Empowering Educational Leadership: Examining Self-Management of School Leaders and its Impact on Teachers' Participation in Decision-Making within the United Arab Emirates (UAE)

Abstract

This study aims to examine the self -management of school leaders and its impact on the participation of teachers in decision -making within the leadership patterns in the United Arab Emirates in educational places and their impact on the participation of teachers, with a focus on schools throughout the United Arab Emirates (UAE). The primary goal is to investigate how the distinguished leadership approach affects the levels of teachers, the study community is one of the teachers and school leaders is different educational backgrounds and levels within the educational system in the United Arab Emirates. A sample was randomly chosen from 600 teachers in this study, which represents a cross section of teaching specialists from various schools throughout the United Arab Emirates. The sample aims to capture a comprehensive view of the education sector, taking into account teaching, classes and variable school types. The results were the search for a great relationship between driving patterns and teachers' participation. It should be noted that the transformational driving has shown a noticeable positive impact on enhancing teachers ’levels compared to other driving patterns such as transactions or status. Teachers who work under a transformative leadership framework have reported an increase in increased job satisfaction, increased motivation, and deeper adherence to their roles. These results, in turn, are manifested in improving students' performance and comprehensive school effectiveness. Moreover, the study highlighted the importance of participatory decisions -school driving processes. The schools where the teachers felt their activity in making decisions at higher levels of participation between teachers. This emphasizes the pivotal role of cooperative leadership in developing a supportive work environment that leads to the promotion of teachers' participation. The recommendations of educational institutions in the United Arab Emirates were adopting and implementing transformational leadership practices. Participatory decision operations makers are called to encourage leadership training with transformative principles. Moreover, the strengthening of open communication channels and cooperative structures between school leaders and teacher’s leaders is necessary in caring for a culture of motivation and participation. The integration of these recommendations in the educational framework of the United Arab Emirates schools can significantly contribute to creating a more supportive and attractive educational environment, which ultimately benefits teachers and students.