1 Teacher Leadership and Educational Reforms in UAE

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2012. Syed Nadeem Abbas. This is a research/review paper, distributed under the terms of the Creative Commons Attribution-

Noncommercial 3.0 Unported License http://creativecommons.org/licenses/by-nc/3.0/), permitting all non-commercial use,distribution, and reproduction in any medium, provided the original work is properly cited.

Global Journal of Management and Business ResearchVolume 12 Issue 22 Version 1.0 Year 2012

Type: Double Blind Peer Reviewed International Research Journal

Publisher: Global Journals Inc. (USA)

Online ISSN: 2249-4588& Print ISSN: 0975-5853

Teacher Leadership and Educational Reforms in UAE

By Syed Nadeem Abbas

Mohammad Ali Jinnah University Islamabad

Abstract -

This paper is an attempt to highlight operational deficiencies in the execution of

educational reforms in UAE with relation to academic leadership. However, this study concluded

that UAE is not ready for the change of this magnitude because of its rigid culture.

GJMBR Classification : JEL Code : A29

TeacherLeadershipandEducationalReformsinUAE

Strictly as per the compliance and regulations of :


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Teacher Leadership and Educational Reforms in

UAE

Syed Nadeem Abbas

I. Introduction

eacher is a leader because; he has theresponsibility to change the perception of hisstudents in order to transform them into better

future citizens of a society. However, professors are the

II. Problem Statement and Methodology

III. Purpose of The Study

The fundamental purpose of this study is toprovide a firm theoretical base for a detailed futureempirical study that will quantify the impact of

IV. Literature Review

At the same time, teacher also posses the dutyto bless his students with confidence but, for theaccomplishment of this responsibility teacher should begiven job autonomy, so that he can plan his lecturesand other related activities in a meaningful way. It is

Author :Mohammad Ali Jinnah University Islamabad.

E-mail : [email protected]

believed by management scholars that leadership canonly be practiced in a decentralized chain of command.However, in Muslim countries, indigenous collectivistculture has made educational innovation a dream

because; parents want a preplanned future for theirchildren. In this fashion, hindering the teachers ability todifferentiate them in an international environment, wherecreativity is a premium skill, which is deliberatelyabolished by elders in Muslim countries.

Nevertheless, UAE educational ministry hastaken some notable steps recently in order to bringeducational industry of the country in accordance withinternational standards. However, UAE and other Muslimnations are far away from true educational developmentbecause, in these societies, individuals have not beenpermitted to achieve their personal goals, rather thanthey are supposed to follow the obsolete social

mechanism of collectivism thus, killing the creativity ofindividuals, so that they can be assimilated in thesociety.

In above-mentioned societies, teachers cannotinnovate with their teaching methodologies because ofrigid cultural aspects, which do not permit people tothink differently. Additionally, when people do thinkdifferently they are considered as mentally ill. So nobodylistens to them, due to this ruthless societal behaviorpeople fear from thinking differently, therefore creativityalways come from enlightened nations of west.

However, in developed nations, it is a well-

preserved tradition to train teachers in art of advancedleadership, so that they can exercise it during practicingtheir profession (Coombe, 2009). These institutions areproviding able teaching staff for world-renowneduniversities and institutions for number of centuries.Arab communities are turning towards educationalactivities and developed culture of collective learning inorder to build up their viable human capital ineducational sector for the future (Al-Taneiji, 2010).Nevertheless, these steps are proving ineffective interms of achieving their objectives due to a rigid macroculture of the Arab communities that is not ideallyconducive towards intellectual endeavors. Incompetent

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Abstract This paper is an attempt to highlight operationaldeficiencies in the execution of educational reforms in UAEwith relation to academic leadership. However this studyconcluded that UAE is not ready for the change of thismagnitude because of its rigid culture.

ones who have the most permanent impact on the livesof their students, pertaining to this fact teachers oftenhave to foresee the future demands of their respectivefields. So that they can train their students according tothe changing demands of the market therefore, it can beassumed that leadership is one of the prime duties of ateacher.

The cultural and contextual outlook of UAE doesnot provide an environment that is ideal for thepropagation of academic leadership because, teachingis considered as an inferior profession in Arab worldthus, preventing teachers from exercising leadership. In

this kind of scenario, million-dollar investment ineducational sector is a waste because; it will be unableto change the prehistoric mindset of Arabs towardseducation.

The major problem that this study wants toanalyze stems from the impact of introduction ofeducational reforms in UAE educational system uponthe due ability of teachers to demonstrate effectiveleadership. However, to analyze the problem, this paperwill review the existing literature on the topic and register

findings in coming stages.

educational reforms UAE on teachers capacity forleadership.


