BSpace

The British University in Dubai (BUiD) Digital Repository

Welcome to BSpace, the online institutional repository of the British University in Dubai. BSpace provides access to the Dissertations, Thesis, Research projects, Faculty publications and archives of BUiD.

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Recent Submissions

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    The Role of School Leadership in Enhancing Teacher Well-being and Its Impact on Classroom Climate: A Case Study in a Private School in Dubai
    (The British University in Dubai (BUiD), 2025-06) YAHIA MOHAMMAD AL- KAWALDEH, AREEJ; Professor Abdulai Abukari
    This study was designed to explore how school leadership influences teacher well-being and classroom climate in a private school in Dubai. Employing an explanatory sequential mixed-methods design, the research began with a teacher survey followed by interviews with school leaders. Findings revealed that emotionally intelligent leadership, characterised by trust, recognition, and flexibility in workload management, positively impacts teacher well-being. However, barriers such as inconsistency in implementation and lack of institutional support were also noted. The results also show a strong connection between teacher well-being and classroom climate, as teachers who felt supported reported higher professional engagement and emotional responsiveness, contributing to a more positive learning environment. This study is grounded in Transformational Leadership Theory and the Job Demands-Resources Model, and it contributes to the limited body of research on leadership strategies and teacher well-being in Dubai’s private school sector. Given its complex context, marked by curriculum diversity, inspection demands, and multicultural staffing, the study offers insights to inform leadership practices across the UAE. It advocates embedding emotional support into leadership routines, empowering teachers in decision-making, and protecting time for planning and reflection. Emotionally supportive and structurally responsive leadership is essential to sustaining teacher well-being in high-demand settings. Keywords: teacher well-being, school leadership, classroom climate
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    Exploring School Leadership's Influence on Student Engagement in Digital Learning: A Case Study of a Private School in Dubai
    (The British University in Dubai (BUiD), 2025-06) MISBAH, AISHA SALEHA; Dr Tendai Charles
    In response to the growing integration of technology in education, this study examines how school leadership enhances student engagement through digital learning in a private school in Dubai. It explores the strategies employed by school leaders to support digital learning, the challenges they encounter during implementation, and the perceptions of both teachers and members of the school leadership team regarding the effectiveness of these practices. A convergent parallel mixed methods design was employed, combining quantitative survey data from teachers with qualitative interviews conducted with school leaders. The findings highlight that leadership practices such as professional development, collaborative decision-making, and strategic tool use play a crucial role in supporting student engagement. Nevertheless, challenges like digital fatigue, inconsistent student participation, and infrastructure limitations persist. The study is underpinned by five theoretical frameworks: Technological Pedagogical Content Knowledge (TPACK), the SAMR model, Instructional Leadership, Self-Determination Theory, and Fullan’s Change Theory. Together, these frameworks offer an integrated lens for examining the intersection of leadership, pedagogy, and technology in digital learning environments. The study concludes that fostering effective digital engagement requires leaders to balance a clear instructional vision with innovation and sustained support for teachers. It offers practical recommendations for both school leaders and policymakers, contributing to the expanding body of research on digital learning leadership, particularly within the educational context of the UAE. Keywords: digital learning, student engagement, school leadership, instructional leadership, TPACK, SAMR model, Self-Determination Theory
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    The Role of Leadership and School Culture for Effective Teacher Retention: A Study Among Teachers and Leaders in Selected Private Schools in the UAE
    (The British University in Dubai (BUiD), 2025-06) GORBUNOVA, IULIIA; Dr Solomon Arulraj David
    Abstract This study investigates how leadership practices and school culture impact teacher retention in UAE private schools, which face significant turnover challenges for expatriate educators. This study examines how transformational leadership and supportive environments influence teacher satisfaction and commitment. A mixed-method approach was used, combining quantitative surveys with qualitative questions for teachers and school leaders. The study was grounded in transformational leadership theory, organizational culture theory, and the job demands-resources model. The findings show that effective leadership and positive school culture are crucial for retaining teachers, with professional development, recognition, trust, and autonomy being important elements. The results revealed that leadership practices influence retention indirectly by shaping the school culture. The quantitative analysis revealed correlations between leadership, culture, and retention intention. The qualitative data highlighted the importance of supportive environments, collegial relationships, and fair treatment in teachers' decisions to stay. This study concludes that nurturing positive school cultures through transformational leadership is fundamental to improving teacher retention in UAE private schools. Recommendations include investing in leadership development, supporting collaborative climates, and implementing retention-focused policies. This study contributes to the understanding of the relationship between leadership, culture, and retention in the UAE's educational context, offering insights for school leaders and policymakers to enhance retention strategies. Keywords: leadership practices, school culture, teacher retention, UAE private schools, transformational leadership, professional development
