Date of Defense
8-4-2025 11:00 AM
Location
H4 - 0004
Document Type
Thesis Defense
Degree Name
Master of Education (Special Education)
College
CEDU
Department
Special and Gifted Education
First Advisor
Dr. Mohammad Al Rashida
Keywords
Efficacy of CPD, Practices, Preferences, General Education Teachers, Inclusive Education (IE), Special Education Teachers, UAE
Abstract
Professional development serves as a driving force in empowering teachers within inclusive education settings. The purpose of this study was to investigate the perspectives of both general and special education teachers about the effectiveness of currently implemented CPD practices. Data were collected using explanatory mixed-methods design, which included a questionnaire and semi-structured interviews. This method was utilized to improve the depth of research through the integration of quantitative and qualitative data. The combination of these two methods strengthens validity, reduces bias, and increases reliability. Non-probabilistic purposive sampling method was employed to collect the data as a total of 115 teachers from the UAE completed the questionnaire, which was designed to capture their experiences with existing CPD programs. Furthermore, 15 teachers from both general and special education backgrounds were chosen for semi-structured interviews. The findings revealed no statistically significant relationship between demographic variables and CPD efficacy. However, the findings demonstrated that educators had partial satisfaction with the usefulness of current CPD approaches, as well as important hurdles that must be addressed. These barriers included a disconnect between theoretical knowledge and practical application, a lack of collaboration, misalignment between training content and actual classroom challenges, a lack of structured feedback and follow-up, and cultural differences. These challenges affect student outcomes and teacher competencies in managing diverse classrooms and meeting students' needs, which will be reflected in students' progress and social aspect. The recommendations emphasized the need for differentiated and personalized CPD tailored to classroom realities and student needs. Despite fostering improvements to CPD, research on its efficacy in the UAE remains limited. Without ongoing evaluation and investigation, crucial areas for improvement will remain unknown. As a result, the study's findings can help policymakers and educational leaders identify challenges and potential solutions to improve CPD effectiveness and create significant changes in inclusive education. This study strongly advocates for differentiated, practice-oriented CPD with sustained follow-up mechanisms to improve teacher preparedness.
Included in
CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) FOR INCLUSIVE EDUCATION IN UAE SCHOOLS: CURRENT PRACTICES AND IN-SERVICE TEACHERS PREFERENCES
H4 - 0004
Professional development serves as a driving force in empowering teachers within inclusive education settings. The purpose of this study was to investigate the perspectives of both general and special education teachers about the effectiveness of currently implemented CPD practices. Data were collected using explanatory mixed-methods design, which included a questionnaire and semi-structured interviews. This method was utilized to improve the depth of research through the integration of quantitative and qualitative data. The combination of these two methods strengthens validity, reduces bias, and increases reliability. Non-probabilistic purposive sampling method was employed to collect the data as a total of 115 teachers from the UAE completed the questionnaire, which was designed to capture their experiences with existing CPD programs. Furthermore, 15 teachers from both general and special education backgrounds were chosen for semi-structured interviews. The findings revealed no statistically significant relationship between demographic variables and CPD efficacy. However, the findings demonstrated that educators had partial satisfaction with the usefulness of current CPD approaches, as well as important hurdles that must be addressed. These barriers included a disconnect between theoretical knowledge and practical application, a lack of collaboration, misalignment between training content and actual classroom challenges, a lack of structured feedback and follow-up, and cultural differences. These challenges affect student outcomes and teacher competencies in managing diverse classrooms and meeting students' needs, which will be reflected in students' progress and social aspect. The recommendations emphasized the need for differentiated and personalized CPD tailored to classroom realities and student needs. Despite fostering improvements to CPD, research on its efficacy in the UAE remains limited. Without ongoing evaluation and investigation, crucial areas for improvement will remain unknown. As a result, the study's findings can help policymakers and educational leaders identify challenges and potential solutions to improve CPD effectiveness and create significant changes in inclusive education. This study strongly advocates for differentiated, practice-oriented CPD with sustained follow-up mechanisms to improve teacher preparedness.