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Fostering Innovation and Creativity in the UAE Educational System: Examining the Role of Educational Leaders in High Schools
No full textFostering creativity and innovation in secondary education is considered as a crucial element for students’ holistic development. However, evidence shows that there is limited research and understanding as far as the relationship between principal leadership styles and the development of creativity and innovation within the context of the United Arab Emirates (UAE) is concerned. To contribute to this important area, the paper focuses on assessing the role of education leaders in developing innovation and creativity in the UAE secondary education system. The study is based on a systematic review of fourteen scholarly sources related to educational leadership within the UAE's secondary school system. By collecting and analyzing relevant research from both survey-based and semi-structured interviews studies, the paper looks to identify traces of influence and potential influence of educational leadership on creativity, innovation, teacher performance, and student outcomes. The findings show that, while no research specifically considered the impact of educational leadership on creativity and innovation, several research papers discussed mediating factors. School leaders were cognizant of what innovation in schools meant and particularly acknowledged the creative problem-solving facet of innovation, however, only about half of school leaders facilitated the implementation of UAE policy on innovation in their schools. The review also found that managerial support for creativity was likely to promote creativity and innovation in teaching and in learning, thus improving teacher performance and student learning outcomes to some extent. The transformational leadership came up as a potential leadership style that could promote innovation and creativity in secondary schools despite the gross misunderstanding of the approach by some school leaders. The paper also identified a number of barriers hindering educational leaders from implementing innovative and creative practices and some suggestions on how these might be mitigated. While the findings are quite useful, the paper has some limitations; especially related to the lack of primary data to understand the role of school leaders in fostering innovation and creativity
The Impact of Feedback for Lesson Observation on Improving Teacher Performance: A Study among Teachers and School Leaders at Selected Public Schools in Abu Dhabi
No full textGiving constructive feedback is an essential skill that school leaders should have to help teachers develop and improve their teaching efficiency. This study aims to investigate the impact of feedback by school leaders in enhancing teaching performance from school leaders’ and teachers’ perspectives in selected public sector schools in Abu Dhabi. The main research question of the study probe: What is the impact of administrative feedback by school leaders in enhancing the teaching performance of teachers? The review of central concepts, theories, and related studies indicated that a constructive strategy for feedback focusing on teaching and learning for teachers is critical for achieving reforms and gaols of an education system. The current research was inspired by the research works of authors Balyera & Özcanb 2020, Cioppa 2020 and Alhosani 2015 associated with the present subject of the study. The study adopts a sequential explanatory mixed methods design articulated in three phases: The first phase was a quantitative process followed by a qualitative process. A survey method followed by semi-structured interviews and focus group discussion (FGD) method were used for data collection. Purposive sampling was used during the course of this investigation. 119 teachers and 17 school leaders participated in the survey process, and 10 teachers and four school leaders participated in the interview process. In addition to that, 6 participants were included in the FGD. The findings indicated that taking into account all of the components of constructive feedback (usefulness, accuracy, credibility, access to resources, responsiveness) is the most effective way to provide feedback and significantly impacts teachers' performance. These findings demonstrate a twofold advantage of assessment and feedback for teachers personally and for improving their teaching, which should be noted by policy makers, school leaders, school principals, and instructors. The findings of the current research work are limited to Abu Dhabi with a mixed research methodology based on the diverse sample of teachers and school leaders, irrespective of their cultural backgrounds. It is suggested for future research work to consider multiple aspects, including feedback that may affect the performance of teachers in different research settings. In the current study, it is asserted that feedback must be frequent and conducted several times during the school year, formal and informal, and focused on teaching methods and student behaviour rather than the teacher's personality. Performance improvement is only achievable if feedback is timely and accurate
Critical success factors for public–private partnerships in smart city infrastructure projects
No full textPurpose
Scaling up smart city infrastructure projects will require a large financial investment. Using public–private partnerships is one of the most effective ways to address budget constraints. Numerous factors have varying degrees of influence on the performance of Public private partnerships (PPP) projects; certain PPP factors are more crucial to the success of a smart city infrastructure project than others, and their influence can be greatly increased when they are fulfilled collectively. This study aims to find out what factors are unique to smart city PPP initiatives, as well as how these factors work together, so that successful smart city infrastructure PPP projects can be scaled up.
