The Ministry of Education in Abu Dhabi launched an extensive reform initiative developed by the Abu Dhabi Education Council (ADEC) in partnership with international operators. The reform has introduced innovative teaching methodologies, modern books, a new curriculum and the use of English as a medium of instruction (EMI) in mathematics and science classes. The research carried out for this thesis investigated 11 Emirati female teachers. The data was collected from interviews and several informal observations carried out in a public middle school in a town outside Abu Dhabi city, UAE. The rationale for this study is to critically investigate the effects that rapid reform is having on the performance of the female teachers in the classroom and the impact of this speedy reform on their professional and personal lives so as to highlight differences between reform theory and practice. This study is significant because few studies on female teachers in a Gulf educational reform environment have been undertaken and it is essential to uncover the foreign and non-egalitarian nature of the reform programme. Therefore, the study’s aims are to highlight teacher perspectives and teacher marginalization, EMI and consider whether the reform is being implemented successfully at the classroom level. Of course, an important aim of this critical study has also been to raise the consciousness of those participating in the reform. This study has revealed mostly negative perceptions regarding the Abu Dhabi education reform programme, in particular with teachers’ perceptions of the work environment and the new pedagogy. It has also disclosed several instances of teacher marginalization as the result of a top-down reform and has exposed a prevailing sentiment of teacher disempowerment because of the presence of foreigners operating in the country. Teacher perceptions regarding EMI have been numerous in particular with cultural issues relating to the use of EMI in mathematics and science classes. Surprisingly, the study revealed a few unexpected positive findings with certain aspects of reform.

The aim of the study was to investigate the impact of expatriate school leaders in the education system of the United Arab Emirates (UAE). This study was motivated by a concern regarding the short-term entry of expatriates into the UAE education system, thereby questioning their overall impact in the UAE educational reform. The literature reviews focused on mentoring and leadership within education, and how these related to the UAE educational reform in particular. The empirical investigation used a qualitative, ethnographical case study design. The situated learning theory and the social constructivist theory were used as conceptual frameworks for the study. Purposive and convenient sampling was employed to select five indigenous and five expatriate school leaders as participants for this study. Qualitative data collection was preceded by a pilot study in which an indigenous and an expatriate school leaders were informally interviewed. Individual interviews were thereafter conducted whereby participants were interviewed over a two-week period. The interviews were followed by focus group sessions that were gender specific. Notes were kept and all observations were documented throughout the study. Findings were that, according to the participants’ views, expatriate school leaders seemed to make little impact on current UAE education reform. Their impact was inhibited by dubious motives of many expatriate school leaders working in the UAE; cultural and religious barriers between expatriate and indigenous school leaders; language as a barrier; lack of role modelling; continuous changes in the UAE education system; poor attitudes of some indigenous school leaders; resistance to change; lack of sustainability and poor communication between school leaders and policy makers. Recommendations were provided to enhance the impact of expatriate school leaders within the UAE system. Firstly, expatriate impact could be enhanced through an intensive two-week induction programme and secondly, by means of a partnership development framework to improve the mentoring relationship between expatriate and indigenous school leaders. Ways to overcome the language barrier were also recommended. Additionally, the study provided recommendations for further research. / Educational Leadership and Management / D. Ed. (Education Management)

The aim of the study was to investigate the impact of expatriate school leaders in the education system of the United Arab Emirates (UAE). This study was motivated by a concern regarding the short-term entry of expatriates into the UAE education system, thereby questioning their overall impact in the UAE educational reform. The literature reviews focused on mentoring and leadership within education, and how these related to the UAE educational reform in particular. The empirical investigation used a qualitative, ethnographical case study design. The situated learning theory and the social constructivist theory were used as conceptual frameworks for the study. Purposive and convenient sampling was employed to select five indigenous and five expatriate school leaders as participants for this study. Qualitative data collection was preceded by a pilot study in which an indigenous and an expatriate school leaders were informally interviewed. Individual interviews were thereafter conducted whereby participants were interviewed over a two-week period. The interviews were followed by focus group sessions that were gender specific. Notes were kept and all observations were documented throughout the study. Findings were that, according to the participants’ views, expatriate school leaders seemed to make little impact on current UAE education reform. Their impact was inhibited by dubious motives of many expatriate school leaders working in the UAE; cultural and religious barriers between expatriate and indigenous school leaders; language as a barrier; lack of role modelling; continuous changes in the UAE education system; poor attitudes of some indigenous school leaders; resistance to change; lack of sustainability and poor communication between school leaders and policy makers. Recommendations were provided to enhance the impact of expatriate school leaders within the UAE system. Firstly, expatriate impact could be enhanced through an intensive two-week induction programme and secondly, by means of a partnership development framework to improve the mentoring relationship between expatriate and indigenous school leaders. Ways to overcome the language barrier were also recommended. Additionally, the study provided recommendations for further research. / Educational Leadership and Management / D. Ed. (Education Management)