| dc.description.abstract | The issue of teachers’ participation in decision-making has recently gained interest as various studies were conducted in different parts of the world and contributed to the literature (Somech, 2010; Cheng, 2008; Sagvandy and Omidian 2015; Mehat, 2015; Lau, 2004; Anderson, 2002; Ho, 20010; and Lin, 2014). It has also been researched in the Gulf area, where this study was conducted. Research about assessment (Troudi et al., 2009; Dammak, 2017), curriculum (Mullik, 2013; Troudi and Alwan, 2010) and professional development (Badri et al,. 2016; Al Taneiji, 2014) have addressed teachers’ participation in decision-making in a segmented way. This study is significant as it addresses the three areas of teachers’ participation together in one study.
The main aim of this thesis is to explore the nature of teachers’ participation in assessment, curriculum development and professional development activities in one of the educational institutions in the UAE. An exploratory methodology was used. Interviews and questionnaires were used sequentially to gather data from English language teachers.
The findings of the study show that teachers’ participation in the three areas of assessment, curriculum and professional development activities is limited and unsystematic. The study indicates that most teachers are decisionally deprived and that their desire to participate in decision-making exceeds their actual participation. The findings also reveal the absence of a professional environment and the dominance of a top-down approach to decision-making.
The undesirable condition of decisional deprivation, the absence of a professional environment and the dominance of a top-down approach to decision-making created a feeling of dissatisfaction among teachers.
The need for professional environment, systematic participation and partnership were the implications of this study. The thesis concludes with recommendations for future research. | en_GB |
