Ubuntu Leadership and the Role of Senior Leaders in Strengthening Teacher Well-being and School–Community Partnerships in the UAE

Abstract

This study explores how senior school leaders in the United Arab Emirates (UAE) interpret and enact Ubuntu Leadership and Emotional Intelligence (EI) to support teacher well-being and strengthen school–community partnerships. Grounded in an integrated framework of Ubuntu Leadership, EI, and Social Realism, the study examines how relational leadership is practiced within the structural and cultural complexities of UAE K–12 private international schools. Using a qualitative narrative inquiry design, data were generated through semi-structured interviews and metaphorical photo-elicitation with five senior school leaders. Participants’ experiences were co-constructed into narrative vignettes that revealed the moral, emotional, and reflexive dimensions of leadership. Findings show that Ubuntu Leadership’s principles of care, respect, collective belonging, compassion, humanness, and collective responsibility are operationalized through emotionally intelligent practices such as empathy, self-regulation, and relational awareness. These practices enhance teacher well-being, build trust, and support meaningful engagement with families and communities. Leaders also demonstrate reflexive agency as they navigate hierarchical structures and cultural diversity, humanizing institutional practices while maintaining accountability. The study further provides recommendations for policy and practice, including the integration of Ubuntu Leadership and EI into leadership standards, targeted professional development, and the design of school cultures and structures that prioritize relational trust, wellbeing, and sustainable school–community partnerships.