1. Leadership

1.1.Definition of Leadership

Scholars have always been trying to define what leadership and effective leadership is (and subsequently - how to achieve effective leadership). Already in 600BC, the Chinese Tao Te King defined leadership:

"Most leaders are despised, some leaders are feared, few leaders are praised, and the rare leader is never noticed" (cited in Andriessen & Drenth 1984).

In fact, his definition relates or may even distinguish between leaders and appointed managers. The phenomenon of leadership was described in many historical manuscripts. Actually, aside from the Bible, the Iliad and Odyssey also presented some colorful definitions of leadership and differentiate leaders in different cases.

Many works have been written since, in which scholars suggested what is leadership and how it can be defined (Bass, 1990). Rigorous exploration of these works reveals severe difficulty in finding agreement among them. This emerges in part from the difficulty in defining the term leadership. There are several related frameworks in the literature, some of which are partially overlapping and thus one can identify many types of definitions, not necessarily similar.

It appears from these definitions that leadership is associated with the relationship between a person and other people - a group. Cattell (1953) defined a leader as a person who produces group scintilla which is different from that which would have been if that person had not been presented. Kotter (1988) defines leadership as a process of motivating group(s) in certain direction through noncoercive process. Stogdill (1974, p. 81) provides a more comprehensive definition:

"The leader is characteriszed by a strong drive for responsibility and task completion, vigor and persistence in pursuit of goals, venturesomeness and originality in problem solving, drive to exercise initiative in social situation, self-confidence and a sense of personal identity, willingness to accept consequences of decision and action, readiness to absorb interpersonal stress, willingness to tolerate frustration and delay, ability to influence other persons' behavior, and capacity to structure social interaction systems to purpose at hand"

This long and comprehensive definition includes mainly skills and traits which characterize leaders, but does not recognise the importance of the role of goal direction and exerting influences on the group and its members. A more operative definition is that of Hersey & Blanchard (1972):

“Leadership is a process of interpersonal influence from a person unto other(s) in the direction of a goal, where the other(s) subsequently act of own will in the direction sought for by the leader.”

Looking at the above and many other definitions, one can realise that here is no common agreement in the literature for a definition of leadership (Yukl, 1994). Bryman (1986) provide various samples, and the disparity among them is striking. Some of the disparity relates to the component `having a goal or target' which appears in only in part of them (e.g. Ruach & Behling 1984) but not in others (e.g. Hollander, 1978). Bryman (1986) also identified the difference between the study of leadership in organizations and study of leadership by itself.

Apparently, Yukl (1994) also explored some of the definitions. In the study of Yukl (1994), the term `leader' and emphasises the disparity among the scholars who try to define it. The common idea that Yukl suggests is "A person who influence group members". This definition seems to be too wide and is lacking in focus. An additional growth in leadership study emerged with Bass's ideas of transactional versus transformational leadership (Bass & Avolio, 1994). From this, it is very apparent that there are various different definitions of leadership, but there is common understanding of its nature.

While there are many definitions for leadership, a true leader is one that does not cause his or her constituents to become dependent upon them, but rather independent enough to function in the absence of the leader. True enough, leadership is art. People and individuals are influence by the goals of aspirations of the appointed leader. Remember too, that the goals and aspirations must be real and attainable in order for the people who are being led to buy into them and strive towards them as well. Special emphasis is placed on the factor of importance. Again, if individuals do not see where they fit into the equation, they may question the authority of the leader and abandon his or her ideas of beliefs. Bear in mind also, that individuals or masses may be led by a leader, however, when dealing with groups, the work is much more demanding as the program must be sold to various personalities within the group.

1.2.Definition of School Leadership

From the previous issues about defining leadership, it shows that leadership is not an easy concept to define. Actually, Leithwood, Jantzi, & Steinbach (1999) stressed that the concept of leadership has no agreed definition. It was also supported by Yukl (2002, pp.4–5) as he argued that

“the definition of leadership is arbitrary and very subjective. Some definitions are more useful than others, but there is no ‘correct’ definition.”

Aside from this, Cuban (1988, p.190) also raised the issue as he says

“there are more than 350 definitions of leadership but no clear and unequivocal understanding as to what distinguishes leaders from non-leaders”.

