Collaborative Leadership in Action: Fostering Teacher Collaboration in Culturally Diverse Schools
DOI:
https://doi.org/10.33102/alazkiyaa175Keywords:
Collaborative leadership, teacher collaboration, principal, communicationAbstract
This study examines how principals’ leadership practices influence teacher collaboration in multicultural private schools in the city of Al Ain, United Arab Emirates (UAE). In culturally diverse educational settings, differences in communication styles, expectations, and professional backgrounds can affect teamwork and collaboration. This study adopts a qualitative multiple‑case study design to explore how leadership practices shape teacher collaboration processes. Data were collected through semi‑structured interviews with twenty teachers from five private schools offering different curricula. The findings reveal that leadership practices characterized by visibility, inclusivity, and participatory decision‑making promote trust, open communication, and professional engagement, which strengthen teacher collaboration. In contrast, leadership approaches that limit participation or rely on rigid hierarchical structures are associated with weaker communication and reduced collaboration. The study highlights the importance of culturally responsive and collaborative leadership in supporting effective teamwork in multicultural school environments. These findings provide practical insights for school leaders and policymakers seeking to enhance collaboration and improve professional practices in diverse educational contexts.
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