Design/methodology/approach
The methodology included three sequential stages: identifying the critical success factors (CSF) of PPP for smart cities based on an extensive literature review, collecting data from a sample of 90 PPP practitioners using a Likert scale questionnaire and estimating interrelationships among the CSF and their emergent clusters using structural equation modelling.
Findings
The best fit model developed in this study demonstrated the significance of each factor and their interrelationships within their categories in enhancing the performance of PPPs in smart city infrastructure projects. Five categories of critical success factors for PPPs in smart city infrastructure projects have been established: partnership and collaboration; financial sustainability; contractual duties and outsourcing; smart integration; and contract governance.
Practical implications
The proposed model represented the causal interrelationships among relevant critical success factors derived from literature, which may help in directing the organization’s attention and resources to more critical areas, leading to the effective fulfilment of the smart city infrastructure project’s objectives. In addition to the theoretical and methodological contributions, this study produced a usable and readily adaptable list and clusters of critical success factors for research in the area of the implementation of PPP in smart city infrastructure projects.
Originality/value
To the best of the authors’ knowledge, this is the first study to identify PPP critical success factors and their themed clusters for smart city infrastructure projects
Examine the efficacy of flipped classroom technique on the prior knowledge of biology in high school students in an American school in Sharjah using diagnostic tests
No full textIn recent years, the flipped classroom has become a popular teaching method. It entails students taking ownership of their education by reviewing course materials in advance of class, frequently in the form of video lectures. The remainder of the class day is spent on interactive and group projects that apply and reinforce the lessons covered.
This study aims to investigate the effectiveness of the flipped classroom technique in enhancing high school students' prior knowledge of biology in an American school in Sharjah. The study employs a mixed design using diagnostic tests to assess students' prior knowledge of biology within the implementation of the flipped classroom technique. The sample consists of 60 high school students enrolled in the biology course, divided into an experimental group and a control group. The experimental group receives instruction through the flipped classroom technique, while the control group receives traditional classroom instruction. The results of the study suggest that the flipped classroom technique was effective in enhancing students' prior knowledge of biology compared to traditional classroom instruction. The study has implications for educators seeking to improve student learning outcomes in science education through innovative instructional approaches.
The research showed that using the FL approach has a noteworthy impact on a student's advancement in particular areas of a subject. This effect could be extended to all subjects if the technique was well-utilized
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No full textPhD ThesisPandemics are among the crises that are challenging to manage and contain because of their unique characteristics, such as high speed of spread, lack of medicine and development of mysterious side effects. In order to efficiently manage and control pandemics, modern technologies are used by governments and health authorities, such as mobile health applications (m-health) applications installed on smartphones that are used by everyone. At the beginning of the COVID-19 pandemic, the UAE realised the severity of the pandemic and the need for technology utilisation to overcome this dilemma; thus, the government developed m-health applications such as the Al Hosn app and the Covid19 DXB smart app to manage, monitor and control the pandemic. The main goal of these applications was to be used by the population in order to manage the pandemic efficiently and contain the disease. It is important to explore what factors determine if the users will use such m-health applications for pandemic management because if users are concerned about their medical security and privacy or if they have any fears regarding using the application, then it might have a negative impact on their intention to use the application.
The main aim of this research is to investigate the factors that influence the user adoption of mobile applications for pandemic management and to extract the individual determinants that influence the adoption of the mobile application for pandemic crisis management in the UAE. The study is underpinned by innovation adoption theory and utilises an extended model of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study extends the UTAUT model by testing the significance of the two additional constructs of perceived privacy risk and perceived security risk, as well as testing the moderating role of the fear of social isolation, social discrimination, and technology optimism.