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capital of the nation (Larrabee & Morehead, 2010). In

the light of this observation, Arab nations are morecommitted towards wealth accumulation than strategicnational planning. Along with this, they are also loyal topreserve outdated way of life, which clearly does notbelong to the modern era of 21stcentury.

In addition to all else, nationalism is also playingits due role in restricting youth from educating in modernforms of knowledge because, this concept motivates thepeople of Arab to consider themselves as divine race,which causes a significant cultural hindrance in terms ofaccepting a foreigner as a teacher. Thus, freshknowledge is not pumping into the Arabian society.

On the other hand, religious outfit of Islam isbelieved to be against the education of females andmiddle class, which obstruct the mental growth of thesefundamental factions of Arab society (Kirk, 2009).Nevertheless, in reality Islamic teachings are explicitlysupportive towards education of Muslims. Therefore, it islogical to assume that modern Islamic scholars areincapable of understanding and translating Islamicteaching in accordance with the norms of 21stcentury.

Nonetheless, Arab countries neededucationists who should dedicate themselves towardstheir profession in order to develop massive intellectualbase for their countries. However, this objective cannot

be achieved without heightened emotional intelligence,so that professors can withstand raw hatred frommajority of the people around them (Gallagher, 2011).Therefore, training female staff in teaching is imperativefor the educational development of Arab statesbecause, females are used to handle hatred due to theirability to control their emotions effectively. On the otherhand, finding and training lefthanders in educatingothers is also very important because, researchconsiders these individuals with abnormal power ofcreativity and persuasion, which make them ideal tobecome effective leaders.

Another important facet of Arab nations is theirdying out middle economical class that is responsible to

execute the ideas of innovation (Khondker, 2011). But,the phenomenon of unequal distribution of wealthslimmed the middle class of these nations thus,depleting the ability to innovate in Arabians; therefore,they are importing human talent from other countries.

developing Emirates because; they have their personalagendas to fulfill. These individuals are working in giantoil companies that are extracting oil from Arab world for

considerable time. Thus, this observation implied the

presence of foreigner professionals that are leaning ontonatural resources of Arab. Thus, this paper foresaw theeconomical destruction of Arab because of unqualifiedlocal population.

In parallel, teacher educational programs arenot designed to empower them, but these are designedto make teachers realize their limitations, under this

perception, trainers subliminally attempt to discouragetheir student teachers with creativity because theyconsider them as a threat to their own positions (Aubrey& Coombe, 2010). This trend amplified another demon

Importantly, Arab culture is apparently notconducive for research because of, its lack of objectiveand logical thinking (Smith, 2012). Therefore, few vocalpeople are controlling the destiny of other ones. In thelight of this argument, it is suggested to introduce

research activities during early years of schooling inorder to foster evidence based thinking in youngsters.Along with this, local transformational leaders arerequired who can bring rapid and effective culturalchange. However, this process may take a considerabletime in achieving its objectives.

In addition, students are often expecting theirteachers to practice increased degree of leadershipthrough influencing their lives therefore; they usuallyhave an urge to develop personal relations with theirteachers. On the other hand, students feel betrayed byobserving human characteristics in their tutors because,pupils are often found considering their teachers

heavenly , through taking thisobservation into account, it is suggested that teachers

their students, so that the students can follow theirfootsteps during their practical life. Furthermore,changing the perception of education is a daunting taskdespite substantial investment because; financialsources can only provide physical setting for training.But, a psychological side will be made available by

V. Research Question

The research question that this study intends toanswer is What is the long term relationship betweeneducational reforms in UAE with local teachers ability todemonstrate effective academic leadership?


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politicians rule Arab and other Muslim nations due tothis reason, they do not support intellectual growth of

their ruling, consequently devastating the intellectual

the nation because, they consider enlightened peopleas a threat to their reign therefore, suppressingeducated and open-minded people in order to save

However, these foreigners are not committed towards

of Arabian culture, which is professional jealousy thatinfluenced authoritative individuals to suppressing ableyoungsters in order to prolong their own career.

should provide viable and logical role model in front of

professionals. (Macpherson, Kachelhoffer, & Nemr,2007, therefore) It will be wise for the reform committeeto hire local and foreigner professionals for the training

of teaching staff in terms of leadership and other relatedconcepts because, in this way, the content of theprogram will appeal to both nationalists and modernists.The major characteristic of teachers professionalexcellence program, which will play a significant role insucceeding it, lies in persistence.


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At the same time, this reform initiative will besabotaged in its early stage because, authoritativeindividuals will consider it as a threat for their currentpositions thus, will abolish it on the first sign of trouble.

