The impact of professional development training on teachers’ performance in Abu Dhabi Cycle Two and Three schools

ABSTRACT

This research study examined the impact of professional development on teachers’ performance in Abu Dhabi in the United Arab Emirates (UAE) Cycle Two and Three private schools. The study employed a mixed-method research design developed in two phases which considered professional development (PD) for teachers from the combined perspectives of Adult Learning Theory and Desimone’s PD features. The quantitative findings of the research suggest that teachers improved their lesson planning, teaching methods, teaching tools, classroom management, and cooperation after the PD. However, the qualitative findings suggest that teachers had many concerns regarding the current PD program; thus, two features are added to Desimone’s framework especially if it is to be used in a country like the UAE.

KEYWORDS:

• Lesson planning
• teaching methods
• cooperation
• classroom management
• professional development

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Adlane Deeb El Afi

Adlane Deeb El Afi is a member of TESL Ontario, a member of Ontario College of Teachers, an English professor at the University of Ottawa, and an expert in transforming social situations into research questions, experienced in both qualitative and quantitative educational research.