UNIVERSITY OF CALGARY Perceptions of School Leadership in the United Arab Emirates (UAE) by David Litz A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION FACULTY OF EDUCATION CALGARY, ALBERTA MARCH, 2014 © David Litz 2014 Abstract There are increasing pressures in schools in the United Arab Emirates (UAE) to enact change, and the academic literature has shown that transformational leadership is positively associated with school leaders’ effectiveness at implementing reforms. The purpose of this study was to determine the degree to which school principals in the UAE practice transformational leadership to bring about change and innovation within this Middle Eastern educational context, as well as to investigate teachers’ and principals’ overall acceptance of this type of leadership in this country. The research design was a mixed-method approach that was underpinned by the pragmatic paradigm. The methods that were utilized in this study involved an initial questionnaire that was administered to teachers and principals in addition to detailed follow-up interviews conducted by the researcher. 130 participants were involved in the survey while four principals and 12 teachers participated in the semi-structured interviews. The findings indicated that principals believe they were practicing high levels of transformational leadership, but the majority of the teachers disagreed with that assessment. This trend emerged from all the components of the transformational leadership model that was utilized in the study: challenging the process, inspiring a shared vision, enabling others to act, modelling the way, and encouraging the heart. When the results were analysed within the context of Hofstede’s cultural models, it appeared that the differences in opinions between principals and teachers would be a natural extension of cultural differences between the largely Islamic population and a more Western orientation of the transformational leadership paradigm adopted by the Emirati (Arab) principals. This realization suggested that transformational leadership could still be a success in Arab ii nations such as the UAE, but modification of that model was suggested; a proposed model, the ‘Modified Transformational Model’, is provided. Although transactional leadership is still prevalent in the UAE, adopting the recommendation that change be directed gradually, including adding more education and training about the concepts of professionalism and leadership, as well as expanding the research base and conducting more cross-cultural studies, should assist in ensuring the successful adoption of transformational leadership in Arab and Islamic nations, to great import. iii Acknowledgements I would like to thank my supervisor, Dr. Shelleyann Scott, for her tireless support, advice, and assistance throughout this entire process. I would like to extend my thanks to the teachers and principals who took time off from their busy schedules to complete the survey, and participate in the interviews. I would like to thank my late grandfather, Keith Young, as well as my mother, Dr. Sharon Litz, for their considerable financial support of my entire doctoral programme. This endeavor would not have been possible without their generosity. iv Dedication This thesis is dedicated to Allison and Penelope, for the time patience, and emotional support they have given over several years in order to help me complete this research. I cannot thank you enough. v Table of Contents Abstract ....................................................................................................................... ii Acknowledgements ...................................................................................................... iv Dedication ...................................................................................................................... v List of Figures and Illustrations ................................................................................... xii Chapter 1: Overview of the Study ................................................................................. 1 1.1 Introduction ............................................................................................ 1 1.2 Background of Educational Reforms in the UAE .................................. 2 1.2.1 Reform Strategies ........................................................................ 3 1.2.2 Current Programs of Reform ....................................................... 4 1.3 Rationale for the Study ........................................................................... 6 1.4 Conceptual Framework .......................................................................... 9 1.4.1 Transformational Leadership ..................................................... 10 1.4.2 Change Theory .......................................................................... 12 1.4.3 Stakeholders’ Perspectives ........................................................ 13 1.4.4 Cross-cultural Considerations ................................................... 15 1.5 Problem Statement ............................................................................... 19 1.6 Research Questions .............................................................................. 20 1.6.1 Overarching Question ................................................................ 20 1.6.2 Supporting Questions ................................................................ 20 1.7 Significance of the Study ..................................................................... 21 1.8 Definition of Terms .............................................................................. 22 1.9 Assumptions ......................................................................................... 23 1.10 Delimitations ...................................................................................... 24 1.11 Organization of the Study .................................................................. 24 1.12 Summary of the Introduction to the Study ......................................... 25 Chapter 2: Literature Review ...................................................................................... 26 2.1 Introduction .......................................................................................... 26 2.2 Emerging Leadership Theories ............................................................ 27 2.2.1 Transactional Leadership ........................................................... 29 2.2.2 Instructional Leadership ............................................................ 31 2.2.3 Authentic Leadership ................................................................. 35 2.2.4 Servant Leadership .................................................................... 39 2.2.5 Distributed Leadership .............................................................. 42 2.2.6 Complexity Leadership ............................................................. 45 2.3 Change Theory ..................................................................................... 46 2.3.1 Models of Organizational Change ............................................. 46 2.3.2 Organizational Metaphors and the Change Process .................. 47 2.3.3 Organizational Change: It’s Impact on Individuals ................... 49 2.3.4 The role of Leaders in the Change Process ............................... 51 2.4 Transformational Leadership in Business ............................................ 53 2.5 Transformational Leadership in Education .......................................... 60 2.5.1 Bridging Concepts from Business to Education ........................ 60 2.5.2 Leadership that Fosters Learning .............................................. 61 2.5.3 Empirical Evidence ................................................................... 62 vi 2.5.4 Perceptions of Leaders .............................................................. 63 2.5.5 Impact on Psychological States ................................................. 63 2.5.6 School Improvement Efforts ..................................................... 64 2.6 Critique of Transformational Leadership in Education ........................ 67 2.6.1 Feedback Loops ......................................................................... 68 2.6.2 Failure to Discern Categories of Tasks...................................... 68 2.6.3 Lack of Empirical Status ........................................................... 69 2.6.4 Negative Connotations of Transformational Leadership .......... 69 2.6.5 Transformational leadership as Part of a Balanced Approach .. 70 2.6.6 Not a Distinct Form of Leadership ............................................ 70 2.7 Cross-cultural Aspects of Leadership................................................... 71 2.7.1 Power Distance .......................................................................... 75 2.7.2 Uncertainty Avoidance .............................................................. 76 2.7.3 Individualism vs. Collectivism .................................................. 76 2.7.4 Masculinity vs. Femininity ........................................................ 77 2.7.5 Long Term Orientation .............................................................. 77 2.8 New Models for Cross-cultural Leadership ......................................... 77 2.8.1 Blunt .........................................................................................