Factors influencing STEM teachers' effectiveness in the UAE

New studies in the United Arab Emirates (UAE) have delved into investigating the factors why students do or do not appreciate Science, Technology, Engineering, and Mathematics (STEM) courses. Many indicators point mainly to the effectiveness, or ineffectiveness, of teachers. The main purpose of this paper is to identify significant factors that affect a teacher's effectiveness. This is done through an analysis of the results of a twenty-four-question survey, developed by the authors, given to 200 Science, Technology, and Mathematics teachers, from Kindergarten to Grade 12, in public and private schools across the country. A literature review consisting of comparable studies in other countries served as a backdrop to the many trends discovered in the analysis of teachers' responses. Furthermore, the authors provide additional critical interpretations to address the unique nature of the findings in the UAE educational system. Overall, the findings point to the dire need to address teachers' dissatisfaction with the teaching profession in the UAE. Specifically, addressing monetary compensation, improving the curricula, lack of resources and providing professional guidance via development courses and seminars is necessary if teachers are to be more effective in the classroom.