Pre-induction to tackle early attrition of teachers in schools in the United Arab Emirates
O'Murchu, Ronan (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025112630044
https://urn.fi/URN:NBN:fi:amk-2025112630044
Tiivistelmä
Premature contract reneging by international teachers is a recurring challenge for schools in the United Arab Emirates (UAE). While the UAE remains a popular destination for educators, many are unprepared for the rigorous demands of international teaching and often struggle to adapt to the cultural and social norms of the region. This research-based thesis explores the potential value and proposed structure of a robust pre-induction programme for new teachers coming to the UAE. which will be aimed at better preparing these incoming teachers for both the professional and personal transitions involved in relocating to the UAE.
Using a mixed-methods approach, the research involved distributing an online survey to both existing teachers in the UAE. This was followed by in-depth, face-to-face interviews with a sample of key respondents, and specifically some who have suffered first-hand from this issue. Data collection took place over a two-month period in June and July 2025.
Findings suggest that many teachers experienced cultural shock, isolation, and misalignment between expectations and the reality of the teaching in the UAE. The thesis proposes a pre-induction programme that includes cultural orientation, employment rights and school expectations. It is concluded that such a programme could potentially improve teacher retention rates. Recommendations are made for international schools, recruitment agencies, and policy makers to adopt this programme as part of a wider teacher onboarding strategy.
Using a mixed-methods approach, the research involved distributing an online survey to both existing teachers in the UAE. This was followed by in-depth, face-to-face interviews with a sample of key respondents, and specifically some who have suffered first-hand from this issue. Data collection took place over a two-month period in June and July 2025.
Findings suggest that many teachers experienced cultural shock, isolation, and misalignment between expectations and the reality of the teaching in the UAE. The thesis proposes a pre-induction programme that includes cultural orientation, employment rights and school expectations. It is concluded that such a programme could potentially improve teacher retention rates. Recommendations are made for international schools, recruitment agencies, and policy makers to adopt this programme as part of a wider teacher onboarding strategy.