concerns, and the risk of an over-reliance on automated systems. Furthermore, ethical considerations such as fairness, transparency, and accountability are critical in ensuring that AI-driven decisions do not exacerbate inequalities or compromise the integrity of educational institutions. This study aims to provide a comprehensive analysis of the role of AI in educational decision-making, offering insights into both its potential benefits and the associated risks. By examining real-world applications and theoretical frameworks, the research contributes to the ongoing discourse on how AI can be ethically and effectively integrated into educational management.
The Impact of School Leadership Support on Teacher Retention: A Study among School Leaders and Teachers from a Private School in Sharjah
(The British University in Dubai (BUiD), 2024-03) ISMAIL, SAMIH MOHAMMAD MOUSA; Dr David, Solomon
The dissertation delves into the pivotal challenge of teacher retention in private schools, spotlighting the influence of leadership practices on educators' decisions to remain. At its core, the investigation seeks to unravel how leadership within a private school setting in Sharjah impacts the stability of its teaching workforce. This inquiry is anchored by the main research question, which explores the role that leadership practices play in teacher retention in a private school in Sharjah. Drawing on a foundation of key theories and seminal studies in the realms of leadership styles, motivational frameworks, and teacher satisfaction, the dissertation crafts a comprehensive review of the existing literature. These theoretical underpinnings guide the investigation, offering insights into the dynamics between school leadership and teacher retention. Employing a mixed-methods approach, the study harnesses both quantitative data from surveys and qualitative insights from interviews with teachers. This methodology enables a nuanced understanding of the teachers' perceptions and experiences with leadership practices within their school environment. The investigation unveils that leadership qualities such as supportive gestures, recognition of efforts, and the provision of professional development opportunities play a significant role in teachers' decisions to stay. These findings underscore the importance of nurturing a positive work environment and the critical role school leaders play in fostering a sense of commitment among teachers. Acknowledging its limitations, including a constrained sample size and response rate, the study proposes avenues for future research. It suggests that further exploration into educational leadership and teacher satisfaction across more diverse and extensive educational
Innovative Leadership Strategies to Enhance Teachers’ Professional Development through Apple Technology in Sharjah Middle Schools
(The British University in Dubai (BUiD), 2024-11) DJEGHLOUL, NASREDDINE; Professor Christopher Hill
With an emphasis on improving teacher professional development, this study investigates the role of innovative leadership in incorporating Apple technology into instructional strategies in middle schools in Sharjah. Using a mixed-methods approach, the study combines qualitative insights from school leader interviews with quantitative data from teacher surveys. The purpose of the study is to determine which leadership practices work best for integrating Apple technology, what obstacles leaders must overcome and how these practices are thought to affect teacher development and student accomplishment. The results emphasise important leadership behaviours that help educators embrace and use technology to enhance learning outcomes. Additionally, the study addresses how technological competency, teacher motivation and the overall efficacy of technology in classroom management are influenced by leadership. With regard to teacher development and student learning, the findings help to clarify the role that leadership plays in encouraging the use of new technologies. School leaders who want to improve professional development programs and incorporate digital technology more effectively in comparable school settings may find this research advantageous.
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.

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