Date of Defense
31-3-2026 1:00 PM
Location
Microsoft Teams
Document Type
Thesis Defense
Degree Name
Doctor of Philosophy in Leadership and Policy Studies in Education
College
CEDU
Department
Learning and Educational Leadership
First Advisor
Dr. Sultan Alsuwaidi
Keywords
Self-Determination Theory, Self-Leadership, Change Management, Competence, Autonomy, Relatedness, Educational Reform, UAE Public Schools.
Abstract
Education systems globally are experiencing ongoing reform due to globalization, rapid technological development, and increasing expectations for innovative and adaptable learning environments. Teachers are increasingly required to implement policy initiatives and be active leaders of change within schools. However, teachers’ ability to engage in change leadership and self-leadership is influenced by the psychological and relational conditions of their professional environments. Guided by Self-Determination Theory (SDT), this study investigates the association between teachers’ perceptions of competence, autonomy, and relatedness. It further examines how these perceptions relate to their capabilities in leading change and practicing self-leadership in government schools in Al Ain City, United Arab Emirates. A quantitative cross-sectional survey design was employed, targeting Cycle 2 and Cycle 3 teachers. Data was collected from 411 teachers through a structured questionnaire measuring psychological need satisfaction and leadership-related capabilities. Statistical analyses included descriptive statistics, Pearson correlation coefficients, multivariate analysis of variance (MANOVA), and hierarchical multiple regression. Results indicated that teachers reported generally high levels of competence, autonomy, and relatedness. They reported strong perceived abilities in leading change and practicing self-leadership. Correlation analysis revealed significant positive relationships among all study variables, suggesting that greater satisfaction of psychological needs is associated with stronger leadership engagement. MANOVA findings showed no significant differences in these constructs based on gender, years of teaching experience, or school cycle. Educational qualification demonstrated a modest effect on competence and autonomy. Regression analyses confirmed that competence, autonomy, and relatedness significantly predicted teachers’ capabilities in leading change and self-leadership. This study contributes to the literature by extending SDT into a centralized educational context and highlighting the motivational foundations of teacher leadership in UAE government schools. The findings emphasize the importance of fostering autonomy-supportive leadership practices, strengthening collegial collaboration, and enhancing professional recognition to empower teachers as sustainable agents of educational change.
Included in
THE ASSOCIATION BETWEEN SCHOOL TEACHERS’ COMPETENCE, AUTONOMY, AND RELATEDNESS AND THEIR CAPABILITIES IN LEADING CHANGE AND SELF-LEADERSHIP IN AL AIN CITY GOVERNMENT SCHOOL
Microsoft Teams
Education systems globally are experiencing ongoing reform due to globalization, rapid technological development, and increasing expectations for innovative and adaptable learning environments. Teachers are increasingly required to implement policy initiatives and be active leaders of change within schools. However, teachers’ ability to engage in change leadership and self-leadership is influenced by the psychological and relational conditions of their professional environments. Guided by Self-Determination Theory (SDT), this study investigates the association between teachers’ perceptions of competence, autonomy, and relatedness. It further examines how these perceptions relate to their capabilities in leading change and practicing self-leadership in government schools in Al Ain City, United Arab Emirates. A quantitative cross-sectional survey design was employed, targeting Cycle 2 and Cycle 3 teachers. Data was collected from 411 teachers through a structured questionnaire measuring psychological need satisfaction and leadership-related capabilities. Statistical analyses included descriptive statistics, Pearson correlation coefficients, multivariate analysis of variance (MANOVA), and hierarchical multiple regression. Results indicated that teachers reported generally high levels of competence, autonomy, and relatedness. They reported strong perceived abilities in leading change and practicing self-leadership. Correlation analysis revealed significant positive relationships among all study variables, suggesting that greater satisfaction of psychological needs is associated with stronger leadership engagement. MANOVA findings showed no significant differences in these constructs based on gender, years of teaching experience, or school cycle. Educational qualification demonstrated a modest effect on competence and autonomy. Regression analyses confirmed that competence, autonomy, and relatedness significantly predicted teachers’ capabilities in leading change and self-leadership. This study contributes to the literature by extending SDT into a centralized educational context and highlighting the motivational foundations of teacher leadership in UAE government schools. The findings emphasize the importance of fostering autonomy-supportive leadership practices, strengthening collegial collaboration, and enhancing professional recognition to empower teachers as sustainable agents of educational change.