Therefore, this study examines how school reform has been successful due to successful management practices to provide best practice recommendations. I would like to express my special thanks to all the staff of the British University in Dubai for their sincere cooperation and fruitful dedication.
Introduction
Background and Statement of the problem
Many studies in the UAE context examined the relationship between school leadership and school reform. Similarly, Matsumoto (2019) reviewed various factors influencing education reform in the UAE and she concluded the importance of professional development for both teachers and school management.
Education Quality in the United Arab Emirates
However, education in the United Arab Emirates shifted from regular education to distance learning in all public and private schools and universities, depending on individual education leadership to adjust resources and policies appropriate to their institutions (MOE 2020). Each authority has established different entities responsible for evaluating the quality of education provided in the public and private educational institutions in the UAE (MOE 2020).
Conceptual Analysis
School reform is planned educational change aimed at improving student outcomes by positively influencing the teaching and learning process (Gordon 2016). It is also defined as the progressive development of educational institutes to achieve desirable goals.
Aim, Purpose, and Objectives
School leaders are the leaders of the school who make executive and organizational decisions to influence student performance, taking into account their needs and desires (Sergiovanni 2009). There is also a clear distinction between leadership and management as leadership is the governing body associated with making a change while management is seen as maintaining organizational activities (Cuban 1988).
Research Questions
Motivation, Rationale and Significance of the Study
The principal's approach and leadership style influenced the whole school and led to teaching and learning reforms. Therefore, studying such change in leadership style is a real motivation to conclude with the best practices leading to school renewal.
The Structure of the Dissertation
As an experienced practitioner and junior school leader, the researcher has been through these inspection visits since their inception in 2008. The researcher has witnessed a remarkable increase in his school performance, reputation and consequently the inspection rating, which rose from.
Summary
Introduction
Theoretical Framework
For him, the results refer to the achievement of the general cognitive and moral educational goals. As this study examines management practices leading to school reform, the capital theory of school effectiveness and improvement is closely related to the purpose of the study as it helps to understand concepts of effective schooling.
Dimensions of School Reform
- Creating a Culture of Change
- Leadership Style: Shared and Distributed Leadership
- Defining the Mission, Vision, Values, and Goals Statements of the School
- Enhancing Teacher Quality through Professional Development
- Enriching the Curriculum
- Building Relationships inside and outside School Community
- Previous Context-Related Studies and Literature Gap
According to Calder (2011), these values positively create a driving influence on organizational performance. She also stated that culture of change is one of the main challenges for education reform.
Summary
However, there are no recent studies in this context that holistically scan practical and successful management practices that resulted in measurable and visible overall reform of schooling. This gap is the next phase of research to tackle existing findings in education reform and link them to specific practices of school leadership in order to establish role models and present practical suggestions for educational institutions seeking reforms to be followed by appropriate context-related changes.
Introduction
Research Paradigm
Since pragmatic paradigm is an experience-based approach and investigation is only considered effective if the desired achievements are achieved, it is the appropriate paradigm for a case study research (Hothersall 2019). This case study benefits from the use of the pragmatic paradigm as the study aims to investigate how school reform was successful as a result of successful leadership practices, and is therefore an experience-based study that highlights the consequences (school reform) and certain realities (leadership ) Take into account. practices) where if proven effective in the performance course.
Research Design
Types of Case Study
This case study is a holistic single case study that examines how school reform has been successful due to successful management practices in a private school in Dubai. It benefits from the holistic single case study as it examines one topic and analyzes only one of its entities.
Methodology
He added that although the mixed method is relatively new, it ensures the best results, real analysis and accurate understanding of the topic being researched. This study is designed to take advantage of the mixed method approach so that the study is enhanced by both qualitative and quantitative data that help achieve the best understanding of the research context.
Research Instruments
Questionnaire
Interview
Validity, Liability, and Sensitivity
Validity
In addition, content validity refers to the degree to which the instrument reflects the universal content that each of its items generalizes, which can be raised by literature review (Straub, Boudreau & Gefen 2004). In addition, face validity was assessed by piloting the instruments and checking the clarity of their components to the participants.
Reliability
Content validity for both instruments was evaluated using an extensive literature review on school reform and leadership practices. In addition, the questionnaire was evaluated against its frequency in similar studies and was submitted to the supervisor along with the interview for comments and both were modified accordingly.
Sensitivity
The Role of the Researcher to avoid bias
The researcher has been a teacher and subject coordinator at the school under investigation for about ten years. Consequently, the researcher is fully aware that it is essential to eliminate any prejudgment and to analyze the collected data fairly.
