Leadership behaviour of public primary school principals in selected schools in the UAE.
This is primarily a study of the leadership behaviour of women principals in primary schools
in the UAE. Differences between principal's views of their own behaviour and teacher's
perceptions of the principals leadership behaviour were analysed. Data was collected
through a demographic Questionnaire and the use of the Leader Behaviour Descriptive
Questionnaire (LBDQ), Form XII. The sample consisted of 60 elementary school Principals
and 425 teachers. Women principals face problems peculiar to their situation as working
women in a deeply conservative society and this is put into the wider context of the
educational system within which they work.
The major findings and conclusions were that Principals perceived themselves as exhibiting
leadership behaviour, in most of the 12 leadership behaviour categories, more often than
their teaching staff. In particular Principals perceived their leadership behaviour to be
significantly higher than did their teachers in the areas of :
1. Demand Reconciliation
2. Initiating Structure,
3. Tolerance of Freedom,
4. Role Assumption,
5. Production Emphasis and
And lower than teachers in Predictive Accuracy. No significant differences existed in the
other 5 dimensions. Principals' leadership behaviour was perceived by teachers to be more
related to consideration of their staff, than to issues surrounding the initiating of structure in
the school. There were significant differences between non-trained and trained Principals in
leadership behaviour in the following areas :
1. Tolerance of Uncertainty and
2. Superior Orientation
No significant differences were found between teacher's perceptions of their principals'
behaviour regarding the demographic variables being investigation except for years of
experience. However, significant differences were perceived in principals' leadership
behaviour based on different school size, in terms of :
1. Persuasiveness and
Finally major recommendation and implication include:
1.The re-design of training programmes to improve principals'
technical, human relations and conceptual skills.
2.The Ministry of Education should consider upgrading the
criteria by which Principals are selected, and encourage higher
education to participate more actively in preparing school
Efforts to improve performance among the Principals starts with the recruitment, selection
and training of both teachers and administrators. It is also hoped that in the future Principals
and Administrators in schools will be given a greater role in the decision making process.