The research is underpinned by the positivism research philosophy and employs a deductive research approach. A quantitative questionnaire survey was distributed among the UAE public and a total of 384 complete responses were returned and analysed using SPSS version 25 and SmartPLS 3. Structural Equation Modeling (SEM) analysis was conducted to analyse and evaluate the linkages among the study’s constructs. SEM is a multivariate analysis method which is employed to evaluate structural relationships.
The findings highlighted individual determinants such as perceived performance expectancy perceived effort expectancy, social influence, perceived privacy risk, and perceived security risk have a positive impact on the behavioural intention of the users and their adoption of m-health applications in the UAE. The findings also demonstrated a positive mediating effect of behavioural intention between the determinants and the use behaviour and the moderating effect of the fear of social isolation, social discrimination, and technology optimism on the relationship between the determinants and behavioural intention.
The research theoretically contributes to an extended UTAUT framework by confirming the significance of the constructs of perceived privacy risk and perceived security risk and testing the moderating role of the fear of social isolation, social discrimination, and technology optimism and their effect on the behavioural intention of users of m-health applications for pandemic management. The research practically contributes to practice by developing recommendations for how m-health applications should be designed and managed to motivate individuals to use them while undergoing a pandemic.Non
An Examination of the Role of Leaders in Sustaining Academic Integrity During Online Assessments in Five of Sharjah Schools During COVID-19
No full textThe purpose of this study is to investigate the main impediments that jeopardize reliable online assessment data since the outbreak of COVID 19 pandemic, as well as the measures employed by leaders to mitigate these obstacles and maintain academic honesty, such as policymaking and ensuring the effective application of updated assessment policies. Authentic leadership theory lay the basis of this study and connections are explained thoroughly. The Fraud triangle Model extrapolates the process of misconduct by explaining the relation between motives, opportunity and academic misconduct. Main concepts such as academic integrity and online assessments are defined and analysed. A mixed method approach is used, which includes a survey of thirty school leaders in five schools in Sharjah, UAE, a semi-structured interview of 5 leaders, and an analysis of assessment policies in these schools. The findings are examined and compared to help provide a clear understanding of the research objectives. Findings show a clear misalignment between leaders’ responses and assessment policy documents which provides an insight of improper implementation of these policies. It was also clear that these policies were neither updated nor assessed. It is also clear that due to dominant beliefs among parents and students about the significance of marks, parents tend to participate in dishonest behaviour whether intentionally or not. Other threats to credibility of online assessment results include ease of access to resources and assistance during the test, whether from peers, parents or tutors. Based on the feedback from participants, numerous recommendations are made to assist administrators, school administrators, and decision makers in enhancing future online assessment methods. In conclusion, it is perceived based on data analysis that no matter how preventative and punitive measures school leaders take, the first deterrent to academic misconduct is the culture of integrity and the extent people believe in the worth of this value
Investigation Into the Impact of Distance Learning on Secondary Students’ Digital Information Literacy Skills (DIL) in Selected Private Schools in Dubai, UAE
No full textEducation interruptions have affected the quality and methods of teaching and learning as technology has been further integrated into how students learn around the world through distance learning including the United Arab Emirates. The main purpose of the study is to investigate the impact of distance learning on secondary students’ digital information literacy (DIL) skills. This research has three objectives: (1) to investigate how secondary teachers and students practice the use of digital information literacy skills in distance learning; (2) to investigate secondary teachers’ and students’ perceptions of digital information literacy skills in distance learning; and (3) to investigate what demographic differences secondary students and teachers have regarding their use and perceptions of digital information literacy skills in distance learning. A concurrent mixed-method design was used to guide the process of the study. Teachers’ and students’ questionnaires, document analysis, and focus groups were used to collect data to achieve the aim and objectives of this research. The key findings of this study show that: (1) Students use DIL skills in distance learning; however, the skills are still at the basic level; (2) Distance learning has become essential to implement even during normal school days; and (3) Distance learning policies mainly focus on the teaching aspect, paying less attention to what DIL skills students have, how they use them, and how they can be promoted. This study has significant implications for students, teachers, and policymakers. It provides students with a clear understanding of DIL skills and how they can practice them effectively in distance learning. It also helps teachers improve their knowledge and planning regarding DIL skills. Finally, the study draws policymakers' attention to the importance of reviewing distance learning evaluation framework and policies to enhance students' DIL skills further
