Crossing Deserts and Oceans: Professional Development Routes of English Teachers in Arab Gulf Countries

Abstract

This study explores expatriate English teachers' professional development (PD) experiences in the Arab Gulf Cooperation Council (GCC) countries. It focuses on how teaching experience and age influence their perceptions of PD programmes. As English proficiency becomes increasingly vital for academic and professional success in the region, PD has emerged as a critical mechanism for enhancing teaching quality and supporting teachers' career growth. However, many expatriate teachers face challenges related to limited access to PD opportunities, a lack of institutional support, and misalignment between PD programmes and their specific needs. This research investigates these issues through a survey, collecting data from 144 expatriate teachers working in the Gulf. Findings reveal that more experienced teachers view PD as beneficial for career growth but express concerns about its relevance to their day-to-day teaching contexts and limited impact on career advancement. The study underscores the need for tailored PD programmes that address the distinct needs of expatriate teachers and align with the region's unique educational challenges. It also highlights the importance of institutional support in fostering a culture of continuous learning among expatriate educators. Policymakers and academic leaders are recommended to improve PD programmes and enhance the professional growth of expatriate teachers in the Arab Gulf countries.