Teachers’ Mental Representations of Educational Change in Female Public Schools in the United Arab Emirates: A Phenomenological Study

Abstract

This study explores how teachers visualize educational change at schools in the United Arab Emirates (UAE). Teachers’ experiences are crucial in understanding their adherence to educational reform implementation and reducing inconsistent behaviors which might occur during the process. Randomized sampling was used to select and interview 19 teachers. The study validated the obtained data using Colaizzi’s phenomenological data method analysis. Six themes emerged from the analysis of 64 statements. The mental representations included imaging educational change as a maze, transplanted organ, and a roller coaster. Clarifying a teacher's image of educational change may help school principals identify appropriate coping strategies and enhance principal–teacher relationships.