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Global research identifies school leadership as a critical factor in school success and effectiveness, especially in an educational reform environment with an ever-increasing number of schools working within public–private partnerships, a feature that characterises the United Arab Emirates. To aid leadership development and practices in a fast-moving education context and to underpin future empirical research, this scoping review of the literature from across three databases provides practitioners and policymakers with an understanding of school leadership for the public–private sector in the United Arab Emirates. Our search yielded 38 publications for analysis. Findings indicate that over the last 20 years, school leadership research in the United Arab Emirates has mainly focused on four themes: (1) context: leaders’ roles and school reform; (2) competency: hiring and professional development of school leaders; (3) characteristics: leadership styles and (4) capacity building: teacher leadership. We conclude with recommendations for research, including exploring cultural, relational, and compassionate school leadership through indigenous paradigms. We also provide recommendations for policy and practice, including the need to modify recruitment methods, equip school leaders to lead reform through advanced models of leadership to suit the collectivist United Arab Emirates culture, and align professional development with the professional standards.
Global research identifies school leadership as a critical factor in school success and effectiveness, especially in an educational reform environment with an ever-increasing number of schools working within public–private partnerships, a feature that characterises the United Arab Emirates. To aid leadership development and practices in a fast-moving education context and to underpin future empirical research, this scoping review of the literature from across three databases provides practitioners and policymakers with an understanding of school leadership for the public–private sector in the United Arab Emirates. Our search yielded 38 publications for analysis. Findings indicate that over the last 20 years, school leadership research in the United Arab Emirates has mainly focused on four themes: (1) context: leaders’ roles and school reform; (2) competency: hiring and professional development of school leaders; (3) characteristics: leadership styles and (4) capacity building: teacher leadership. We conclude with recommendations for research, including exploring cultural, relational, and compassionate school leadership through indigenous paradigms. We also provide recommendations for policy and practice, including the need to modify recruitment methods, equip school leaders to lead reform through advanced models of leadership to suit the collectivist United Arab Emirates culture, and align professional development with the professional standards.
Background This study explores the complex relationship between organizational politics, emotional intelligence and employee behavior in contemporary settings. Organizational politics, which is widespread in organizational settings, has a substantial impact on different aspects of employee behavior. Emotional Intelligence has become a vital factor in individuals' capacity to successfully traverse the complexities of an organization. This study consolidates current material to offer insights into the impact of organizational politics on employee behavior and the mediating role of emotional intelligence in this connection. Methods A survey was undertaken with a sample size of 500 employees hailing from several Information Technology (IT) and Information Technology Enabled Services (ITES) firms in the Dehradun (Uttarakhand) region. The study employed quantitative methodologies to investigate the correlations between Emotional Intelligence, Perceived Organizational Politics and Employee Behavior. The data were evaluated using Partial Least Squares Structural Equation Modelling (PLS-SEM) to examine the hypothesized correlations and mediation effects. Results The study identified substantial correlations between Emotional Intelligence, Perceived Organizational Politics, and Employee Behavior. Emotional Intelligence was discovered to have a positive impact on Behavioral Dynamics. Perceived Organizational Politics had a substantial influence on both Emotional Intelligence and Behavioral Dynamics. Factors such as Need for Power, Relationship Conflict, Resource Constraints, Role Conflict, and Workforce Diversity were discovered to have an impact on Perceived Organizational Politics. Conclusions The results confirm strong connections between organizational politics, emotional intelligence, and employee behavior, highlighting the significance of these concepts in comprehending employee behavior in organizational environments. The study proposes that enhancing employees' emotional intelligence can alleviate the adverse effects of organizational politics, resulting in enhanced behavioral dynamics. The study also addresses the limits, outlines potential areas for further research, and highlights the managerial implications. It suggests that firms should prioritize the development of emotional intelligence to cultivate a favorable work environment.
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