Schools across borders: expatriate teachers in the United Arab Emirates: Navigating personal, school, and external factors

Abstract

This study examines the factors influencing expatriate teacher retention in the United Arab Emirates (UAE), focusing on personal factors, supportive school environments, and external elements. The study investigates how demographic characteristics, such as age and marital status, impact job retention among expatriate teachers. It also explores how these factors differ between public and private schools across the UAE’s seven emirates. A quantitative research design was employed, utilising a questionnaire to gather data from 580 expatriate teachers (446 female, 134 male) in public and private schools across the UAE. The findings revealed that cultural factors exerted the strongest influence, followed closely by supportive school environments and personal factors. The findings revealed that younger teachers, those aged 25–34 years, were more likely to leave the profession than their older counterparts. Teachers in private schools benefited more from supportive environments and cultural factors compared with their public-school counterparts. Regional differences were also notable, with teachers in Dubai reporting a stronger influence from cultural and external factors than those in Abu Dhabi and the Northern Emirates. This study offers valuable insights into the complexities of expatriate teacher retention and suggests areas for further research, including the effectiveness of cultural adaptation programs and other support mechanisms.