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School leadership and school leaders' behaviors and practices can significantly affect the behavior of teachers. Retaining teachers in the teaching profession is important. Unfortunately, many teachers around the world have left or are deciding to leave this profession, a phenomenon called “teacher turnover”. High teacher turnover affects the overall quality of teaching and learning. Based on 2015 data from the Organization for Economic Co-operation and Development, teacher turnover is high in the United Arab Emirates. There are many factors that contribute to teacher turnover. This study investigated the factors affecting teachers' turnover by exploring the role of school leadership behaviors and practices on teacher turnover and retention. The main research questions guided the study to explore teacher turnover factors and drive suggestions for teacher retention. Using a convergent/triangulation approach, the research employed mixed methods to analyze both quantitative and qualitative data. The quantitative data were collected through a structured questionnaire from 404 schoolteachers in Al Ain. The qualitative data were drawn from semi-structured interviews with nine school teachers that aimed to delve deeply into this phenomenon. The results showed that the personal factor of collegial relationships among teachers, as well as system-related factors—including compensation, incentives, and recognition— mitigate teachers' turnover intentions. Conversely, heavy workloads and a lack of appreciation are school leadership-related factors that worsen turnover rates. School leaders can enhance retention by praising, rewarding, trusting, and supporting teachers. The findings also revealed that teachers believe school leaders should cultivate a relationship of mutual trust, respect, and support among teachers to retain teaching staff.

The globalization of economies and societies worldwide, has brought massive transformations in the field of higher education, creating a context to include an ‘international’ dimension in higher education institutions (HEIs). Global learning is essential in the development of cognitive skills, as well as for increased success among academics, hence institutional stakeholders such as administrators, faculty, and students are key participants in initiatives to internationalize academia. The current study examines the perspectives of institutional stakeholders (top administrators, faculty, and students) concerning the process and implementation of internationalization of higher education in the UAE, revealing its potential benefits and challenges. In a mixed method study, data were collected using online questionnaires and semi-structured interviews with the institutional stakeholders from eight top-ranked institutions in the UAE. To assess the process of internationalization within the ‘internationalization cube’ framework, official documents regarding policies and strategies were sought from these institutions. The overall findings suggest that institutional stakeholders mainly view internationalization as a significant phenomenon which serves as a tool for the creation and dissemination of knowledge, ultimately to improve the quality of education. The study categorized the institutions under study based on their internationalization efforts, offering decision-makers a rich source of information for beneficial use in planning and implementation of internationalization at their institutions.

This study purports to explain how ethical leadership can enhance employee performance in the Kingdom of Bahrain by analyzing the mediating role of employee voice. It employs a conceptual framework based on social learning (SL) and social exchange (SE) theories to show the significance of employee voice in enhancing employee performance. The present study aims to assist managers in leveraging employee voice; thus, improving employee performance and presenting a different perspective to change the negative view of employee voice. Equally important, it gives support to SLT as well as SET theories as they provide clarification about the role of employee voice. This study was conducted in the hotel industry in the Kingdom of Bahrain. In particular, data were collected through a survey-questionnaire which was administered to frontline employees and direct managers of four and five-star hotels. The study findings indicated that ethical leadership of direct manager affects employee performance, while voice partially mediates the relationship between ethical leadership and extra-role performance. Moreover, cultural similarity does not moderate the relationship between ethical leadership and employee voice. The findings of this study also revealed a significant link between the education level and performance of frontline hotel employees in Bahrain. This study provides a number of practical implications for organizations operating in the hotel industry. First, it highlights the role of ethical leadership in improving employee performance. Second, hospitality organizations should foster certain norms that encourage employees to use their voice and motivate managers to listen to their employees’ opinions and initiatives. Another important implication of this study is that hotel management does not have to perceive cultural differences as problematic in its efforts to harmonize a diverse workforce. Finally, current study provides insights into the current situa

This study aimed at identifying the reality of leadership practices of Basic Education (BE) school principals in the Sultanate of Oman and limited to Al Buraimi Governorate in order to develop their practices in light of the Total Quality Management Approach (TQM). It tried to know the effects of the study variables of respondents on their views. The study problem was determined by the question: What is the reality of implementing the theory of TQM in Basic Education schools in Oman through the principals’ practices? The researcher conducted the study on a sample of (470) employees at BE schools. A questionnaire was used consisting of 60 items representing leadership practices for BE school principals listed into six domains representing some basic principles of TQM. The questionnaire was divide into three sections: the first section asks for personal information, the second section consists of the questionnaire items, and the third section is an open ended question to solicit some suggestions. It was validated and tested by a group of experts in the study field. It used Cronbach’s alpha formula which (0.97). The study data was collected from the field and analyzed by SPSS program. In light of the findings, the study reached the following results: TQM investigated principles are highly existence in leadership practices in BE schools in Al Buraimi Governorate, planning for TQM in school practices are more existent among other principles, however, principals may lack the practices of adopting a culture of quality. In addition, there is a statistical significant effect of participants’ gender on their views regarding the school principals’ implementation of TQM theory in BE schools in Al Buraimi Governorate. Finally, the researcher proposed the following recommendations: promoting awareness of the TQM approach, expanding decentralization in policy formulation and decision-making, increasing staff participation through the involvement and