Using the PIMRS Self-Rating forPolicy Implications for School Governance in the United Arab Emirates

Abstract

Education leadership is a multifaceted construct that plays a critical role in strengthening national education systems and improving student outcomes. This study investigates school principals’ perceptions of their instructional leadership practices in the United Arab Emirates (UAE) using the Principal Instructional Management Rating Scale (PIMRS). Employing an explanatory sequential mixed-methods design, the research integrates quantitative self-ratings of principals in private and charter schools in Abu Dhabi with qualitative insights from follow-up interviews. Findings indicate that principals generally perceive themselves as effective instructional leaders, with integrated practices and limited demographic influence. Interview data reveal areas for development, including stronger stakeholder collaboration and more direct involvement in curriculum design. The study underscores the need for systematic human-resource strategies to enhance principals’ professional growth and instructional leadership capacity. Policy implications for school governance and leadership development in the UAE context are discussed, with particular attention to the role of regulatory bodies in shaping leadership expectations.