The Impact of Educational Reforms on the Work of the School Principal in the United Arab Emirates

Abstract

Although much has been written about the complexity of educational change and reform elsewhere, the educational reform movement in the United Arab Emirates (UAE) is a relatively recent phenomenon with little systematic documentation as yet; educators are still searching for a clear understanding of their roles. However, it is clear that the leadership of the country is exerting great pressure for reform in schools and there is a sense of urgency about the need for largescale change. This article examines the impact of these reforms on the work of one school principal at this time of radical transformation. It begins with a brief review of some of the specific changes taking place in the emirate of Abu Dhabi including the introduction of a public private partnership model in public schools and a brief discussion of the role of school principals in the management of change. This is followed by a description of the study and the methodological design underpinning it. The findings of the study are presented and discussed and the article concludes with some recommendations for further research.

The research on educational leadership and management in the Arab world since the 1990s: A systematic review

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The Education-Industrial Complex: A Consideration of Power, Educational Institution and the Political Disengagement of Urban Secondary Students

“…W. Fischer & Rose, 2001;K. W. Fischer & Rose, 1998;Helfenbein, 2012;Ravitch, 2010;Thorne, 2011). Such practices are indicative of false consciousness for students and parents, while being a misrepresentation of optimal learning as well (J.…”

Participant Satisfaction With Professional Development in the Abu Dhabi School Model (Adsm)

“…Suggestions for improvement include: greater centralization of decision-making by ADEC, intensive ongoing language and pedagogy PD for teachers and leaders, establishment of career pathways, and a greater focus on research as a part of the reform effort (Thorne, 2011 The Tamkeen project is the focus of Al Taneiji's qualitative phenomenological study of teacher perceptions regarding their experience in the professional development program. The seven Cycle 1 and 2 teachers interviewed reported that the PD content addressed their needs and the needs of the school, a variety of training formats were offered, and that they preferred the use of internal trainers (including school leadership) more than direct delivery from the PD provider.…”