ASSESSMENT OF QATARIZATION PRACTICES IN PUBLIC SCHOOLS

Abstract

As many researchers have observed, Qatar's public employment sector is saturated; however, despite the efforts of Qatar's Ministry of Education, it is interesting to note that this does not apply to academic positions in its public schools. This anomaly was chosen as our research gap and hence our aim is to assess Qatarization practices in public schools. The study results highlighted several reasons why Qataris prefer not to work in the education sector or public schools and we offer policy makers some recommendations for addressing this issue. This research proceeded by conducting interviews, some in male and female public schools in Doha, Qatar's capital city, with directors and teaching staff in public schools and others with experts at the College of Education in Qatar University. The study found poorly defined objectives, ineffectual marketing, and bureaucracy among the Ministry of Education's challenges in implementing its Qatarization initiatives. Moreover, the study found that the lack of desire among Qataris to work as teachers was due to the undeveloped career structure, arduous conditions and poor sociocultural reputation, especially among Qatari males who undervalue the profession and perceive it as low in status