The Impact of Middle Leaders Empowering Teachers Towards Visible Learning: A Study Among Teachers and Leaders at a Selected Private School in Dubai
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Date
2024-11
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Publisher
The British University in Dubai (BUiD)
Abstract
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.
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Keywords
visible learning, middle leaders, empowerment, instructional leadership