Date of Defense
2-5-2025 9:00 AM
Location
H1, 2024
Document Type
Thesis Defense
Degree Name
Master of Education (Educational Leadership)
College
College of Education
Department
Foundations of Education
First Advisor
Dr. Ahmed Alkabi
Keywords
School Inspection Perception Framework (SIPF), Perceived Effectiveness School Inspections (PESI), Perceived Effectiveness of School Inspection Training (PESIT), Perceived Credibility of School Inspections (PCSI), Perceived Usefulness of School Inspection Feedback (PUSIF), United Arab Emirates (UAE).
Abstract
This research paper investigates public school teachers’ perceptions of the effectiveness of school inspections in the United Arab Emirates (UAE). Additionally, it examines the impact of teachers’ demographic factors on these perceptions. Data were collected using an online, structured, five-point Likert-scale survey distributed via email to teachers in UAE public schools by the Emirates Schools Establishment (ESE). A total of 218 teachers across the UAE participated in this study. The research focused on four key domains within the School Inspection Perception Framework (SIPF): Perceived Effectiveness of School Inspections (PESI), Perceived Effectiveness of School Inspection Training (PESIT), Perceived Credibility of School Inspections (PCSI), and Perceived Usefulness of School Inspection Feedback (PUSIF). The collected data were analyzed using various statistical methods, including descriptive statistics, reliability analysis, normality tests, independent-samples t-tests, analysis of variance (ANOVA), and post hoc tests. Findings indicate that teachers perceive the school inspection process as effective, credible, and beneficial for enhancing educational quality and professional development. However, the study found that gender and location significantly influence teachers’ perceptions of the school inspection framework. Specifically, female teachers and teachers in the emirate of Abu Dhabi reported more positive perceptions, particularly regarding the usefulness of inspection feedback and the credibility of inspectors. Other demographic factors, such as teachers’ qualifications, teaching positions, and years of teaching experience, did not significantly affect perceptions in the examined domains. Finally, the study identifies areas for improvement, including enhancing the clarity of school inspection criteria and increasing accessibility to school inspection training for teachers.
Included in
INVESTIGATING TEACHERS’ PERSPECTIVES ON THE PRACTICES OF PUBLIC-SCHOOL INSPECTIONS IN THE UNITED ARAB EMIRATES
H1, 2024
This research paper investigates public school teachers’ perceptions of the effectiveness of school inspections in the United Arab Emirates (UAE). Additionally, it examines the impact of teachers’ demographic factors on these perceptions. Data were collected using an online, structured, five-point Likert-scale survey distributed via email to teachers in UAE public schools by the Emirates Schools Establishment (ESE). A total of 218 teachers across the UAE participated in this study. The research focused on four key domains within the School Inspection Perception Framework (SIPF): Perceived Effectiveness of School Inspections (PESI), Perceived Effectiveness of School Inspection Training (PESIT), Perceived Credibility of School Inspections (PCSI), and Perceived Usefulness of School Inspection Feedback (PUSIF). The collected data were analyzed using various statistical methods, including descriptive statistics, reliability analysis, normality tests, independent-samples t-tests, analysis of variance (ANOVA), and post hoc tests. Findings indicate that teachers perceive the school inspection process as effective, credible, and beneficial for enhancing educational quality and professional development. However, the study found that gender and location significantly influence teachers’ perceptions of the school inspection framework. Specifically, female teachers and teachers in the emirate of Abu Dhabi reported more positive perceptions, particularly regarding the usefulness of inspection feedback and the credibility of inspectors. Other demographic factors, such as teachers’ qualifications, teaching positions, and years of teaching experience, did not significantly affect perceptions in the examined domains. Finally, the study identifies areas for improvement, including enhancing the clarity of school inspection criteria and increasing accessibility to school inspection training for teachers.