This qualitative study explores leadership strategies that enhance Arabic language proficiency in private schools across the United Arab Emirates. Recognizing the cultural and national significance of Arabic, the research examines how school leaders—principals, vice principals, and department heads—influence instructional quality and student outcomes in Arabic education. The study draws on frameworks from educational leadership and language policy implementation to investigate whether leadership practices support or hinder Arabic instruction. Researchers conducted semi-structured interviews with 38 educational leaders to understand their perceptions, practices, and challenges related to promoting Arabic learning. Thematic analysis revealed three key findings. First, visible and sustained leadership commitment—through classroom observations, teacher mentoring, and instructional oversight— correlated with improved Arabic instruction. Second, participants identified several structural and cultural barriers. These included limited instructional time, low student motivation, inflexible curricula, and widespread perceptions that Arabic is less valuable than English for academic and professional success. Third, the findings exposed a gap between policy ambitions and school-level implementation. Many Arabic language initiatives lacked sufficient resources, coherence, or accountability mechanisms. The study concludes that advancing Arabic proficiency requires a multifaceted and strategically coordinated approach. School leaders must embed Arabic within broader school improvement agendas, support Arabic teachers through targeted professional development, adopt differentiated instruction, and elevate Arabic' s status through culturally responsive leadership. These insights inform national efforts to strengthen language policy, preserve heritage, and promote equity in multilingual education.
Abdallah et al. (Mon,) studied this question.