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Challenging the traditional idea of leadership in UAE schools

Challenging the traditional idea of leadership in UAE schools Purpose – This study aims to review the characteristics and practices of teacher leaders identified in recent literature and to investigate the impact of the professional learning process on teacher leadership development as it unfolded in two government schools. Design/methodology/approach – Using a longitudinal qualitative case study of two United Arab Emirates (UAE) government schools engaged in collaborative action research the study used focus group interviews, dialogue, observations, field notes and retrospective analysis to collect and analyze data and used an inductive process of identifying themes and key content areas. Findings – The study identified key issues that impacted the professional learning process and teacher leadership development in the schools. These included the sharing of leadership, school and cultural issues, shared motivation, formal and informal roles, content and pedagogical knowledge, critical reflection and interpersonal skills. The combination of these factors led to a cultural shift to collaboration as the “new normal”. Originality/value – Teacher leadership is an emerging field of study and is yet to be fully valued by educational leaders and teachers in the UAE context. This current study identifies a professional learning process that led to an important cultural shift from individual, isolated practice to collaborative and shared perspectives about teacher leadership and its impact on student learning. This results in a “new normal” in teacher leadership. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png On the Horizon Emerald Publishing

Challenging the traditional idea of leadership in UAE schools

Lauren Stephenson; Robin Dada; Barbara Harold
On the Horizon , Volume 20 (1): 10 – Jan 27, 2012
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References (26)

Publisher
Emerald Publishing
Copyright
Copyright © 2012 Emerald Group Publishing Limited. All rights reserved.
ISSN
1074-8121
DOI
10.1108/10748121211202071
Publisher site
See Article on Publisher Site

Abstract

Purpose – This study aims to review the characteristics and practices of teacher leaders identified in recent literature and to investigate the impact of the professional learning process on teacher leadership development as it unfolded in two government schools. Design/methodology/approach – Using a longitudinal qualitative case study of two United Arab Emirates (UAE) government schools engaged in collaborative action research the study used focus group interviews, dialogue, observations, field notes and retrospective analysis to collect and analyze data and used an inductive process of identifying themes and key content areas. Findings – The study identified key issues that impacted the professional learning process and teacher leadership development in the schools. These included the sharing of leadership, school and cultural issues, shared motivation, formal and informal roles, content and pedagogical knowledge, critical reflection and interpersonal skills. The combination of these factors led to a cultural shift to collaboration as the “new normal”. Originality/value – Teacher leadership is an emerging field of study and is yet to be fully valued by educational leaders and teachers in the UAE context. This current study identifies a professional learning process that led to an important cultural shift from individual, isolated practice to collaborative and shared perspectives about teacher leadership and its impact on student learning. This results in a “new normal” in teacher leadership.

Journal

On the Horizon – Emerald Publishing

Published: Jan 27, 2012

Keywords: Teacher leadership; Leadership development; Professional education; Schools; United Arab Emirates

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