Professional development (PD) remains a crucial pillar for enhancing educational quality and boosting teachers’ competencies. Professional development programs play an essential role in fortifying both theoretical and practical skills, enabling teachers to incorporate contemporary educational methodologies and technologies effectively within classrooms (Richter et al., 2024; Polin, 2023; Ramdani et al., 2023). Carefully structured PD significantly improves teachers’ professional efficiency, increases classroom effectiveness, and enhances responsiveness to students' diverse needs. Furthermore, Gümüş and Bellibaş (2021) assert that PD is indispensable for tackling new educational challenges, as it strengthens teachers' self-efficacy and adapts them to changing educational landscapes.

This study aims to evaluate the impact of PD programs for teachers instructing in Arabic in Sharjah on their professional performance and teaching quality. A mixed-methods approach was applied, integrating quantitative data from a survey of 112 teachers at private schools in Sharjah, UAE, with qualitative insights obtained from in-depth interviews with 14 teachers. These teachers actively participated in PD programs provided by the Sharjah Private Education Authority (SPEA), and the data gathered is analyzed to reveal impacts on their instructional performance.

Quantitative analysis examines how these PD programs influence teachers’ awareness of PD objectives, their ability to plan, organize, and monitor the educational process, as well as observed shifts in instructional methods. Qualitative data from interviews delve into teachers' perspectives, experiences, and perceived future needs, enriching the understanding of PD programs’ effectiveness.

Results indicate that a majority of the teachers acknowledge PD’s role in enhancing their teaching skills, especially in adopting innovative methods and incorporating modern technology. The variety in PD content and methodology positively influenced teacher motivation and day-to-day practices. Findings also emphasize the necessity of PD in equipping teachers to handle evolving challenges, including multilingualism and the alignment of teaching strategies with cultural and technological progressions. Additionally, the study identifies the importance of assessment tools in measuring teachers' skill acquisition post-training.

Based on these findings, the study advocates for sustained investment in PD programs tailored for Arabic-language teachers, with recommendations to design specialized PD initiatives that reflect current educational demands. These recommendations include interactive learning, remote teaching skills, advanced classroom management, AI utilization in education, and progressive assessment techniques centered on student skill development.

Keywords: Professional Development, Arabic-Language Teachers, Teaching Practice Improvement, Sharjah.