Job Performance in Education in the United Arab Emirates: A Qualitative Exploration of the Educational Community in Dubai

Abstract

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.