Do Digital Management Tools Redefine Job Titles in UAE Schools? Evidence from a Multi-School Survey Study
DOI:
https://doi.org/10.54536/ajbmi.v1i1.7907Keywords:
Digital Governance, Digital Transformation, Educational Administration, Learning Management Systems, School ManagementAbstract
This study explores the potential effects of using digital management systems in schools on job roles and job-title expectations for administrators. It explores the shift from operational to new roles of coordination, evaluation, planning and governance of digital platforms. This study used a cross-sectional survey approach involving 201 respondents from UAE schools (principals, assistant principals, teachers, librarians, guidance counselors, and IT coordinators). Quantitative data were analyzed using descriptive statistics, frequency distributions, and cross-tabulations. Thematic analyses were conducted on qualitative data from an open-ended question (193 coded mentions). The majority (85.7%) agreed that there has been a change in administrator roles because of technology. Themes identified were: new roles/new jobs (62 mentions), increased emphasis on digital management (38 mentions), flexibility in work (34 mentions), changed daily tasks (18 mentions), changed goals (15 mentions), school-wide communication as a daily task (13 mentions), more tool-mediated than people-focused work (11 mentions). Role change was accentuated in larger schools (>1,000 students, n=131). LMS (n=41), ERP (n=40), School Voice (n=37) were the top three. Schools should refine roles to include digital governance responsibilities, develop role clarity, establish workflow-based professional development and implement digital responsibility registers.
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Copyright (c) 2026 Hind Salem Alateeqi (Author)
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