A QUALITATIVE STUDY OF CONTINUOUS PROFESSIONAL DEVELOPMENT OF ENGLISH LANGUAGE TEACHERS: PERCEPTIONS AND PRACTICES
FATMAH ABDULLAH ALAMMARI
 Ministry of Education, Saudi Arabia

Abstract

This study aims to explore the main reasons for Saudi English teachers' low qualifications and the obstacles that hinder their participation in continuous professional development (CPD). It also investigates what the teachers' professional development needs are and potential solutions should be adopted to encourage participation in CPD. To this end, an interview team was organized to meet with teachers of English as a foreign language (EFL) working all over Riyadh, the capital of Saudi Arabia. Using 'narrative analysis' technique, teachers' data were analyzed. Results show that most Saudi EFL teachers possess lower authority to decide on joining needed CPD, given the pre-employment preparation they have gone through. Training seems to be rare and, for teachers, the CPD program is not based on what they need or lack. EFL teacher's main obstacles to attend necessary CPD
chiefly include lack of motivation, time and lack of support from school leaders. The study provides implications for educational agencies and leadership involved in the professional development of teachers. Keywords: Continuous professional development, English Language, Teachers, Practices, Perception