Towards decentralized management in United Arab Emirate (UAE) schools

Al-Taneiji, Shaikah; McLeod, Lorraine

doi:10.1080/09243450802246384

Cited by 13 publications

(8 citation statements)

References 19 publications

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“…Similarly, based on interviews with six principals and on focus groups with teachers from the United Arab Emirates (UAE), Al-Taneiji and McLeod (2008) found that the interviewees believed that decentralisation is incompatible for implementation in their country. Most commented about the control and power at the time of the study held by local education authorities, expressed by the limited authority given to principals in areas of teacher selection, teacher turnover and instructional issues.…”

Section: Theme 1: Models and Styles Of Educational Leadershipmentioning

confidence: 99%

“…Four articles explored educational leaders' (and others') perceptions of local reforms initiated by the government and forced on schools. Thus, following the announcement of the MOE in the Educational leadership in the Arab world 291 UAE to move from a centralised educational system to decentralisation of some sphere of responsibilities to the local schools, Al-Taneiji and McLeod (2008) interviewed six principals and five teachers in focus groups to glean their perceptions of this reform. Some participants felt that the decentralisation itself was 'flawed for implementation in the UAE ' (p. 283).…”

Section: Theme 2: Reforms Changes and Educational Leadership And Manmentioning

confidence: 99%

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

Oplatka

Arar

2017

Review of Education

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As most of the scholarship about educational leadership and management refers to developed countries, our aim in this review is to systematically collect, document, scrutinise and critically analyse at time of writing date research on educational leadership in Arab countries and to identify the key strengths and weaknesses in the research literature. Based on a systematic review of 48 articles, it was found that the vast majority of research on Arab educational leadership focused on either identifying patterns of leadership styles and orientations and the barriers faced by educational leaders in applying some of the leadership models originated in Western scholarship, or on exploring and examining leaders’ managerial perceptions and practices both in times of routine and reforms. Our analysis identified several theoretical, conceptual and methodological limitations contributing to and, in many cases, impeding researchers’ ability to predict or explain the nature of Arab educational leadership.

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Section: Theme 1: Models and Styles Of Educational Leadershipmentioning

confidence: 99%

Section: Theme 2: Reforms Changes and Educational Leadership And Manmentioning

confidence: 99%

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

Oplatka

Arar

2017

Review of Education

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“…Such decentralization is considered a way to achieve a number of Tatweer reforms and keep up with the developed world. Decentralized school districts have been implemented in a number of countries (Taneiji & McLeod, 2008), and E. Mark Hanson (2000) found that "virtually every country in North, Central, and South America has some type of educational decentralization reform underway currently" (p. 1). Nearly all East Asian countries are introducing some form of educational decentralization as well (Leung, 2004).…”

Section: Introductionmentioning

confidence: 99%

Educational Decentralization Efforts in a Centralized Country: Saudi Tatweer Principal Perceptions of New Authorities Granted

Meemar

Poppink

Palmer

2018

IJEPL

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This study captured the perspectives of school principals in Saudi Arabia regarding the new authorizes granted to them as part of their country’s education decentralization efforts. Specifically, this study explored these principals’ perceived ability to implement the new authorities, levels of support, effectiveness, and additional desired authorities. This study provided an opportunity to analyze the early efforts of a country with a very centralized educational system to implement more significant decentralization efforts.A total of 173 Tatweer school principals completed an online survey, and findings suggest these Saudi principals perceived limited ability, low to moderate support in implementing the new authorities, and only slight agreement that the authorities were likely to achieve desired outcomes. Multiple regression analysis revealed that beliefs on the effectiveness of the authorities at achieving MOE outcomes were predicted by perceived ability to implement administrative authorities, perceived support to implement technical authorities, and years of experience.

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“…It is also important to consider the perceptions of head teachers and teachers about any planned changes for school reform, if they wish to implement it effectively [27], where it did not happen with Tatweer Project.…”

Section: Resultsmentioning

confidence: 99%

Educational Reform in the Kingdom of Saudi Arabia: Tatweer Schools as a Unit of Development

Alyami¹

2014

LICEJ

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Towards decentralized management in United Arab Emirate (UAE) schools

Cited by 13 publications

References 19 publications

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

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

Educational Decentralization Efforts in a Centralized Country: Saudi Tatweer Principal Perceptions of New Authorities Granted

Educational Reform in the Kingdom of Saudi Arabia: Tatweer Schools as a Unit of Development

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