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Assessing Leadership Styles in Sharjah’s Multicultural For-Profit Schools: Challenges and Opportunities
No full textGlobally, educational leadership is evolving to meet the demands of diverse and market-driven school environments. Multicultural for-profit schools are particularly challenging in that they require flexible and context-sensitive approaches. Sharjah private for-profit schools’ settings are multicultural where students and teachers come from diverse backgrounds. Leading in such settings is both rewarding and challenging, demanding a careful balance between delivering high-quality education to meet the diverse needs as well as meet business expectations. This study aims to explore the educational leadership styles most practiced in Sharjah’s multicultural for-profit schools, identify the key challenges faced by school leaders, and examine the opportunities available to improve leadership practices. Using an integrative literature review approach and document analysis, a total of 20 relevant documents including book chapters, dissertations, peer-reviewed articles, and policy documents from the UAE context and beyond were identified, reviewed and synthesized. The findings reveal that transformational, transactional, and distributed leadership styles are most common, with leaders often combining these styles to address the diverse needs of their schools. School leaders navigate complex cultural diversity, regulatory constraints, business requirements, and the intense competition between private schools. However, the literature also identifies opportunities for improvement, such as investing in professional development focused on cultural competence, empowering middle leaders and using technology. The study concludes that school leaders in Sharjah must remain adaptable, empathetic, and committed to ethical and inclusive practices to effectively lead in multicultural environments
Assessing the Role of Culture on School Leadership in the UAE
No full textThis paper examines the influence of culture on school leadership in the United Arab Emirates (UAE). The UAE is a country characterized by diverse cultures which is invariably reflected in most aspects of the country’s life particularly, in the education sector. The theoretical framework is based on Hofstede’s cultural dimensions and the GLOBE study framework, particularly on how power distance, religious beliefs and collectivism affect leadership practices in schools. The study employs a qualitative research method, using a systematic literature review and analysis of research articles, UAE specific case studies and policy documents. The findings of this review show notable differences between Emirati and expatriate school leadership practices. The analysis highlights the difficulties many school leaders face due to cultural expectations and recommends responsive leadership approach as a potential most effective model in culturally diverse countries like the UAE. The paper also recommends that more relevant professional developments on cultural awareness should be organised for school leaders and policy makers in the sector
Educational Leadership in the UAE: A Comparative Analysis of Transformational, Transactional, and Authentic Models
No full textThis study examines three prominent leadership theories (transformational, transactional, and authentic theories) to understand how they are applied in the UAE education sector (private and public sectors) and align with national culture, educational policies, and educational/institutional practices. The UAE requires visionary educational leaders who integrate ethical standards with cultural sensitivity to advance national development agendas such as We the UAE 2031 across public and private schooling, as well as higher education. Using a qualitative theoretical approach and comparative document analysis, the study describes transformational leadership as visionary and motivational, transactional leadership as incentive-based and compliance-oriented, and authentic leadership as integrity-driven and self-aware. It evaluates the alignment of these leadership models with Emirati cultural values, educational policies, and institutional practices, drawing on academic literature, government reports, and peer-reviewed research. The conclusions suggest that transformational and authentic leadership approaches most effectively support the UAE’s educational goals for innovation, inclusion, and sustainable improvement, whereas transactional leadership is better suited to ensuring accountability and operational stability than to driving long-term change. The study proposes that educational leaders in the UAE should adopt blended, transformative and authentic leadership practices grounded in ethical clarity, transparency, and cultural understanding to guide school and university development and shape future-ready learning environments
Voices Unveiled: A Case Study on the Impact of Diagnosis on Learning and Social Connections Among High School Students in an Affluent Dubai School
