From Policy to Practice: Investigating How Lower Elementary School Leaders Translate Curriculum Policy Into Classroom Implementation in the UAE

Abstract

This research investigates how leaders in lower elementary schools within the United Arab Emirates (UAE) implement curriculum policy in the classroom, specifically focusing on identifying curriculum gaps and the challenges of aligning policy requirements with the needs of learners. While national curriculum policies are designed to foster consistency, quality, and accountability, their success depends on the interpretation at the school level. The study adopted a convergent parallel mixed-methods approach. Quantitative data were collected through a survey involving Thirty One primary teachers from various emirates, and qualitative data were collected via semi-structured interviews with seven school leaders, including vice principals, curriculum coordinators, and department heads. The analysis of the data was conducted using descriptive statistics and thematic analysis. The findings indicate that curriculum policy is viewed as both beneficial and challenging, and while leaders offer structure, communication, and professional support, teachers reported facing issues related to time limitations, workload demands, student diversity, and pacing needs. Curriculum gaps often emerged when policy expectations did not completely match the classroom realities, especially in lower elementary environments where developmental differences and foundational skills can vary greatly. Leadership strategies such as collaborative planning, tailored support, data analysis, and adaptable approaches were recognised as crucial elements in bridging these gaps. This study shows that successful curriculum implementation depends not only on policy but also on informed leadership, professional judgment, and balanced decision-making. By including both teachers and leaders’ perspectives, it helps improve the alignment between policy and classroom practice in UAE lower elementary schools.