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 210

The Impact of Staff Engagement Towards the Institutional Quality Assurance Processes of Higher Education Institutions in the UAE
(The British University in Dubai (BUiD), 2025-02) ASHOUR, RAZAN IZEDDIN; Dr Solomon David
Quality assurance processes in higher education institutions remain extremely important to sustain academic standards at a high level and secure continuous improvement. However, there is limited understanding of how staff engagement affects these processes within the UAE's unique cultural and institutional context. This study, therefore, explores the role of staff engagement in enhancing the quality assurance processes of institutions in UAE higher education. It utilised a mixed-method approach of a quantitative survey and qualitative interviews with staff and managers from different higher education institutions. The quantitative results showed that awareness, support, and motivation are crucial drivers of staff engagement, although awareness was most strongly correlated with QA effectiveness. The qualitative results revealed inconsistent communication, variance of resources' allocation, high workloads, and other factors that may influence staff perceptions and engagement in QA. Additionally, the analysis revealed a significant gap between the institutional policies and staff engagement, underlining the need for specific approaches to address this issue. This study contributes to higher education policymakers, institutional leaders, and quality assurance professionals by providing evidence-based recommendations on the establishment of QA committees, the relevance of training, and recognition programmes as staff motivators. The findings emphasise that engagement, awareness, and support of staff are key to improving quality assurance processes and provide a foundation for future studies to explore strategies for adapting to the CAA transition to the Outcomes-Based Education Framework. The study provides a basis for future research and practical strategies for the improvement of educational quality and institutional performance in the UAE.
The Impact of Senior School Leaders in Empowering Middle Leaders to Support Teachers' Performance: A Case Study in a Private School in Dubai
(The British University in Dubai (BUiD), 2024-06) ABDULKAREEM, NEHAL AYMAN; Dr Solomon David
Middle leadership in UAE schools is essential, serving as a bridge between senior leaders and teachers. This research highlights the crucial, often underappreciated role of middle leaders in school management and educational initiatives. Their direct interaction with teachers allows them to significantly influence teaching practices, support professional development, and enhance student outcomes. Empowering middle leaders is key to driving sustainable school improvement and fostering a positive learning environment. Conducted in a private school in Dubai, UAE, this study involved 100 educators and 12 middle leaders, selected for its diverse educational environment and emphasis on middle leadership. Using a mixed-methods approach with surveys and semi-structured questionnaires, the research identifies significant challenges faced by educators. The findings underscore the need for targeted professional development and initiatives aimed at empowerment, nurturing, and accountability among middle leaders. The study explores the impact of senior leaders' empowerment on middle leaders, enhancing teacher effectiveness and the learning environment. It assesses the effectiveness of senior leaders in empowering middle leaders through training, support, and mentorship, and investigates teachers' perceptions of middle leaders' contributions. The study aims to fill gaps in existing research by examining the relationships between middle leadership empowerment and senior leadership-supported development, revealing mechanisms through which middle leaders positively influence teacher effectiveness. The research identifies best practices for empowering middle leaders and enhancing their impact on teacher performance. While the study's focus on a single school in Dubai limits its generalisability, it provides valuable insights and a foundation for future research in broader educational contexts.
The impact of Transforming an Independent School with Conventional Hierarchal Structure into a Professional Learning Community (PLC) on the Overall School Improvement Process
(The British University in Dubai (BUiD), 2024-11) CHAABAN, NAHED SALEH; Professor Christopher Hill
This research study intends to investigate the impact of shifting school improvement initiatives from being reactive, long delayed, and externally initiated into being more innovative intra-institutionally originated by getting an anonymised independent school established as a professional learning community (PLC). The investigation is focused on reconceptualising school leadership structures to become more collegial and participatory by abandoning the top-down leadership styles, empowering stakeholders’ collaboration and involvement as authentic partners, and thoroughly reviewing the school ethos to redefine its strategic direction in a more inclusive and collaborative approach to become optimally aligned to the stakeholder groups’ aspirations. This transformation is expected to enhance the cultivation of a new sustainable culture that prioritises collaborative learning, institutional efficacy, and continuous improvement. With this PLC model, the school will develop greater agility and capability of coping with the challenges induced by continuous change that is becoming more expedited than ever before. This way, school improvement initiatives become immaculately contextualised and internally initiated, and thus far more sustainably effective than current standardised school improvement models with very limited potential to achieve stakeholders’ aspirations of building a robust system that can internally, sustainably, and proactively revive school improvement dynamics and mechanisms. This investigation is primarily grounded in an anonymised independent school staff’s insights, as represented by their participation in semi-structured interviews and a self-completed questionnaire. The generated data, both qualitative and quantitative, are analysed into three themes which are aligned to three research questions in order to inform discussions and key findings, and inspire data-driven recommendations.