The Role and Impact of Educational Leadership in Change Management to Improve the Quality of Education in a Private School in Dubai
No full textThe fast-paced nature of the world calls for constant change to evolve, especially in education, which leads to the crucial role of educational leadership in identifying aspects that need to be changed and developing concrete plans for them. This study aims to discover the role and impact of educational leadership and change management to improve the quality of education in a private school in Dubai using qualitative and quantitative data collection methods in addition to analysing six school inspection reports from two authorities. Results showed that educational leadership's role in change management drives outstanding academic performance according to the BSO and DSIB inspection reports, with the need to improve the theoretical aspect, and this role reached a high degree from teachers’ perspectives with no apparent differences in the averages of their responses according to the question variables. Furthermore, leaders’ perspectives on how to overcome change management challenges were effective, and the previous studies used have revealed some success factors for change management and uncovered certain gaps. This study provides theoretical and educational implications by demonstrating the positive impact of employing change management models in schools and specifying the role of educational leadership in change management to improve the quality of education. Furthermore, the research provides a social implication as it demonstrates the effectiveness of teamwork in improving education quality. This study enriches the theoretical growth of change management and its practice by Dubai’s school leaders, serving as a valuable resource for those seeking speedy growth through effective change management, where research in this area is limited. Additionally, this research combines three change management models, including Kotter, Lewin, and the ADKAR models
Norwegian teachers: competencies perceived as important for inclusive education
No full textThis study explored what teaching competencies teachers in Received 27 January 2022 Norwegian
Junior high and Senior high schools perceived as Accepted 2 August 2023
important to their teaching in inclusive education (IE) classrooms.
The participants (N-206) responded to a 15-item survey Perceived
KEYWORDS
Norway; inclusive education;
Competencies for Inclusive Teaching Scale focussed on teachers’ competencies
competencies, and one open-ended question about the resources that
will support effective teaching. The results were analysed using
descriptive statistics, t-tests, ANOVA and qualitative procedures. The
results showed that participants identified, among others,
competencies such as Modifying learning content to meet students’
different learning needs, Identifying special needs and Scaffolding
strategies as the most important. The key resources teachers
identified to enable implementation of IE included training in special
education, more time for teaching, more pedagogical discussions
sessions and school leadership. The implications for IE practice in
Norway are discussed in relation current arrangements in schools and
teacher training
Independent non-legal advocacy in the child protection context: A descriptive review of the literature
No full textObjective: To review the current literature on the use and value of independent non-legal advocacy
for parents in the context of child protection.
Method: A descriptive literature review was undertaken to identify, review, synthesize and unify
the available literature on independent non-legal advocacy for parents in a child protection
context. A systematic search resulted in 45 publications published between 2008 and 2021 being
included in the review. Each publication was then thematically analyzed.
Outcome: The role and context of different forms of independent non-legal advocacy are
described. This is followed by an overview of the three overarching themes identified through
thematic analysis - human rights, improving parenting and child protection practice and eco
nomic benefits.
Conclusions: The topic of independent non-legal advocacy in child protection settings is an
important, under-researched topic. The increasing number of positive outcomes noted in small
scale program evaluations suggests the role of independent non-legal advocate may hold signif
icant benefits for families, service systems and governments. Implications for service delivery
include enhanced social justice and human rights for parents and children