This policy paper describes some key characteristics of the male English teachers working in government schools in Ras Al Khaimah, United Arab Emirates (UAE) and discusses the policy implications of this information. The data and analysis presented are the result of a research study conducted during the 2012-2013 academic year. This mixed-methods study is based on questionnaires, interviews, and classroom observations with male English teachers. The findings have policy implications for the development of current teachers and the recruitment of new teachers. Policy recommendations include the development of a comprehensive assessment and feedback system and the piloting of alternative strategies for recruiting English teachers.