Leadership and Teacher Well-Being: Investigating the Relationship Between Educational Leadership and Teacher Well-Being, and How Leaders Can Create Supportive and Healthy Work Environments
(The British University in Dubai (BUiD), 2024-03) ABDELRAZEQ, ADEL; Professor Alaa Ameer
In this detailed study, the dissertation delves into the significant relationship between educational leadership and teacher well-being within private schools in Sharjah and Ajman, UAE. The research addresses a critical problem statement: understanding how leadership practices in educational settings influence the well-being and job satisfaction of teachers. The aim is to uncover specific leadership behaviours that contribute to or detract from teacher well-being. The study's main research question probes the connection between various leadership styles and their effects on teachers' professional satisfaction and stress levels. To provide a comprehensive analysis, the dissertation draws upon key theories and previous studies that link educational leadership with teacher well-being, although these specific theories and studies are not detailed in the abstract. Employing a mixed-methods approach, the research combines qualitative data from interviews with school leaders and quantitative data from teacher surveys, offering a holistic view of the leadership impact on teacher well-being. The key findings highlight the importance of supportive, communicative, and empowering leadership practices in fostering positive work environments for teachers. While the study offers significant insights, it acknowledges its limitations, including its geographical focus on Sharjah and Ajman, suggesting that future research could broaden the scope to include various educational contexts and cultures. In conclusion, the dissertation asserts a strong claim: effective leadership is paramount in creating an environment that nurtures teacher well-being, which is crucial for maintaining high educational standards and ensuring positive student outcomes. The inferences drawn underscore the necessity for educational leaders to adopt practices that prioritise teacher welfare, highlighting its ripple effect on the broader educational ecosystem. Keywords: educational leadership, teacher well-being, private schools, UAE, leadership practices, job satisfaction, stress levels, mixed-methods approach, supportive leadership, empowerment in education
Examining the Role of Innovative Leadership in Enhancing Student Achievement: Strategies and Outcomes
(The British University in Dubai (BUiD), 2024-11) ALKENDI, MARWA; Dr Tendai Charles
This research study examines the influence of innovative leadership tactics on student performance, emphasizing approaches and outcomes within various educational settings. As educational environments become increasingly complex, school administrators need to address the issue of reconciling established traditional approaches with the necessity for innovative practices that improve learning outcomes. This study seeks to examine how innovative leadership strategies might foster a culture of continuing development, cooperation, and adaptation among educators, thereby augmenting student success. The study used a mixed-methods approach, integrating qualitative data from semi-structured interviews with school administrators, while quantitative data collected by questionnaire administered to teachers. Key themes that emerged highlight the significance of a growth-oriented educational atmosphere, proficient communication, and the incorporation of real-world applications in learning activities. Administrators emphasized the important role of mentoring, professional development, and explicit goal setting in fostering effective teaching methods. Nonetheless, they also acknowledged considerable challenges, including reluctance to change, constrained resources, and time limitations. Research findings indicate that innovative leadership tactics enhance student engagement, critical thinking, and cooperation, however their effect on standardized academic outcomes is more complex. The study advocates for a more systematic approach to leadership that include focused professional development, improved communication, and assistance for gradual transformation. Moreover, cultivating a conducive atmosphere that promotes risk-taking and cooperation is vital. The study enhances the current research by offering insights into effective leadership tactics amid changing educational requirements. It provides practical suggestions for educational leaders aiming to implement innovation sustainably in accordance with educational objectives.
The Impact of Middle Leaders Empowering Teachers Towards Visible Learning: A Study Among Teachers and Leaders at a Selected Private School in Dubai
(The British University in Dubai (BUiD), 2024-11) DAHER, AMENAH IBRAHIIM; Dr Solomon Arulraj David
This study investigates the role of middle leaders (ML) in empowering teachers to implement Visible Learning (VL) strategies within a selected private school in Dubai. A mixed-methods approach was employed, combining quantitative surveys of teachers’ perceptions and qualitative questionnaires directed to MLs to investigate their understanding of their role and to highlight the effective strategies followed and the challenges faced. The study reveals a general agreement in teachers’ perceptions regarding MLs’ empowering role in participative decision-making, informing, leading by example, coaching, and showing concern. While teachers’ perceptions vary across these areas, the highest heterogeneity in their opinions was related to showing concern and coaching aspects. Teachers’ perceptions converge toward MLs’ derived themes of modeling excellence and positive leadership, collaborative and inclusive decision-making, and effective communication. At the same time, it diverges against MLs’ identification of the importance of supporting the team’s wellbeing. The research highlights the importance of leadership practices in fostering an environment that supports teacher empowerment despite challenges in achieving uniform buy-in across staff. Implications for practice suggest the need for more focused professional development and support structures for MLs and recommend future research to explore these dynamics in diverse educational contexts. The findings contribute to the existing literature on leadership and teacher empowerment, offering new insights into how middle leaders can influence VL implementation in schools.
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.

Browse

Recent Submissions