The Impact of School Leadership Practices on Teacher Motivation for Enhanced Performance in Selected Dubai Private Schools

Abstract

Despite the increasing global evidence regarding the correlation between school leadership, teacher motivation, and performance, there exists a lack of context-specific research investigating these relationships within certain private schools in Dubai. Guided by the primary research question: How do school leadership practices influence teacher motivation and teaching performance in selected private schools in Dubai? This study aimed to examine the impact of school leadership practices on teacher motivation and teaching performance. A mixed-methods approach was utilised in a private school in Dubai. Quantitative data were obtained via a structured questionnaire administered to 101 teachers, whereas qualitative data were collected from open-ended survey responses provided by 21 teachers. The research investigated educators' views on leadership practices, teacher motivation, and improved performance. Quantitative results indicated that perceptions of leadership practices were moderate, while teacher motivation and performance were predominantly high. Qualitative findings indicated that supportive leadership practices, including trust, recognition, and clear communication, increased motivation, whereas inconsistent leadership, excessive workload, and lack of transparency diminished it. The results indicated a strong correlation between teacher motivation and instructional efficacy. The research concludes that school leadership practices directly and indirectly affect teaching performance via teacher motivation, emphasising that consistent, supportive, and teacher-centred leadership is crucial for maintaining motivation and enhancing performance in certain private schools in Dubai.