Understanding Early Childhood Education Leadership for Literacy Development in the United Arab Emirates

Jul 9, 2026

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The study applies the International Literacy Association’s literacy model to identify the leadership type needed to advance early childhood education (ECE) literacy development in the United Arab Emirates. Interviews with 15 ECE teachers examine leadership perspectives and efforts to build collaboration between teachers and parents. Findings indicate a preference for leaders’ strong relationship qualities and pedagogical support. Despite a more enabling environment, challenges persist in embracing diversity, unhealthy competition among teachers, and limited cooperation when parents disrupt teaching activities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

Introduction

Leadership in Educational Context

International Journal of Early Childhood (2025) 57:603–622 [https://doi.org/10.1007/s13158-024-00416-y](https://doi.org/10.1007/s13158-024-00416-y) ORIGINAL RESEARCH Understanding Early Childhood Education Leadership for Literacy Development in the United Arab Emirates Maxwell Peprah Opoku1 · Negmeldin Alsheikh2 · Ali Kemal Tekin3 · Ashraf Moustafa4 · Laurent Gabriel Ndijuye1 · Hala Elhoweris1,2,3,4 · Rachel Takriti1,2,3,4 Accepted: 16 December 2024 / Published online: 31 December 2024 © The Author(s), under exclusive licence to Springer Nature B.V. 2024 Abstract The International Literacy Association’s literacy model was used as a framework for exploring the leadership type required to advance literacy development in the United Arab Emirates, which is the process of developing structures to enhance ECE. In addition, ECE teachers (n = 15) were interviewed to understand their perspectives on leadership and efforts towards creating a conducive environment for collaboration between teachers and parents. The result showed that participants favoured good relationship qualities and pedagogical support from leaders. However, while a conducive environment has been developed, there are challenges pertaining to embracing diversity, unhealthy competition between teachers, and a lack of cooperation in the form of parents derailing teaching activities. The study concludes with the need for teacher educators to promote and inculcate human relationship development within ECE leaders’ training, and other study implications are also discussed. Keywords Literacy development · Leadership · Teachers · Parents · Diversity · Collaboration Résumé Le modèle d’alphabétisation de l’Association internationale pour l’alphabétisation aservi de cadre pour explorer le type de leadership nécessaire pour faire progresser ledéveloppement de l’alphabétisation aux Émirats arabes unis, c’est-à-dire le proces- * Laurent Gabriel Ndijuye [lgnd@uaeu.ac.ae](lgnd@uaeu.ac.ae) 1 College of Education, United Arab Emirates University, Al Ain, UAE 2 Department of Curriculum and Instructions, College of Education, United Arab Emirates University, Al Ain, UAE 3 Faculty of Education, Arts and Sports / Western Norway University of Applied Sciences, Bergen, Norway 4 Department of Giftedness and Special Education, College of Education, United Arab Emirates University, Al Ain, UAE sus d’élaboration de structures visant à renforcer l’éducation de la petite enfance. De plus, des enseignants d’EPE (n = 15) ont été interrogés pour comprendre leurs points de vue sur le leadership et les efforts visant à créer un environnement propice à la collaboration entre les enseignants et les parents. Le résultat a montré que les participants privilégiaient les bonnes qualités relationnelles et le soutien pédagogique des leaders. Cependant, bien qu’un environnement propice ait été créé, il existe des défis liés à l’acceptation de la diversité, à la concurrence malsaine entre les enseignants et au manque de coopération sous la forme de parents qui font dérailler les activités d’enseignement. L’étude se termine par la nécessité pour les formateursd’enseignants de promouvoir et d’inculquer le développement des relations humainesdans la formation des leaders de l’EPE, et d’autres implications de l’étude sont également discutées. Resumen El modelo de alfabetización de la Asociación Internacional de Alfabetización seutilizó como marco para explorar el tipo de liderazgo necesario para promover el desarrollo de la alfabetización en los Emiratos Árabes Unidos, que es el proceso dedesarrollo de estructuras para mejorar la educación de la primera infancia. Además, se entrevistó a maestros de ECE (n = 15) para comprender sus perspectivas sobre elliderazgo y los esfuerzos para crear un ambiente propicio para la colaboración entre maestros y padres. Los resultados mostraron que los participantes favorecieron las buenas cualidades de relación y el apoyo pedagógico de los líder

FAQs

What framework guides the study’s analysis of literacy leadership?

The study uses the International Literacy Association’s literacy model as a framework to explore the leadership type required to advance ECE literacy development in the United Arab Emirates.

How were ECE teachers’ perspectives collected and what group was involved?

Fifteen ECE teachers were interviewed to understand their views on leadership and on efforts to create an environment that supports collaboration between teachers and parents.

What leadership qualities did participants favor most?

Participants favored good relationship qualities and pedagogical support from leaders.

What challenges remain even after creating a more conducive environment?

Challenges include difficulties embracing diversity, unhealthy competition between teachers, and a lack of cooperation when parents divert or derail teaching activities.

Jul 9, 2026

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