Impact of Middle Leadership on Collaborative Teaching Practices, Teacher Motivation, and School Culture in Sharjah Private Schools

Abstract

The aim of the current research is to investigate the influence of middle school leaders on collaborative teaching practices, teachers' motivation, and the school culture of private schools in Sharjah, United Arab Emirates. Although previous research has confirmed that middle school leaders play an important role in enhancing teachers' collaboration and instructional quality, there remains limited research on these effects in UAE private schools. To address this research gap, an explanatory sequential mixed-methods research design was employed, grounded in a pragmatic epistemology. Quantitative research was conducted through administering structured questionnaires to 115 teachers of private schools in Sharjah. In addition, qualitative research was conducted through interviews with 11 middle school leaders of private schools in Sharjah. The mixed research design was beneficial to better understand the research problem. The findings indicated that middle school leaders act as instructional architects and strategic links, performing a multidimensional role in promoting collaborative teaching practices, enhancing teacher motivation, and shaping school culture in private schools in Sharjah. Collaborative teaching practices were facilitated by middle school leaders, who fostered a culture of shared professional growth through structured dialogue. However, time constraints were identified as an impediment. Teacher motivation was also affected by teachers' recognition, autonomy, and well-being. Findings also indicated that the middle school leader acts as a catalyst for a trust-based improvement culture in schools. The results of the research were consistent across all demographic groups. The research also makes an important contribution to the literature by offering a holistic understanding of middle school leadership and its role in fostering positive school culture and teacher motivation.