Date of Defense
23-6-2026 11:00 AM
Location
Room: H1-0055
Document Type
Dissertation Defense
Degree Name
Doctor of Philosophy (PhD)
College
College of Education
Department
Educational Leadership
First Advisor
Mohamed Al Hosani
Keywords
Instructional Leadership, School Management, Educational Leadership in the UAE
Abstract
School principals in the United Arab Emirates (UAE) face increasing pressure to serve simultaneously as instructional leaders, guiding curriculum innovation, mentoring teachers, and fostering professional growth and as operational managers responsible for budgeting, staffing, and daily administration. While global and regional research has highlighted this duality, a gap persists in understanding how UAE principals themselves perceive and navigate these competing demands. This qualitative collective case study purposively sampled 12 principals from private and international schools. Data were collected through semistructured interviews, a focus group with seven middle leaders, and documentary review. Using reflexive thematic analysis, the study provides in-depth insights into principals' adaptive strategies, the contextual enablers that supported role balance, and the challenges that constrained sustained instructional focus. The findings culminated in three original theoretical contributions—compressed distribution, defiant efficacy, and adaptive slack—alongside context-specific recommendations for policy, professional development, and resource allocation aimed at strengthening school leadership capacity in the UAE.
Included in
Balancing Dual Roles: Instructional Leadership and Daily Management Among School Principals in the United Arab Emirates
Room: H1-0055
School principals in the United Arab Emirates (UAE) face increasing pressure to serve simultaneously as instructional leaders, guiding curriculum innovation, mentoring teachers, and fostering professional growth and as operational managers responsible for budgeting, staffing, and daily administration. While global and regional research has highlighted this duality, a gap persists in understanding how UAE principals themselves perceive and navigate these competing demands. This qualitative collective case study purposively sampled 12 principals from private and international schools. Data were collected through semistructured interviews, a focus group with seven middle leaders, and documentary review. Using reflexive thematic analysis, the study provides in-depth insights into principals' adaptive strategies, the contextual enablers that supported role balance, and the challenges that constrained sustained instructional focus. The findings culminated in three original theoretical contributions—compressed distribution, defiant efficacy, and adaptive slack—alongside context-specific recommendations for policy, professional development, and resource allocation aimed at strengthening school leadership capacity in the UAE.