The essence of professional development experience from the perspective of English teachers in private schools in the UAE

This study aimed at exploring the essence of professional development experience from the perspective of English teachers in private schools in the UAE. To achieve the goal of the study an explanatory mixed method design was used. In the first phase of the study, English teachers (n=200) responded to Professional Development Questionnaire of English Teachers (PDQET). The second phase of the study featured a qualitative method by interviewing a few participants (n=10) from the initial pool sample in the first phase of the study. The study also looked at the English teachers’ ranking of professional development models in terms of their actual availability, preference and motivation. The results gleaned from qualitative data helped in explaining the quantitative data. In general the participants perceived professional development experience positively as the Efficacy Category (M= 3.78) ranked first among all professional development categories. The results gleaned from the survey gleaned that teachers seek out PD opportunities to enhance their instructional abilities (37.5%), equip themselves with the latest in the field (30%), and enhance their students’ learning (28%). However, a small percentage of teachers (3%) disclosed that they seek professional development to impress their principals (1.5%). This reflects that English teachers in private schools are intrinsically motivated to pursue professional development. Moreover, the study revealed most English teachers (42%) employed in private schools preferred workshops to other professional development models. The study highlighted key issues pertinent to English teachers’ professional development and it gives some recommendation for professional development implementation practices and some venues for future research

Migrant and Refugee Women: A Case for Community Leadership

The current paper posits that forced migration, as seen as a movement through a liminal space, provides the opportunity for refugee women to build upon their resilience and create social capital to find new ways and spaces to engage in community leadership. Escalating conflict in different parts of the world has led millions of people to flee their homelands in search of safety and protection. Based on recent statistics shared by the World Bank, more than 100 million people were forcibly displaced by May 2022, and two-thirds of the world\u27s poor population is expected to live in settings dominated by conflict and violence by 2030 (World Bank, 2022). The United Nations High Commissioner for Refugees (UNHCR) (2023) estimated that women and girls comprise around 50% of any refugee population; the percentage grows even larger when all refugee children are included

Rising from the Abyss: A Grounded Theory Exploration on How Afghani and Ukrainian Mothers Navigate Major Milestones Following the Onset of Political Conflict

The political conflicts that have erupted around the world have disrupted the lives of millions of people. This constructivist grounded theory study delved into the experiences of ten mothers from Afghanistan and Ukraine who had to overcome three major milestones: conflict in their homelands, liminal places, and resettlement in the United States. Although the wellestablished literature has highlighted the challenges refugee women encounter following the onset of political conflict, limited literature exists on the experiences of refugee mothers and the resources of support available to help them navigate conflict-related challenges. The findings of this study highlighted mothering, community, and governmental and nongovernmental organizations as the main resources that enabled Afghani and Ukrainian mothers to navigate conflict-related challenges. This study presented implications for practice for mothers, community members, governmental and nongovernmental organizations, and educators

Peace Leadership Education: Stories of Growth, Training, and Development

Peace education is a philosophy and practice that aims to equip learners with the skills and behaviors to enable them to become peaceful citizens capable of resolving the conflicts faced in their communities and beyond and working to establish a culture of peace through dismantling systems that contribute to prejudice, violence, and hatred. This chapter argues that peace education is an alternative to the culture of violence that dominates many societies around the world and provides a discussion of important authors and scholars. These notions of peace education are then explored through the stories of four peace leadership education endeavors. Utilizing integral peace leadership as a guiding frame, these educational endeavors explored the ways to create cultures of peace in communities and schools. The chapter concludes with a commitment to use integral peace leadership as a vehicle for promoting a more peaceful culture committed to social change and overcoming the hindrances to local and international peace