For this reason, the need for the establishment of at least a working definition of school leadership is necessary. Thus, Chance & Chance (2002) define school leadership as

“as the process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward achieving common educational aims.”

An educator has a responsibility to provide guidance and share the knowledge to the students. And to become a head of all the faculty members is such a great responsibility, what more if an ordinary teacher became the leader of the entire school, such a burden. The introduction of the clear standards of school leadership promotes the core values and maturity on their role and responsibility. It is true that it’s hard to find a perfect leader and guide everyone, including teachers and students. With proper consulting, mentoring, training and measuring all the responsibilities, a leader cannot be perfect but an effective person who can lead the entire educational institution in better future.

The approach on school leadership is accepted as an effective tool for managing in environments of overload and fragmentation especially in school systems. The key aspects of leadership should revolve in four categories. There should be a moral purpose when there is a recognized leadership; the leadership should be part of an adaptive work; the leadership should establish the unique roles and responsibilities; and the leadership should know their domain or the centralization of their action (Huber, 2007).

Aside from the proper school system, the call for the effective school leadership has also captured the ethics of the schools and approach to teach students well. For instance, the moral leadership approach in schools is an effective approach that is used as a key of the leaders whenever they are trying to influence the entire school organizations. Apparently, the transformational leadership promises the focus on morality which is good for the education. This provides the social systems, management and improvement of education with the criteria that passed through the social and personal morals such as honesty, courage, respect and broad mindedness (Rudell, 2008).

1.3.School Leadership Patterns

Leadership is a process whereby an individual influences a group of individuals toward a common goal. Aside from that leadership is also a process which implies that a leader must continuously grow and develop both in character and competence. In the same way, an educational leader or reformer must possess such qualities as a leader.

Traditionally, the task of schooling has been to transform children into full functioning adults capable of succeeding in the culture of the time. Educational reformers from antiquity to the present have attempted to prod educational institutions to modify and change fundamental tasks and processes. Changing a subject matter can be difficult, however, reforming the infrastructure of schooling and the dynamics of those human interactions is monumental. This is the challenge and focus of the contemporary educational leader. Thus, school leadership is more than a position or role. School leadership at its core is fundamentally a dynamic, chaotic, human relational process. The leader, follower and context are the three structural dimensions involved in this process. How each individual engages in that process; perceives or defines each of the dimensions of the process can significantly shape the personal and collective metaphors that guide individual and collective action (Richford, 2001). Hence, movement is essential in school leadership in order to bring about educational changes.

Aligning the people in school is one of the basic attribute of an effective school leadership. Along with that is the proper management of the people in school in moving toward their objectives. School leadership can be described as the trait of a person to set strategies made especially for school improvements. The changes that an individual may produce are another beneficial factor of his leadership to cope the changing environment. On the other hand, the management is the process of the duties of the leaders. Through the appropriate management, the problems and areas need for development or improvement can be determined.

In school, effective leaders are also community builders and can influence others to be a leader in their own way (Victor, 2009). There should be a moral purpose when there is a recognized leadership; the leadership should be part of an adaptive work; the leadership should establish the unique roles and responsibilities; and the leadership should know their domain or the centralization of their action (Huber, 2007). Most of the private schools received the lack of funding and the proper management of the educators (Day, 2007). Based on the different challenges in the education, a leader should promote the effectiveness in the education in delivering most of the quality attributes. Through the roots of the personality of the leaders, the effective approach in managing the schools will come out in them naturally (Mai, 2004).

In addition to being concerned with the school leadership, Sergiovanni (1992) also questioned whether schools should be thought of as formal or informal organizations. If formal, then formal leadership roles would be designated to particular people by virtue of their rank in the organization. With this style, superintendents would be expected to know more and lead more. If informal, then working together to discuss goals, purposes and teaching methodologies (collegiality) would take precedence over formal leadership. Sergiovanni favored the informal position and felt that it led to a sense of the school as a community (p. 43).

Barth (1988) proposed the idea of the school as a community, encompassing all school staff, students and parents. His community of leaders is explained:

“Teachers harbor extraordinary capabilities and their leadership is a major untapped resource for improving our nation’s schools . . . my vision for a school is a place whose very mission is to ensure that students, parents, teachers and principals all become school leaders in some ways and at some times (p. 131).”

