Scoping the Literature on Professional Development for Educators and Educational Leaders in the UAE

Year 2024, , 216 - 251, 30.09.2024

Zeina Hojeij , Shayma Alsuwaidi , Shanzila Ahmed

https://doi.org/10.30828/real.1480120

Abstract

This comprehensive scoping review aimed to identify and synthesize the existing research on professional development (PD) for educators and educational leaders in the United Arab Emirates (UAE) between 2018 and 2023. Fourteen scholarly articles covering a wide range of topics related to education in the UAE were collected and analyzed. The review revealed that PD initiatives in the UAE often focus on enhancing teacher effectiveness and leadership skills, particularly in the context of educational reforms and inclusive education practices. However, significant challenges were identified, including implementation gaps, cultural barriers, and resistance to centrally imposed PD programs. The findings suggest that while PD programs positively impact teacher performance and educational quality, further efforts are needed to address the challenges within the UAE’s unique socio-cultural context.

Keywords

Professional Development, Teacher Performance, Professional Learning, Professional Training, Educational Leaders.

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