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If you’ve spent time in the UAE’s education sector, you’ve likely encountered Irish teachers. Though Irish expatriates are one of the smallest groups in the Emirates, their presence in schools is notable. This observation sparked our curiosity: Why do Irish teachers choose the UAE? What keeps them here—or drives them to leave? Some insights into this question are available in previous reports and newspaper articles, personal blogs, and social media. To explore it rigorously, we combined decades of UAE-based teacher education experience (Kay and Anna) with Rory’s expertise in Irish teacher training, supported by the Al Qasimi Foundation. Through interviews with 20 teachers (including three returnees to Ireland) and a survey of 123 respondents, we identified key motivations, challenges, and opportunities that shape Irish teachers’ experiences in the UAE.

The UAE is a popular destination for transnational teachers from all over the world. The UAE’s demand for English-proficient educators in both international and public schools—often tied to problematic notions of “native-speakerism”—has created opportunities for Irish teachers, whose linguistic heritage as speakers of one of the oldest overseas varieties of English in the world and strong reputation in teaching and teacher education align with hiring preferences. As part of this mixed methods study, our interviews with teachers working in the UAE, particularly Ras Al Khaimah (RAK), and teachers who had returned to Ireland highlighted three primary pull factors: economic incentives, lifestyle and travel, and career advancement.

Irish teachers were overwhelmingly attracted by economic factors, lifestyle factors, and opportunities for career progression.   The competitive salary packages including private health insurance, and often including high quality accommodation which relieved the teachers from worrying about rent were a strong incentive. Irish teachers compared this advantage to the prohibitively high rents in Dublin which were difficult to manage even for well paid teachers in Ireland. Participants also loved the opportunity to travel easily from the Middle East, and the mild weather, especially during the winter months, allowed enjoyment of outdoor activities. Some teachers mentioned their career progression, especially within the context of private international schools. Becoming middle school leaders within larger schools, supported by a range of professional development opportunities, is something that participants felt they wouldn’t have had the opportunity to achieve ‘back home’.

While the UAE offers undeniable perks, teachers also face significant hurdles. Beyond the sunshine and glamour of the beach and the palm trees, participants also mentioned the challenges they faced. Administrative pressures, frequent inspections, and overwhelming planning demands often exceed what educators experienced in Ireland. Many described teaching as increasingly transactional—resembling a “customer service role” focused on delivering a standardized product rather than nurturing student growth. They also mentioned the challenge of intercultural understanding, and how this needs to be managed effectively to enhance teaching and learning.

Teacher retention is critical for school stability, yet the UAE’s transient expatriate ecosystem complicates this. Transnational mobility is to be expected, especially when expatriates have a plan to eventually move home or onto new pastures after a sojourn in the UAE. While acknowledging the economic, lifestyle-related, and career advantages emphasized by teachers in this study, we also need to act on their concerns. By providing thorough and ongoing induction programs that go beyond ‘life administration’ tasks and delve deep into areas such as intercultural communication, schools would be supporting their staff in navigating cultural understanding. Teachers would feel more secure and professionally valued with longer-term contracts and greater autonomy in their teaching practices—reducing reliance on rigid planning mandates and appraisal inspections, while empowering them to lead classrooms with creativity and agency.