The concept of the school as a community of leaders is further developed by Barth (1990), as he suggests that principals engage in activities such as articulating goals, empowering and entrusting individuals, involving people in decision-making, taking risks, sharing responsibility for failure, and sharing as well the joy of success. Barth believes that such “leadership would promote professional conversation among adults, peer coaching among students, and staff cooperation on projects such as planning and designing curricula (p. 31).”

Some believe, however, that it is inappropriate to develop community leaders within an educational institution. Zhao (2010) argues that one is unlikely to be successful in

“collaboratively defining the essential purpose of teaching and learning and then empowering the entire school community to become organized and focused” (p. 13).

Indeed, current research concerning site-based management confirms the importance of leadership from the top. Still, Gardner & Laskin, (1995) believes that the function of leadership is to alter the minds of the members of a community. His cognitive approach claims that leadership activity occurs in the mind of the leader, in the minds of the followers, and in the interactions and transactions between and among those minds.

Barth (1997) believes “contagious energy” is created through collegiality. He further states,

“the nature and quality of adult relationships within a school or a school system have more to do with the school’s quality and accomplishments than any other factor” (p. 42).

1.4.New Trends in School Leadership

Leadership is the more relationship-based, values-laden, developmental aspect of the work we do inn organization. Bennis & Nanus (1985) tritely suggest that management is doing things right and leadership is doing the right things.

By the late 1970’s theories were beginning to emphasize leadership that placed instruction and learning at the core of effective education. Goodlad (1978) refers to instructional leadership as the beginning of the third era in leadership theory. He embraces this concept as a return to “first principles” (p.324) and states that the work of those who lead in the formulation of educational policy “is to maintain, justify and articulate sound, comprehensible programs of instruction for children and for youth” (p.326).

Research based upon Goodlad’s ideas confirm that in more effective schools, principals led in the establishment of atmosphere conducive to learning, and they were perceived to have more impact on educational decision-making than principals in less effective schools. Hallinger, Beckman & Davis (1989) report that effective principals “influence student learning by developing a clear mission that provides an instructional focus for teachers throughout the school.it creates a school environment that focuses on and facilitates student learning”(p.9).

With regards to the new trends of school leadership, understanding of the principalship has become even more aligned with our concept of teacher leadership. Sergiovanni (1999) put forth the concept of moral leadership based on the assumption of schools as professional learning communities and that communities are defined by their efforts toward making shared values explicit and these shared values become sources for informal norms that govern behavior. Teachers, as community members, respond to their duties and obligations in keeping with the school community informal norm system. These connections allow principals to rely less on external control. The result is that teachers become increasingly self–managed.

Unlike the leaders of the past, many of today’s principals are “not lone rangers who depend on charisma and individual genius to transform schools” (Lieberman & Miller, 1999; p. 40). The principals who are engaged in real school change recognize that every teacher can be leader in partnership with the principal and the roles of teaching, learning, and leading can be played by everyone in an organization that is described by Lieberman & Miller (1999) as “leadership dense” (p.46). Successful principals recall the hopes, dreams, frustrations and aspirations they had when they were teacher leaders and capitalize on the teacher leadership in their schools to accomplish their goals.

Although progress has been made in recognizing that the principal’s job is about creating a culture in which principals and teachers lead together, our experience is that this perspective is not widespread. As we work with principals in the 2000s, the leadership conversations have changed but potential principals still expect the graduate school or professional development providers to prepare them in the technical responsibilities. Often, these future leaders believe their success rests only in managing the facility, building the budget or creating the master schedule. Our approach to their development, however, is focused on a more complex form of leadership that emphasizes values and beliefs, shared vision, school culture, teacher leadership, professional learning communities, and transforming schools to focus on teaching and learning. As important as mastery of the technical and managerial skills may be, principals must reconsider how to use the technical tasks of the work of schooling to their advantage in partnering with the school’s teachers leaders in transforming the teaching and learning that occurs.

New standard for school leaders support those new relationships between principals and teacher leaders. Focus is placed on both student learning and shared leadership in the recently developed multi-state performance assessment designed for licensure of school principals. Organized by the Council of Chief State School Officers, the Interstate School Leaders Licensure Consortium (ISLLC) was formed for the purpose of raising quality in educational leadership and influencing certification through principal candidate assessment (Stolp, S. & Smith, 1994). The first two of the six standards support the importance of the school administrator’s work is in building a school culture that promotes teacher leaders (Stolp, S. & Smith, 1994).

