Qualitative analysis reveals language barriers and leadership styles impact collegiality within UAE schools, suggesting the need for improved practices.
Purpose This qualitative study examines the factors that enhance or limit the development of collegiality among schoolteachers in the United Arab Emirates. Design/methodology/approach Semi-structured interviews were conducted with 17 teachers to gather insights into their experiences with and perspectives on collegiality. The interview data were then subjected to thematic analysis. Findings Collegiality was influenced by leadership practices, teachers’ personal attributes, cultural and language barriers and workload challenges. Originality/value While collegiality has been widely studied, limited research has explored how cultural diversity, language barriers and leadership styles influence it within the multicultural context of UAE schools. This study contributes original insight by examining the experiences of both expatriate and local teachers working together.
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Al-Taneiji et al. (2025) studied this question.
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