Date of Award

6-2012

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Educational Leadership

First Advisor

Dr. Ali Ibrahim

Second Advisor

Dr. Ali Al Kaabi

Third Advisor

Dr. Mohamad AI Hosani

Abstract

This study aimed to identify school leadership patterns and their relationship to the academic achievement of secondary school students in four Northern Emirates in the UAE as perceived by the teachers. The study was guided by four research questions and used the quantitative research method. Data for this study were collected through a questionnaire divided into four sections. The first section included demographic information of participants. The second was the Multifactor Leadership Questionnaire (MLQ) in its most recent version, which measures passive, transactional, and transformational leadership. The third consisted of ten statements that assessed instructional leadership. The last section comprised two restricted-choice questions. The questionnaire was sent to 24 secondary schools in Fujairah, Ras Al Khaimah, Sharjah and Sharjah Office District and was completed by 522 male and female teachers. The means and standard deviations were used to describe the four style of leadership. Then, Statistical analysis were used to find out whether principal leadership style differed according to principal gender and/or school district. The means and standard deviation were used to answer the last two research questions: to identify the school principal pattern of leadership which could affect the academic achievements of students. The results of the study showed that the passive and avoidant leadership styles were not practiced in the schools of the four districts while three other leadership styles (transactional, transformational and instructional) were practiced to a high degree. The study found that the instructional leadership style appeared to be practiced extensively in Fujairah district and by female principals. The fourth conclusion reached was that teachers felt that there was a strong relationship between the leadership style or pattern and student academic achievements; they perceived that the instructional leadership style leads to higher achievement of students.

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