Standard 1: A school administrator is school leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conductive to student learning and staff professional growth. (Stolp, S. & Smith, 1994)

The proliferation of professional development schools has also impacted the expectations for principals. Direct collaboration of teachers with university personnel in action research that informs teacher practice requires new roles and shifts in power. Bolman & Heller, (1995), suggests that changes in principal leadership are necessarily linked to changes in teacher leadership in the professional development school settings.

Another role for the principal is to serve as a buffer for obstacles from outside the school. These may come from district staff, parents, community members or other external forces like special interest groups. The principals of successful schools negotiate with the larger system (Sowa & De La Vega, 2008) and develop liaisons with powerful individuals to diminish these barriers for the school. Teachers may not even be aware of the efforts principals make to shield them from unpleasant information that could lessen the teachers’ enthusiasm to lead.

Finally, a recent study (Mooij & Smeets, 2001) suggests that the actions of principals to provide supportive conditions is a key factor in encouraging shared leadership and nurturing teacher leadership roles within professional communities. The principal supports teacher leadership by actively listening to teachers, assuming a responsibility for knowing about teaching and learning in the school and being consistent in the follow-through on shared decisions made in the school.

1.5.School Leadership in the UAE

In UAE, the interest to spend on education or schools has reduced in this past decades (ILO, 2002). This has been made evident by the low educational spending obtained within UAE. Compared to the industrialized nations, UAE had demonstrated a significant drop in individual spending for education; the enrolment rate in the region is then directly affected seeking for effective school leadership (Sowa & De La Vega, 2008). However, in the case of the UAE, enrolment rate for higher education has also been dropping continuously. In turn, this makes the need for effective school leadership even more severe.

In UAE, there are several important aspects raised in relation to the interest of students to education, dropout rate and graduate population (Sowa & De La Vega, 2008). Enhancement of the role played by school leaders is also weak which is also contributing to the declining interest of student in education. The basic education in the country extends for 9 years with three years of secondary education. Institutes that offer higher education include Bahrain Training Institute, Gulf Hospitality and Tourism College, Bahrain University, College of Health Sciences, Arab Gulf University and other special institutions like the Bahrain Institute for Banking & Finance. Statistic reports showed that enrolment rate (50%) and the number of graduates (38%) in the country actually increased (ILO 2002).

However, certain problems had been identified in the country’s secondary education level. In particular, a high level of dropout rate has been observed; statistic reports identified a significant difference between the number of enrollees in the primary, secondary and intermediate schools (Henson & Chambers, 2003). As the students progress in educational level, the number of enrollees lessens. Results also indicated that for every ten students who enroll for their first year in primary education, less than four pupils will enroll for secondary education. This observed trend led school administrations to question the ability of the schools to retain the students (ILO Interdisciplinary Mission 2002).

The interest of the students to education is not only about leadership in schools; the population of the enrollees in terms of gender also aggravates the issue. Local census showed that more females are more motivated to study as compared to males. For example, in the science courses, male students only make up 36% of the total population while 64% are females. In the literary division, only 33.5% are males . Females are only slightly higher than the male population in the primary education level; however, female population doubles in the secondary level and becomes 30% more than the male students in the intermediate level. There is also a distinct discrimination in the courses offered for both genders; for example, industrial education is only open to male students while advertising and textile are only offered to female students (ILO, 2002).

Two-thirds of the secondary and post-secondary education enrollees are made up of female students; however, the females only make up 25.78% of the total labor force in UAE. These results clearly showed that while there are more female graduates than males, their skills are not utilized for local employment. The limited education courses accessible to male and female students also make it difficult for employers to find the needed employees for their operation (ILO, 2002). From the gathered findings, UAE’s educational setting is comprised of abnormally high dropout rate especially in the secondary level; eventually, the out of school population contributes to the country’s unemployment rate. There is also an apparent school leadership problem among male students in UAE. Moreover, although the female population displayed a high performance level, the local labor markets do not offer matching job opportunities.