No full textThis study aims to investigate the current academic and social adjustment of students with dyslexia in an international school in Dubai, and their schooling experiences in terms of accommodation, teacher training, and parental engagement. Data were collected through purposively selected participants and conducting semi-structured interviews with students, teachers, and parents; observations during the lessons; and the analysis of documents. Based on the findings, it has been established that options such as providing provisions, time extension, and assistive technology have enhanced student learning, but their application is not consistent. There was a concern from some students in that they do not use the accommodation services due to stigma. At the same time, the variation in teacher training impacted the kind of support offered in different subjects. The study also shows that parents are actively involved in seeking accommodations, although cultural attitudes vary in the extent of the engagement. The school's inclusive education system promotes peer support and the use of assistive technologies, and the school advocates for earlier and proper screening for dyslexia. More so, the implementation of accommodations is not standardised. The study suggests that teachers should be made to undergo training on dyslexia, screening programmes for young students should be encouraged, schools should implement standardised accommodation policies, and there should be more awareness programmes for parents. These will assist in the improvement of inclusive education policies that will, in turn, guarantee that dyslexic students get proper support in school to improve their academic performance and integration
Determining Size Thresholds for High-Rise Net Zero Energy Office Buildings in Hot and Arid Climates: A Study of High-Rise Office Buildings in Dubai
No full textThis study investigates the feasibility and size thresholds of achieving Net Zero Energy Building (NZEB) performance in high-rise office buildings within the hot and arid climate of Dubai. As urban centres in the UAE pursue aggressive sustainability targets under the Net Zero 2050 strategy, the ability of large-scale buildings to meet NZEB criteria remains a critical yet underexplored area. The research aims to determine the specific building size—particularly in terms of height and floor area—beyond which achieving net-zero operational energy becomes impractical due to spatial and technical limitations. A simulation-based methodology, employing tools such as DesignBuilder and EnergyPlus, models various design interventions, passive and active energy strategies, and rooftop photovoltaic (PV) configurations to evaluate energy use intensity (EUI) across different building scales. Key findings reveal that while envelope optimisation and passive cooling significantly reduce energy demand, rooftop PV systems alone cannot fully offset energy loads in buildings beyond (around) 8-9 floors, primarily due to limited solar collection area relative to high cooling demands. The study identifies a practical threshold beyond which true NZEB status is unlikely without off-site renewables or major technological advancements. These insights inform design and policy frameworks aimed at reconciling ambitious energy goals with the realities of vertical urban development. The study concludes with recommendations for regulatory benchmarks and integrated design practices tailored to Dubai’s environmental context, offering a scalable blueprint for sustainable high-rise development in similar climatic regions
The Impact of Teachers' Leadership Styles on Students' Engagement in a Private School in the Emirate of Abu Dhabi
No full text“Within every school there is a sleeping giant of teacher leadership, which can be a strong catalyst for making change. By using the energy of teacher leaders as agents of school change, the reform of public education will stand a better chance of building momentum” Marilyn Katzenmeyer & Gayle Moller (2001, p.2). The study aimed to identify the teacher's leadership style which showed giant effects on students’ engagement level in a private school in Abu Dhabi. The study aimed to identify teachers’ leadership styles that influence the key success of any learning process which is engagement. Respectively, the study aimed to answer the following main question: 1. What are the most effective teacher leadership styles which affect students’ engagement during the lessons? To answer this main question, two sub questions were asked: 1) To what extent does a teacher's leadership styles affect students’ engagement? 2)What are the relationships between different teacher leadership styles (e.g., transformational, transactional, dominant) and students' levels of engagement, as measured by their attention, participation, and motivation during class activities? This research employed a qualitative method of data gathering where both interviews and observations were conducted to collect data. Teachers of different subjects from grade 1 to 5 were observed during their whole lessons
Educational Leadership in AI Integration: Enhancing Teacher Literacy and Performance Management
No full textThis study examines the essential function of educational leadership in the successful incorporation of artificial intelligence (AI) within schools in the UAE, aiming to improve teacher literacy, professional growth, and performance management. By conducting an in-depth analysis of educators' perceptions, experiences, and requirements, the research investigates how strategic leadership approaches affect teachers' capabilities and readiness to utilise AI tools in their instruction. The findings indicate that visionary leadership, well-structured support systems, and focused, ongoing professional development play a crucial role in enhancing teachers' skills and confidence in AI technologies. Furthermore, the ethical and transparent application of AI analytics to deliver personalised and constructive feedback is identified as a vital element in elevating instructional quality and educational outcomes. This research offers a distinctive contribution to the understanding of AI's educational ramifications within the UAE, highlighting the importance of continuous professional development, ethical AI practices, and inclusive strategies as fundamental aspects for effective AI integration. Ultimately, the study equips educational leaders and policymakers with valuable strategies and insights to effectively navigate the intricate challenges of ethical and efficient AI implementation in educational settings.
