Teacher supervision and wellbeing in UAE schools: balancing support and accountability

Research into teacher supervision in UAE schools indicates that while supervision traditionally balances accountability and professional development, it also functions as a relational leadership practice that impacts teacher wellbeing and professional growth. This qualitative study, grounded in the Job Demands: Resources (JD-R) model and Self-Determination Theory (SDT), explores how daily supervisory interactions either support or hinder teachers' psychological and professional experiences.

The findings highlight the critical role of supervisory practices in shaping organizational culture and employee welfare beyond mere compliance or skill development. Understanding how these interactions impact wellbeing can inform strategies for talent retention and performance enhancement within any institution relying on skilled professionals.

Teacher supervision operates at the intersection of accountability and professional development objectives.

Forward consideration, not a verified fact.