The quality and promotion of education, specifically the form of teaching and encouragement in the UAE has something to do about school leadership. According to Al Sulayti (1999), students studying in the Gulf region are more accustomed to the traditional methods of teaching and memorization. For instance, in taking up English courses, students are trained in preparation for taking up the Preliminary English Test, a standardized English competency test for students at the intermediate level. During the duration of the semester, the students must be able to achieve the fourth level of English proficiency before the exams. This clearly illustrates that the Arabian method of teaching is patterned after the traditional high-stakes testing (Syed, 2003). This then deprive the students of the modern techniques for teaching like collaborative learning. This educational practice makes it even more difficult for student in UAE to obtain good local jobs and compete with foreign workers.

Usually, classroom instruction is conducted with a teacher facilitating the discussion; during the class, teachers may ask questions or give examinations to assess the level of comprehension of the students. In the traditional setting, the teachers are the only source of information; students on the other would just have to take note and memorize all these information. Skill level at this set up is greatly affected due to the students’ lack of involvement in the learning process. With the traditional learning process, students are not able to effectively apply what they have learned from real work situations. Traditional teaching process then lessens the potential of the students to be innovative, creative and analytical.

The quality of education among students is also affected by the inadequate IT knowledge and skill enhancement in the Arab region. Although computer systems are readily available, there is also a distinct lack of internet utilization in the students’ education process; this also makes the nationals less appealing as employees compared to other foreign workers. The inadequate exposure of most locals to internet use is largely attributable to some inefficient Arab policies (UNDAP, 2002).

For instance, online Arabic publications that could have been popularized through the internet are often controlled with certain decrees. This then limits Arab information from being accessible to the public. Another important is the cost of internet access in the region. As online services are provided in the UAE at considerably high prices, most people are not able to access this major development. This also prevents the use of information and communication technology (ICT) for knowledge expansion and better education (UNDAP, 2002).

1. Student Achievement

2.1. Definition of Student Achievement

In the current era, student achievement is one of the crucial factors in school development. According to Henson & Chambers, (2003), a school achievement refers to something that a student do achieved at school whether it is in class, in a laboratory, library or fieldwork which are normally defined as academic achievement. It also does include sports and music which are categorized as non-academic achievements. In addition, achievements upon extra-curricular activities at school can be also considered as school achievement.

In discussing student achievements, the context of student learning and performance are also tackled. Learning is very vital to individual development particularly to student’s achievement. It needs special consideration to different variables to make the learning experience become successful. Issues pertaining to individual differences should be considered. Intellectual capacity, expertise and knowledge pertaining to the profession of the learners must be given an attention. Thus, teachers need to be careful not only to approach in teaching but also to the overall learning outcome that will details the achievements of the students. Actually, the importance of school leadership takes form in the notion that learning is essential in order to obtain an entry-level qualification for paid work, and learning whilst in a job; while the importance of non-formal education can be stressed by the social common senses that it teaches to students. Lacina, & Hannibal, (2008) appears to support this notion, who said that the three major purposes of education are that it prepares a person for work, for citizenship and it enables him to have significant school achievement that reflects on intellectual growth and independence.

Accordingly the importance of education in assessing school achievements such as literacy and certain procedural skills, uncovering the content of various knowledge domains, inculcating certain values, perspectives, attitudes, and beliefs as well as developing the ability to independently learn and think effectively are emphasised (Ruddell, 2008). Although of course, this does not imply that all of these needs are often done effectively or are even proffered the attention they deserve.

The love for learning is so great that it should be associated with a way of life. With significant school achievements, it helps people to be more objective in their approach to life’s problems, more analytical in trying to understand them and more aware of the consequences that can arise when handling them (Thompson & Serra, 2005). School achievements and learning can help lead a fuller and richer life and to be more conscious of the economic and social environment.

Like the suggestion of Thompson & Serra (2005) that focused student achievement present a set of challenges. Through ratings for an individual course compared to the composite raring for all courses in the department, the minority range can be determined. The monitoring process is depends in the class standard of the educators assumption on how the students perform.

The work of the school is assessing student achievement and assessing the capabilities of each student. By monitoring process, the educators can clearly tell who met the requirement and the students that belonged to the minority range who did not met the expected proficiency will go for another series of practice. The students belonged in this group needs attention and support (Gleeson & Husbands, 2001). The guidance coming from the educators must prevail, and perhaps educators can introduce an easy way in writing by shifting into other process which the skill of a student suits to it.