However, empowerment of teachers is aprerequisite of successfulness of these educationalreforms, which is unfortunately considered as an alienconcept in Muslim world, where (beg your pardon)losers are supposedly teach. Under this false perceptionof teaching profession, people do not respect teachers.This same phenomenon of hatred and humility will leadthe people of UAE towards protesting upon the idea of

empowering teachers. In this fashion, millions of dollarswill be lost and as a result, teachers will suffer loss ofconfidence, therefore experience a steep decline in jobperformance. Thus, this reform will be the cause of

VII. Recommendations

VIII. Conclusion

This paper viewed educational reforms in UAEin context of teacher leadership and concluded that thepace of educational change in UAE is too high thus; it isnot blessing the participants with an opportunity tocatch their breath therefore, this campaign issignificantly prone to the possibility of sabotagebecause, it did not take everybody on board beforeinitialization. In this way, people and the managerial staff

empowerment in order to save their authoritativepositions.

On the other, collectivist culture of UAE ishindering the capability of teaching staff in terms ofleadership because; they are expected to followestablished and traditional ways of teaching. Thus,

At the same time, Arabian culture is mainlynationalist in nature, due to this reason, people are notconducive towards accepting foreigners as teachers

Based on whole discussion, educationalinnovation in Arabian culture is a far cry because, of therigidness of Arabian mindset, which is an active causefor educational and technological incompetency in Arab.This trend can be observed through increasing

outsourcing of the critical functions in UAE to external

IX. Limitations

This paper however, cannot deploy rigorousresearch techniques in order to back up its assumptionsand findings. The major reasons for these deficiencies

developed this paper by basing it on the review ofcurrent literature, so that it can provide a viable base fora detailed empirical future study on the topic concerned.

References Rfrences

Referencias

1. Al-Taneiji, S. (2010). Professional LearningCommunities in the United Arab Emirates Schools:Realities and Obstacles. IJAES 6(1), pp.17-29.

2. Aubrey, J., & Coombe, C. (2010). The TESOL ArabiaConference and its Role in the ProfessionalDevelopment of Teachers at Institutions of HigherEducation in the United Arab Emirates. Academic

Leadership 8(3).3.

Administrators Views on Teacher Leadership: AMixed Methods Study. Educational Administration:Theory and Practice 18(2), pp. 191-223.

4. Coombe, C. (2009). Building a Teacher LeadershipAcademy. TESOL Arabia Perspectives 16(1), pp.38-39.



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VI. Findings

This papers findings are quite alarming for thefinancers of educational reform campaign because, thisresearch believes that UAE is not ready for a change ofthis magnitude because, it is not an educational changebut it is a cultural one therefore, government shoulddivide it into various steps.

creating more problems than it will help solve.

On the other hand, this paper is in favor ofsending capable and committed educationists onforeign training, so that they can align their skill set withinternational standards. In the second phase of theproject, these individuals should be given an opportunity

to share their knowledge and experience with otherprofessionals. This exercise will result in growingsupport for reforms because; foreign training not onlyfulfils psychological needs, but also takes care ofphysiological needs. Therefore, more people willbecome interested in this program. Thus, will provideinitial pool of individuals for which internationalconsultants can be invited for training. In this way,resistance to change can also be minimized. In the lightof above discussion, snails pace is required inconducting reforms in educational sector of UAEbecause of, locals virtually nonexistent interest in

education.

are not purely committed to the idea of teacher

rendering UAE as a place where teaching innovations

are highly unlikely.

therefore, fusion of new knowledge in the culture of Arabis proving quite a challenge for governmentalauthorities.

contractors. In this way UAEs local middle classvanished over the past few years because of thisreason, innovation in any field is highly unlikely in nearfuture. Pertaining to the above condition educationalleadership is a dream until and unless macro culture ofthe society can be transformed into individualistic one inorder to instate teachers as legitimate leaders. In short,unplanned execution of educational reforms will furtherlimit teachers ability to exercise academic leadership.

are lack of financial resources and time; therefore, I


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8. Larrabee, T., & Morehead, P. (2010). Volume 19,Number 2, Fall 2010 of Social Justice and TeacherLeadership: Addressing LGB Issues in TeacherEducation. Issues in Teacher Education 19(2),pp.37-52.

9. Macpherson, R., Kachelhoffer, P., & Nemr, M.(2007). The Radical Modernization of School andEducation System Leadership in the United ArabEmirates: Towards Indigenized and EducativeLeadership. ISEA 35(1), pp.60-77.

10. Smith, J. (2012). Leadership A High SchoolPerspective. leading from the middle, pp.50-55.


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5. Gallagher, K. (2011). Becoming and re-becoming ateacher in the Arabian Peninsula: Amals story ofhope. Teacher Development 15(2), pp.141-155.

6. Khondker, H. (2011). Many Roads to Modernizationin the Middle East. Soc 48, pp.304306.

7. Kirk, D. (2009). The Development of Higher

Education in the United Arab Emirates. TheEmirates Occasional Papers, pp. 1-57.

1 Teacher Leadership and Educational Reforms in UAE

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