An Analysis of the Instructional Leadership Model at an Institution of Higher Education in the United Arab Emirates
Bibliographic record
Abstract
<p>Leadership remains key to the successful delivery of instruction. The impact of the global economy and the digitalization of higher education continue to level the playing field for institutions of higher education as the competition for enrollment increases. Universities in the United Arab Emirates are not isolated from these changes as many are determined to emulate models of accepted academic leadership and shared governance in order to obtain institutional and programmatic accreditations from outside the region. This research examined the development, implementation and findings associated with the assessment of one institution’s instructional servant leadership model. The study employed factor analysis (dimension reduction) techniques to identify the underlying components driving responses to an employee quesionaire designed to measure the fundamental aspects of servant leadership. The results identified two major driving forces: (1) a holistic overview of the leadership style and (2) the soft skills associated with intrapersonal interaction. The research reminds leaders of the need to comprehend the power of any or all decisions to distract their followers and of the need to cultivate strong interpersonal skills such as communication and respect for others. <strong></strong></p><strong>Keywords:</strong> leadership, servant-leadership, higher education, United Arab Emirates
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.005 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".