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.

Why it matters

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.

Key insights

• Teacher supervision operates at the intersection of accountability and professional development objectives.
• Supervision can be viewed as a relational leadership practice directly impacting teacher wellbeing and professional growth.
• Current academic discourse on teacher wellbeing has not extensively covered the role of everyday supervisory interactions.
• The study specifically examines how supervisory interactions in UAE schools influence teachers' psychological and professional experiences.
• The research utilizes the Job Demands: Resources (JD-R) model and Self-Determination Theory (SDT) to conceptualize supervision.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1896316