EFL teachers’ perceptions on teacher professional development

Abstract

The aim of this research is to explore EFL (English as a Foreign Language) teachers’ perceptions of professional development and its impact on their effectiveness in the classroom. Adopting qualitative approach, interview and questionnaire were utilized to collect the data. Findings indicate that teachers value professional development for improving pedagogy, language proficiency, and teaching strategies. Preferred activities include workshops, MGMP forums, and digital platforms. However, challenges such as time constraints, financial limitations, and lack of motivation hinder participation. Teachers emphasize the need for practical, relevant, and well-supported programs.