Exploring professional development and instructional practice among Arabic-medium teachers

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