Assessing Leadership Styles in Sharjah’s Multicultural For-Profit Schools: Challenges and Opportunities
Globally, educational leadership is evolving to meet the demands of diverse and market-driven school environments. Multicultural for-profit schools are particularly challenging in that they require flexible and context-sensitive approaches. Sharjah private for-profit schools’ settings are multicultu...
محفوظ في:
| المؤلف الرئيسي: | |
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| منشور في: |
2025
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://bspace.buid.ac.ae/handle/1234/3395 |
| الوسوم: |
إضافة وسم
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| الملخص: | Globally, educational leadership is evolving to meet the demands of diverse and market-driven school environments. Multicultural for-profit schools are particularly challenging in that they require flexible and context-sensitive approaches. Sharjah private for-profit schools’ settings are multicultural where students and teachers come from diverse backgrounds. Leading in such settings is both rewarding and challenging, demanding a careful balance between delivering high-quality education to meet the diverse needs as well as meet business expectations. This study aims to explore the educational leadership styles most practiced in Sharjah’s multicultural for-profit schools, identify the key challenges faced by school leaders, and examine the opportunities available to improve leadership practices. Using an integrative literature review approach and document analysis, a total of 20 relevant documents including book chapters, dissertations, peer-reviewed articles, and policy documents from the UAE context and beyond were identified, reviewed and synthesized. The findings reveal that transformational, transactional, and distributed leadership styles are most common, with leaders often combining these styles to address the diverse needs of their schools. School leaders navigate complex cultural diversity, regulatory constraints, business requirements, and the intense competition between private schools. However, the literature also identifies opportunities for improvement, such as investing in professional development focused on cultural competence, empowering middle leaders and using technology. The study concludes that school leaders in Sharjah must remain adaptable, empathetic, and committed to ethical and inclusive practices to effectively lead in multicultural environments. |
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