Teachers Dispositions Towards Professional Development within the United Arab Emirates
The presence of large-scale standardized international datasets that draw upon self-reports of students, teachers and administrators within differing educational systems around the world has led to the increased opportunity to conduct targeted comparative
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10. TEACHERS DISPOSITIONS TOWARDS PROFESSIONAL DEVELOPMENT WITHIN THE UNITED ARAB EMIRATES Relations to Teacher Job Satisfaction
INTRODUCTION
The presence of large-scale standardized international datasets that draw upon self-reports of students, teachers and administrators within differing educational systems around the world has led to the increased opportunity to conduct targeted comparative studies on a global scale. Instruments including the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) and the Teaching and Learning International Survey (TALIS) have permitted investigation within specific domains of education. In particular, the TALIS investigations into the teaching profession have provided substantial insights into how teachers understand and face their role within the educational system of their operation and how teacher related factors are associated with academic performance, as for instance the finding that countries where teachers feel valued tend to perform better in PISA (OECD, 2014). LEVELS OF TEACHER SATISFACTION, RECOGNITION, AND SUPPORT
After gathering data from over 100,000 school teachers and leaders from 34 countries for the TALIS 2013 survey, the OECD (2014) stated as their leading headline summary that although “most teachers enjoy their job” a dismaying but reportedly not uncommon sentiment amongst teachers is that they feel “unsupported and unrecognized in schools and undervalued by society at large”. At first reading the notion that teachers feel “unsupported … in schools” (OECD, 2014) can appear incongruous, at least within the professional sphere of a teachers life, given the overall level of professional development that for over five decades has become an integral part of teachers’ careers. Particularly as figures from the same study (OECD, 2014) state that 88% of teachers had some form of professional development in the previous year, and that more than three-quarters (between 76% and 91% of teachers) reporting it had had a positive impact on their teaching. Of interest, in light of the primary headline published by the OECD, is the opportunity to undertake: a preliminary examination of teachers’ reports of their A. G. Welch & S. Areepattamannil (Eds.), Dispositions in Teacher Education, 199–209. © 2016 Sense Publishers. All rights reserved.
M. melkonian
involvement in professional development programmes and job satisfaction with a specific focus upon lower secondary education teachers in the United Arab Emirate of Abu Dhabi in the Gulf region of Western Asia; and to establish potential reading of such reports with reference to relevant research studies and theory. This chapter, therefore, is an examination of the manner in which dispositions held by TALIS teachers from Abu Dhabi emirate towards professional development and job satisfaction are interrelated. The chapter begins by briefly outlining the concepts and changing understanding of professional development and job satisfaction in order to assist the co
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