Research Site, Participants, and Sampling
He also applied the stratified random sampling technique which ensures that the sample was truly representative of the entire population. Applying the stratified random sampling technique reduced potential bias to a minimum and ensured that the sample is a true representative of the entire population.
Data collection Plan
Stratified sampling is a type of random sampling where the population is divided into subgroups called strata and then a random sample from each group is considered (Taherdoost 2016). Then, random sampling targeted each strata so that they all presented equally in the sample.
Ethical consideration
In this study, the population was divided into 3 different strata based on gender, years of experience and the department the participants work in.
Methodology Summary Table
Summary
Introduction
Analysis and Results of Quantitative Data
Section 1: Background and Demographic Information
More than 80% of the participants have more than 6 years of work experience at the school.
Section 2: What school reform have you experienced in the last 2 years?
It is clear that the change in teaching and learning approaches (Q12) came first from participants' perspectives, as approximately 96% of participants agreed (80.58% agreed and 15.53 % strongly agreed). The perspective that came second on the list of answer choices is new approaches to professional development (Q3), as approximately 92% of participants witnessed a change in these approaches (74.76% agreed and 17.48 strongly agreed).
Section 3: Input and Influence on Reform
Chart (20): Question 20: I understand a new reform and then it changes Chart 20 shows that about 93% agreed that the reform is constantly changing. Graph (24): P 24: Because of all these changes, I increasingly consider leaving the profession Graph 24 shows that about 65% have considered leaving education because of the reform changes.
Section 4: School Leadership and Management
Only about 55% of the participants agreed that they received effective feedback on their performance (question 27), while about 45% disagreed (41.75% disagreed and 2.91% strongly disagreed). Additionally, approximately 62% of participants disagreed that senior management cares about their well-being (Question 28), with 23.3% disagreeing and 38.83% strongly disagreeing.
Section 5: Teaching and Learning
Most responses were consistent with the school policy on cross-curricular links, school connections with the community, the sharing of spirit between colleagues and the confidence in the implementation of differentiated instruction. However, approximately 38% of the responses disagreed that professional development sessions addressed the needs of the staff (Q34) while approximately 61% agreed.
Section 6: School Climate
Moreover, only about 61% agreed that the school has appropriate resources to support all learners (Q40). However, approximately 42% of participants did not agree that they feel valued at school (Q41) with 8.74% disagreeing and 33.98% disagreeing.
Results and Discussion of Qualitative Data
- Delegating Powers
- Level of Autonomy
- Leadership-Subordinates Interactions
- Parents’ Engagement
- Professional Development
- Curriculum Development
In his response, P2 added that "no one can deny the importance of the procedural professional development" that the school management emphasizes, but it "should not be at the expense of the professional aspects". However, P1, 2, 3 and 4 expressed concern about the school management's intervention in the assessment part of the curriculum.
Conclusion of the Analysis
On the other hand, P1 and 2 expressed their limited ability to change the curriculum as the curricula of both subjects are prepared by the ministry of education in the United Arab Emirates and it is necessary to cover 80% of the government curriculum. These discussions may also determine which lessons will be taught within the content provided by the Ministry of Education and with a minimum percentage of 80% of all content.
Summary
Introduction
An Overview of the Research
Key Findings
Healthy formal and informal interaction between leadership and subordinates helped eliminate obstacles to reform implementation. Facilitate open discussion between teachers, subject leaders, parents and the school board to effectively redesign the curriculum to meet the needs of diverse learners.
Limitations of the Current Study
Covid-19 Limitation
Covid-19 pandemic and the restrictive measures taken reduced the ability of the researcher to interview some participants in person. Unlike face-to-face encounters, online interviews limited the researcher's observation of the non-verbal cues, thereby depriving the study of thorough contextualization of the interviewee.
Sample Limitation
In addition, potential distractions may have existed and disrupted participants' engagement without the researcher's awareness. However, the researcher tried to circumvent these obstacles by encouraging video conferencing and also paraphrasing and repeating the interview questions to ensure that the interviewee was fully engaged in his or her responses.
Methodological Limitation
Implications of the Current Study
Recommendations of This Study
Throughout the reform process, it is of paramount importance to motivate teachers to become practitioner researchers in order to facilitate research-based reform. It is true that it is not a guarantee of success, but it provides indicators of the possibility of success.
Recommendations for Further Research
Teachers felt that they were overloaded with endless tasks of reform procedures, and their well-being is the price they pay for the reform. Repeatedly changing reform practices in a short period of time reduces the leadership competence of the subordinates, so evidence-based reform is a key factor in preventing this.
Concluding Note
Teachers' perspectives on the selection and development of school leaders in the United Arab Emirates. The impact of educational reforms on the work of school principals in the United Arab Emirates.
