Knowledge Resource
Research Summary: Exploring professional development and instructional practice among Arabic-medium teachers
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 9 September 2026
- Last updated
- 22 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A study evaluating professional development (PD) programs for Arabic-medium teachers in Sharjah's private schools found a generally high perceived impact (Mean = 4.18). While the 'Objectives' domain rated highest, 'Application and Implementation' was lowest, indicating a gap between theoretical knowledge and practical classroom application. The study found no significant differences in perceived impact based on teachers' experience, qualification, or gender.
Why it matters
This research highlights that while professional development may be well-intentioned and understood, its practical application in daily operations remains a challenge. Addressing this gap is crucial for organizations to ensure that investments in capability building translate into tangible improvements in service delivery and operational effectiveness, thereby maximizing resource utilization.
Key insights
- Professional development programs for Arabic-medium teachers in Sharjah's private schools demonstrated a 'High' overall perceived impact (Mean = 4.18).
- The 'Objectives' domain received the highest perceived impact rating (4.31).
- The 'Application and Implementation' domain received the lowest perceived impact rating (4.10), indicating a gap between theoretical training and classroom practice.
- No statistically significant differences in perceived impact were found based on teachers' years of experience, educational qualification, or gender.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1904916
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Verification
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- Verification ID
- ASA-EXE-2026-00323
- Version
- v1.0 · r0
- Issued
- 9 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Exploring professional development and instructional practice among Arabic-medium teachers
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.