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Literature in the field of teacher professionalism suggests that neo-liberal educational reforms and the managerialism that frequently accompanies such reforms may compromise and distort teacher professionalism. Specifically, concerns have been raised that such reforms seek to make dramatic changes to teachers' practices while ignoring the importance of their effect upon teachers' professional identities (Al-Hinai, 2007, Day and Smethem, 2009). In recent years higher education institutions in Oman have been subject to repeated reform efforts and associated policy changes frequently focused upon the ostensible aim of improving the quality of education. This study explores English language teachers' professionalism at the Colleges of Technology in Oman (CoTs). Specifically, teachers' interpretations of teacher professionalism, the tensions the teachers experienced as the result of reform efforts, as well as the teachers' responses to threats to their sense of professionalism. The main data collection method in this qualitative study was semi-structured interviews with thirty English language teachers from three colleges of technology in Oman. The study was divided into two phases with Phase 1 data analysis being used to help develop interviews for Phase 2. It was found in this study that the teachers had a very clear idea of what constitutes professionalism and believe that professionalism encompasses both the way teachers act and the way they are perceived and treated. At the same time, they raised concerns that their sense of professionalism was being compromised by a number of practices in their institutions. Furthermore, it was found that this affected their sense of professionalism that, in turn, had an influence on their professional identities, motivation, work performance and personal life. These factors were further found to hinder their capacity to act in a way which they, themselves, believed to be characteristic of professionalism. The study highlights the importance of considering teachers' perceptions, sense of professionalism and professional identity when developing educational reform policies.

In this qualitative study, I examine the students’ interpretations of the effects of being labelled as gifted by studying their experiences subsequent to the labelling process. Students’ perceptions of these experiences are discussed. Twelve female students identified as gifted by secondary schools in Riyadh, Saudi Arabia, and at the time of writing, enrolled in a full-time gifted programme took part in this study. This study also examines how these students perceive the influence of labelling on their social and academic lives and self-concepts. In-depth interviews were conducted with the participants, and the data provided new insights into the students’ perceptions regarding being labelled as gifted. This study found that the majority of the students felt that the most positive aspect of being labelled as gifted was either personal or academic. The personal aspects they mentioned included things such as higher self-confidence or opportunities for personal growth. The academic aspects consisted of things like access to better learning opportunities and the chance to participate in international and domestic activities. However, the social experience related to interactions with peers was found to be the most negative aspect. Students felt forced to choose between academic endeavours and social acceptance, which resulted in emotional and social complications. This study found that these girls were sensitive to peer pressure, valued peer acceptance highly and believed that being comfortable in school meant having peers who understood and accepted them. The implications of these children’s experiences suggest that educators need to allow the child to take precedence over the label. It is essential to identify the individual children’s needs, wants, challenges and strengths before formulating educational plans or creating a fixed set of expectations for their conduct and achievement.