Enhancing Students’ Learning in the UAE: School Leaders’ Roles

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The United Arab Emirates encompasses one of the few Middle Eastern territories with advanced technology and developments. Their education system illustrates the school leaders’ capacity to enhance student learning via various techniques unique to the region while others are similar to global roles. In this instance, school leaders use strategic, financial, and operational responsibility to improve education quality (UNESCO, 2016). These institutions can employ more qualified teachers responsible for their students’ learning progress. They also have an adequate budget that integrates modern teaching tools to ensure the students do not lag behind their counterparts in other parts of the globe (Kamal, 2018). The UAE also has a high mobility ratio; many students can discern how other nations educate their people and the variations with the UAE teaching model (Kamal, 2018). School leaders promote exchange programs to boost educational capacity and promote students’ learning in contemporary fields.

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School leaders also develop improvement plans based on a proper understanding of classroom and data observation using delegative leadership (USC Price, 2018). Teachers should constantly monitor students’ progress to determine if the methods used to teach them are effective. This assessment requires constant testing of academic and integration capacity. In this instance, students illustrate their knowledge and application in real-life scenarios (Day & Sammons, n.d.). UAE school leaders promote this form of learning as it promotes academic excellence and students who can work optimally in the economy once they complete their studies. Leaders also determine if teachers provide excellent lessons based on classroom attendance and students’ progress over time. They are assessed regularly to gauge whether their students gain from these lessons.

Furthermore, school leaders develop competitive environment to boost student performance. Learners compete with their classmates for top positions in different subjects. They are incentivized to work together and help each other gain high grades and attain prizes at the end of a school term (Kamal, 2018). The Emirates also illustrate good school leadership as the focus does not gravitate towards academic grades but also includes other aspects of society such as good behavior and high achievement standards (Kamal, 2018). By providing an overarching prize-based system, students discern that working hard in different areas of their lives is rewarding and promotes personal and professional growth.

The UAE indicates similarities with other nations around the globe by exhibiting a staff performance management system. These systems include integrating target settings and personal development plans. Teachers and learners benefit from the system as they have set goals to achieve each subsequent term. These goals are linked to their individual plans, prompting them to work hard to achieve the targets as they are positively related to their personal goals.

Additionally, it is vital to consider the UAE and other nations’ inclinations towards developing a system that promotes staff development. All nations prefer staff that feels valued and realizes they are responsible for the schools’ success. As earlier stated, teachers are given incentives to recognize their contribution to students’ high performance. School leaders also use activities such as trips and sports activities to promote a sense of identity in individuals working and learning in the institution. In such a situation, students and teachers develop a positive rapport and have less friction in the classroom. They also have room to work together, as in the case of sports, enabling them to form better academic groups that help each member of the team exhibit increased performance. Students learn that while competing for top positions in their classes, they should also help one another grow, a key component of real-life situations as people rarely work alone.

References

Day, C., & Sammons, P. (n.d.). Successful school leadership. The University of Nottingham, 1–72.

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Kamal, K. (2018). Education in the United Arab Emirates. WENR. Web.

UNESCO. (2016). Leading better learning: School leadership and quality in the Education 2030 agenda (pp. 1–223).

USC Price. (2018). Delegative leadership style: Be unstoppable with effective delegation. USC Price. Web.

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ChalkyPapers. (2022, November 20). Enhancing Students' Learning in the UAE: School Leaders' Roles. Retrieved from https://chalkypapers.com/enhancing-students-learning-in-the-uae-school-leaders-roles/

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ChalkyPapers. (2022, November 20). Enhancing Students' Learning in the UAE: School Leaders' Roles. https://chalkypapers.com/enhancing-students-learning-in-the-uae-school-leaders-roles/

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"Enhancing Students' Learning in the UAE: School Leaders' Roles." ChalkyPapers, 20 Nov. 2022, chalkypapers.com/enhancing-students-learning-in-the-uae-school-leaders-roles/.

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ChalkyPapers. (2022) 'Enhancing Students' Learning in the UAE: School Leaders' Roles'. 20 November.

References

ChalkyPapers. 2022. "Enhancing Students' Learning in the UAE: School Leaders' Roles." November 20, 2022. https://chalkypapers.com/enhancing-students-learning-in-the-uae-school-leaders-roles/.

1. ChalkyPapers. "Enhancing Students' Learning in the UAE: School Leaders' Roles." November 20, 2022. https://chalkypapers.com/enhancing-students-learning-in-the-uae-school-leaders-roles/.


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ChalkyPapers. "Enhancing Students' Learning in the UAE: School Leaders' Roles." November 20, 2022. https://chalkypapers.com/enhancing-students-learning-in-the-uae-school-leaders-roles/.