Keywords: Educational Leadership, Artificial Intelligence, Teacher Literacy, Professional Development, Performance Management, AI Analytics, Ethical AI Integration, Instructional Quality, UAE School
Realigning Risk and Enhancing Liability Frameworks for Design Errors in Traditional Construction Contracts: A Comparative Study of the UAE and Oman
No full textThe use of design liability frameworks in construction contracts is an important aspect in the management of risks, financial security, and the understanding of the contracts. This dissertation aims to explore design liability frameworks in traditional construction contracts, especially in the UAE (FIDIC Red Book 2017) and Oman (Standard Conditions 2019). The study reviews legal frameworks, risk distribution, indemnity insurance provisions, dispute resolution mechanisms, and how the inclusion of technologies such as BIM, AI, and VR affects contractual obligations. The study reveals some distinctions between the UAE and Oman in terms of risk management, the roles and responsibilities of the stakeholders, and the enforcement of liabilities. The findings show that both legal systems need to be developed further. Based on the findings of this research, the dissertation provides legal and contractual recommendations that can be used to increase the level of financial security, risk management, and legal flexibility in terms of the new forms of construction management. Potential topics for future research include comparing the situations in other countries, studying specific case studies of design liability conflicts, and proposing new approaches to liability management with the help of artificial intelligence. Thus, the problems identified can be solved, and the design liability provisions in the UAE and Oman can be improved to reduce the legal uncertainties, improve the financial efficiency of construction projects, and enhance the efficiency of contract management in the construction industry
The Security of Payments in Construction Projects
No full textThe fundamental objective of any commercial transaction is to generate profit. However, achieving sustainable profitability requires more than ambition, it necessitates disciplined financial planning, rigorous cash flow control, and continuous monitoring. At the heart of this process lies a critical factor which is ensuring that payments are secure and made promptly, in full alignment with the contractual terms agreed upon by the parties. In the construction industry, however, delayed or suspended payments remain a persistent challenge. These issues often arise from complex contractual arrangements such as back-to-back payment clauses alongside contractor performance concerns, project delays, administrative inefficiencies, inter-party disputes, or, at times, unprofessional conduct. Such disruptions frequently escalate into formal disputes, with payment-related disagreements emerging as a leading cause of contention between employers and contractors, as well as between contractors and subcontractors. To mitigate these risks and uphold financial stability, all parties must actively protect their interests. Contractors have the right to ensure the timely receipt of payments, while employers must secure that any advance payments are utilised solely for the intended project scope. Additionally, interim payment applications should accurately reflect the actual value of the work completed, avoiding exaggerated or front-loaded claims during the early phases of the contract. Ensuring transparency and accountability in payment practices is therefore essential to reducing disputes and maintaining trust throughout the project lifecycle
Liquidated Damages in the UAE Construction Industry
No full textThis dissertation examines the legal framework, enforceability, and judicial interpretation of Liquidated Damages (LDs) in the United Arab Emirates construction industry, a jurisdiction uniquely influenced by a combination of civil law principles, Sharia law, and international standards such as FIDIC. The study investigates the application and limits of Article 390 of the UAE Civil Transactions Code, which permits the pre-agreement of compensation for contractual breaches but allows judicial adjustment to ensure alignment with actual losses.
The research adopts a doctrinal methodology, analysing statutory provisions, UAE Court judgments, and contractual practices to assess how LDs clauses are applied, challenged, and adjusted in practice. It distinguishes LDs from general damages and delay penalties, clarifying their respective legal consequences and enforceability. Emphasis is also placed on the judicial discretion allowed under UAE law and the ethical principles rooted in Sharia, especially the forbidden of unjust enrichment and excessive penalties “gharar or riba”.
Moreover, the dissertation assesses FIDIC’s standard clauses through multiple editions, focusing on Sub-Clause 8.7 and its equivalents, and the procedural complexities for claiming LDs or refusing their enforcement, especially in the context of concurrent delays and Extension of Time (EOT) claims. By providing a comparative legal analysis and practical insights, this study aids legal practitioners, Employers, and Contractors in drafting balanced LDs provisions that align with both legal standards and equitable principles. The findings underscore the importance of clarity, fairness, and judicial oversight in the UAE’s evolving construction law landscape