The educators should orient their students in a simple approach that they will surely understand. Encourage the students to develop their skills into their own effort and find the right style to enhance their learning abilities. The educators should always lend their time to check the works of the students and give suggestions. The educator should respect the choice of the students and help them perform well with a group discussion. The teaching should not always goes in one direction, meaning, the social time of the students with their friends and classmates can endow the writing skill of the student.

2.2 Factors Affecting Student Achievement

Teaching different individuals is related to student achievement, thus the teaching methods of an instructor should consider various factors affecting learning and student achievements. It also should conform to the type or race of the student (Ovando & Collier, 1998). Meaning, the instructor should be flexible in teaching depending on what the student are aiming to learn in order to have a meaningful achievement. Moreover, one of the factors that the instructor should understand is to learn the different methods and strategies in teaching considering that it is crucial to one’s achievement.

For example in a case study presented by Fuchs, Fuchs, Mathes & Simmons, (1997), a school is typically made of individuals of multiple linguistic, ethnic and economic backgrounds. Fuchs, et. al. (1997) identified that the class consists of five Arabic students with low socio-Economic Status, two non Arabic students with low socio-Economic Status, four middle class Arabic students, two middle class non Arabic students, two high socio-Economic Status Arabic students and two high socio-Economic Status non Arabic students. With all of these elements, the question arises as to how a teacher can reach each of these students individually while teaching the entire class on a daily basis? While this scenario may sound excessive, in reality, this is often case in some classrooms in Sydney. The problem then lies in the teacher's hands to focus attention on each student with their plethora of learning levels and styles.

The question arises as to what would happen to student achievement if teachers ignore the need to conform to Multiculturalism. This statement, while sounding contradictory within itself, is a condition that occurs throughout our educational system, and has detrimental impact on students of all backgrounds (Fuchs, et. al. 1997). For example, research shows that teachers who do not acknowledge learning differences tend to classify students as "teachable" or "difficult to teach". This mental schema has several negative outcomes (Alster, 1997).

Apart from Multiculturalism as affecting factors of students’ achievements, teachers who also fail in the attempt to build a classroom community will in turn classify students by their ability and will often negatively influence the achievement of those students. Considering this, many students fail to make adequate, if any, progress throughout school (Fuchs, Fuchs, Mathes & Simmons, 1997) and will develop a very low self-esteem with many dropping out of school during secondary education (Ovando & Collier, 1998).

Aside from this factor, factors such as student’s learning capacity, vices, time spent sleeping, stress, school teaching approach and leadership have a great effect students’ academic achievements (Lacina, & Hannibal, 2008). The school environment is the broader context of the school that allows for classroom instruction and student learning (Tunney, 1996). A transformation to a community should take place throughout the school wide environment by maximizing the number of positive interactions with students and parents. Teachers are capable of producing profound and positive changes in student behaviors and learning by effectively modeling the positive processes, skills, and attitudes that parents teach (Hindle, 1996).

Bringing members of a class together for certain activities engenders the feeling of belonging to a group and in turn establishes class spirit (Bergin, 1999). With this, students who feel that they belong to a group have power in decision-making and have freedom of choices (Tunney, 1996). The classroom community can be developed by a number of means. Students should develop a process of understanding, sharing, compassion and empathy. The classroom should be referred to by the teacher as "our classroom" rather than "my classroom". The development of a community is moving from doing things to students to doing things for students (Tunney, 1996).

2.3 School Leadership and Student Achievement

Ensuring the effectiveness of the teaching-learning process can be cumbersome if one of the important things have not done and evaluated properly. The educational trend nowadays, composed of concept of evaluation which aims on identifying which part of the education system should be enhanced and which part needs changes. School leadership and management is twice as important as the evaluation and assessment of the students. It has been part of the tradition that evaluation of school leadership has been accounted to be a critical element of the teaching and learning process (Mentkowski, 2004) method. To be able to make sure that the teaching-learning approach is able to attain the educational objective, it is essential that the school leadership and management has been properly assessed and evaluated.

