ISSN: 2226-6348
Open access
This study explored educators' perceptions of their job performance, the factors influencing it, and their experiences in responding to performance expectations within Dubai's multicultural educational environment. Using a qualitative research design, semi-structured interviews were conducted with educators from diverse cultural and professional backgrounds teaching in Dubai. Thematic analysis revealed three primary themes: self-evaluation, institutional feedback, and student outcomes, which collectively shaped how educators perceive their job performance. In addition, the study identified key influencing factors, including institutional support, personal attributes such as emotional intelligence, and the challenges and opportunities presented by cultural diversity. Findings also highlighted that educators employ adaptation strategies, such as cultural competence training and flexible teaching approaches, to meet performance expectations in multicultural settings. Despite facing challenges like cultural misunderstandings and communication barriers, many educators reported positive outcomes, including enhanced collaboration and broader worldviews. The study concludes that educator performance in Dubai is shaped by a complex interplay of individual, institutional, and cultural factors. Recommendations include strengthening professional development initiatives, enhancing culturally responsive appraisal systems, and fostering a supportive institutional environment to promote educator well-being and job performance. These findings contribute to the growing body of knowledge on teacher performance within multicultural educational contexts and offer practical implications for policymakers and school leaders in Dubai and similar settings.
Al-Amiri, F. (2024). Cultural competence and educator effectiveness in international schools: A qualitative analysis. Journal of Multicultural Education, 18(2), 134–150. https://doi.org/10.1177/XXXXXX
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
Brown, T., Patel, R., & Li, X. (2022). Teacher appraisal, feedback, and job satisfaction: Insights from global education systems. Teaching and Teacher Education, 113, 103660. https://doi.org/10.1016/j.tate.2022.103660
Johnson, P., Karim, S., & Wong, H. (2021). Peer support, collaboration, and teacher performance: The role of professional learning communities. Educational Management Administration & Leadership, 49(5), 802–820. https://doi.org/10.1177/1741143221993563
Khassawneh, O. (2023). Emotional intelligence and job performance among educators in the UAE: A correlational study. International Journal of Educational Psychology, 12(1), 55–72. https://doi.org/10.1007/s10212-023-00685-w
Leithwood, K., Harris, A., & Hopkins, D. (2021). Successful school leadership: What it is and how it influences teacher performance. Educational Administration Quarterly, 57(1), 3–34. https://doi.org/10.1177/0013161X20966023
Organisation for Economic Co-operation and Development (OECD). (2020). Teachers and school leaders as valued professionals: TALIS 2018 results (Volume II). OECD Publishing. https://doi.org/10.1787/19cf08df-en
UNESCO. (2022). Reimagining our futures together: A new social contract for education. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000379707
Rashid, M. A., Qutb, I. M., & Mamdouh, A. A. M. (2025). Job Performance in Education in the United Arab Emirates: A Qualitative Exploration of the Educational Community in Dubai. International Journal of Academic Research in Progressive Education and Development, 14(3), 205-219
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode