Continuing Professional Development: Teacher Perspectives in International Private Schools in Bahrain

Ahmed, Khalil (2026) Continuing Professional Development: Teacher Perspectives in International Private Schools in Bahrain. Doctoral thesis, University of East Anglia.

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Abstract

Continuing Professional Development (CPD) is widely recognised as an important means of enhancing teacher learning, improving teaching practice and supporting school improvement. Although CPD has been extensively researched within Western education systems, comparatively little is known about how it is experienced within private international schools in the Kingdom of Bahrain. This research explored teachers' perspectives of CPD and examined the factors influencing its implementation and effectiveness within this distinctive educational context.

The research adopted an interpretivist paradigm and employed a qualitative multiple case study design involving three private international schools in Bahrain. Data were collected through a demographic questionnaire, semi-structured interviews and documentary analysis. Forty teachers completed the questionnaire, whilst eighteen participants, comprising fifteen teachers and three senior leaders, took part in semi-structured interviews. Documentary evidence was analysed to provide contextual information and support data triangulation. The data were analysed using Braun and Clarke's Reflexive Thematic Analysis.

The findings indicate that, whilst CPD was valued by teachers and senior leaders, its implementation was frequently influenced by organisational priorities, leadership practices and contextual limitations. Participants identified limited time, restricted access to external professional learning, financial constraints and limited opportunities for teacher involvement in planning CPD as key challenges. The findings also highlighted the importance of collaborative learning, teacher agency, reflective practice and supportive leadership in promoting meaningful professional development.

The research concludes that effective CPD requires a balance between organisational priorities and teachers' professional learning needs. By providing an in-depth exploration of teachers' experiences within Bahrain's private international school sector, the research contributes to the limited literature on CPD in international schools and offers recommendations for educational leaders, policymakers and future research.

Keywords: Continuing Professional Development (CPD); professional learning; international schools; Bahrain; teacher development; educational leadership; teacher agency.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	20 Oct 2026 10:01
Last Modified:	20 Oct 2026 10:01
URI:	https://ueaeprints.uea.ac.uk/id/eprint/104823
DOI:

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