In the case study presented by Theall, (2002), he shows that evaluation of different educational activities, programmes and other educationally relevant operations involving school leadership has something to do with the manner of familiarizing the purpose of the education is and how this can be attained. Theall, (2002) justifies that school leadership includes the judgment regarding the effectiveness of the current practices in school. Further, it includes gathering information which is done in the assessment stage and making judgments or decisions based on the data collated (evaluation stage), to identify how well school actions involving school leadership is performing. It can be said that the principal purpose of school leadership is to plan enhancement to the current practices that will enhance the achievement of the students and other people in school. Such enhancements might involve changes to the document of school curriculum and or the provision of resources for the teaching-learning process (Theall, 2002).

Education is one of the necessities and the rights of each individual in the world. In school, teachers and school administrators’ leadership have the responsibility of providing effective education to students, as this serves as their development. Through knowledge and education, students can become involved to different activities, which do not only develop their mental abilities, but their personalities as well. School leadership and their efforts towards promotion of education play significant effect to the learning capabilities and student achievements. With efficient school leadership efforts, it creates way and strategies to attain success in teaching-learning process. According to Khan (2011), methods in teaching, capabilities of the learner and the learning environment should be considered in order to attain success.

Khan (2011) reports that education is the knowledge of putting a person’s potential to maximum use, and is important for training the human mind, which makes man a right thinker and it tells one to think and make decisions. Without education, man is as though a closed room, but through education, he finds himself in a room with all its windows open towards outside world (Khan 2011). With this importance, it is always better to provide some changes and improvement to the system of education. School improvement programs must be planned effectively and implemented efficiently to help the development of the curriculum, for the enhancement of the learning process of each student.

2.2.Student Achievement in the UAE

The government in UAE had done several steps and procedures in order to improve their education by enhancing student achievement.. So as to improve the skills of the students and prepare them for the demands of the labor markets, major changes had been introduced and enforced through new education policies.

For primary education, policies that improves student achievement include the implementation of a generalized class-teacher system, employment of ICT in the teaching process, early teaching of the English language, provision of learning programs for gifted students and creation of better home-school relations. For the out of school youth, the local government had also enforced a policy where vocational programs will be provided for these children to prepare them for the requirements of the labor market (UNESCWA 2006 and Sowa & De La Vega, 2008). Society groups like teachers and students now have access to various training courses for advance learning that would improve their technical knowledge and skills. The structure of UAE’s ministry of Education has also been modified in order to ensure that the needs and requirements of the labor market are relayed to the education institutions. This modification also enabled the ministry to develop programs, visions and objectives that can help prepare future job applicants in securing local work opportunities (Ministry of Education 2003).

The developments in UAE’s school setting had also been subjected to a continuous and automated evaluation system, making the preparation and analysis of education statistic report easier and more accurate (Sowa & De La Vega, 2008). According to Sowa & De La Vega, (2008) several developmental project had also been approved by the local administration to improve the learning and educational background of the Bahrainis. These projects include the utilization of a curriculum that teaches personal, health and social life skills, the use of a commercial and industrial curriculum and the employment of an English-guided reading program (Ministry of Education 2003).

The development and implementation of the curriculum for life skills aim to integrate the learning for life perspective; this will help in achieving educational goals that are relevant the students’ health, existence and relation with the society. This development project aims to establish a balance between the knowledge students learn from school and real life application (Sowa & De La Vega, 2008). This project will then directly address the students’ need to be updated with the latest economical, political, social and technological developments. The development of the commercial and industrial curriculum also aims to enhance the skills of the Bahraini students and prepare them for the labor market (Ministry of Education 2003).

The commercial curriculum for instance is directed on the development of vocational education so as to help students overcome rapid knowledge and technological changes (Sowa & De La Vega, 2008). Moreover, the learning of the English language has been more emphasized in this curriculum development. Some of the important features of this curriculum include the establishment of simulation halls where students can practice actual labor market work, the integration of the internet, development and implementation of new improved training programs for teachers, modification of the study plan for commercial education to coordinate with the demands of the labor market and introduction of new courses that are in demand to the current work sector (Ministry of Education 2003).

Similar developments had been done in the curriculum for industrial education and improvement of student’s achievement. In order to enhance the actual work experience and student’s achievement, the study plan for industrial education now include more hours for field training (Sowa & De La Vega, 2008). New courses that meet the needs of the labor market are also introduced; the courses also give more focus on teaching life skills, safety health and vocational abilitie