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    The Impact of Teachers' Leadership Styles on Students' Engagement in a Private School in the Emirate of Abu Dhabi
    (The British University in Dubai (BUiD), 2025-02) WATTAR, MAYA MOHAMMAD MAMOUN AKKAD; Professor Abdullai Abukari
    “Within every school there is a sleeping giant of teacher leadership, which can be a strong catalyst for making change. By using the energy of teacher leaders as agents of school change, the reform of public education will stand a better chance of building momentum” Marilyn Katzenmeyer & Gayle Moller (2001, p.2). The study aimed to identify the teacher's leadership style which showed giant effects on students’ engagement level in a private school in Abu Dhabi. The study aimed to identify teachers’ leadership styles that influence the key success of any learning process which is engagement. Respectively, the study aimed to answer the following main question: 1. What are the most effective teacher leadership styles which affect students’ engagement during the lessons? To answer this main question, two sub questions were asked: 1) To what extent does a teacher's leadership styles affect students’ engagement? 2)What are the relationships between different teacher leadership styles (e.g., transformational, transactional, dominant) and students' levels of engagement, as measured by their attention, participation, and motivation during class activities? This research employed a qualitative method of data gathering where both interviews and observations were conducted to collect data. Teachers of different subjects from grade 1 to 5 were observed during their whole lessons.
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    A Holistic Exploration of Quality Assurance Mechanisms at Systemic and Institutional Levels: Conceptualisation, Perception and Practices in Pakistani Higher Education Institutions
    (The British University in Dubai (BUiD), 2025-02) TAIYABI, FATEMA HUZEFA; Prof Christopher Hill
    This thesis explores Quality Assurance (QA) mechanisms at systemic and institutional levels in Pakistani Higher Education Institutions (HEIs), focusing particularly on stakeholder conceptualisation, perceptions, and QA practices. Grounded in frameworks such as the World Culture Theory, Neo-Institutional Theory, Stakeholder Theory, Total Quality Management (TQM), and Theory of Change (ToC), this study examines the coherence between the National Agenda and National Policies in relation to Quality Assurance (QA) in higher education. This research investigates the interplay between global QA benchmarks and local QA standards, specifically analysing how Pakistan's QA mechanisms align with the European Standards and Guidelines (ESG). Furthermore, it examines the alignment between External Quality Assurance (EQA) and Internal Quality Assurance (IQA) practices through the Precepts, Standards, and Guidelines (PSG) QA framework, evaluating its relevance to both local needs and international compatibility. Using a mixed-methods approach, data were gathered through document analysis, surveys, interviews, and focus groups, with the sample comprising representatives from the Higher Education Commission (HEC), QA practitioners, full-time faculty, and postgraduate students across eight universities in Pakistan. The study employed quantitative sampling with quality practitioners (n=80), faculty (n=158), and students (n=204) to ensure representative data. For qualitative analysis, participants included HEC members, quality practitioners, faculty, and postgraduate students, who contributed through focus groups (n=32) and open-ended questions (n=22), providing diverse insights across various disciplines and institutions. Quantitative data were analysed using SPSS, whereas qualitative data were processed using NVivo. The research identifies significant themes, including EQA and IQA practices, evaluation processes, actors involved in QA, and Continuous Improvement Processes. The findings highlight significant systemic and institutional challenges impeding the effectiveness of QA mechanisms, including insufficient training and empowerment of QA staff, as well as inadequate review processes. Furthermore, governance constraints, limited resources, and the inefficient allocation of funds hinder the successful implementation of QA frameworks. These factors often lead to regulatory compliance, rather than promoting a culture of continuous improvement. The two major contributions of this research are the development of the Quality Assurance Review Tool (QART), a comprehensive assessment instrument designed to advocate and offer practical insights into effective QA applications. In addition, the findings led to the development of a Theory of Change (ToC) action plan that offers strategic insights for policymakers and institutions to ensure and enhance QA systems in Pakistan's Higher Education Institutions, ensuring alignment with global standards, while addressing local challenges.