English Language Teachers’ Continuous Professional Development Target Needs: Lacks, Want and Necessities

Abstract

This study explored the Continuous Professional Development (CPD) needs of high school English teachers in Ethiopia. Utilizing a mixed-methods approach, it investigated teachers' perceived lacks, wants, and necessities. Findings revealed significant gaps in teachers' technological knowledge, pedagogical skills, and research abilities. While teachers expressed a strong need for professional development that enhances their contextual understanding, research skills, and technology integration, intrinsic motivation for CPD was limited. The study underscores the critical need for tailored, teacher-centered CPD programs that address specific needs and foster genuine professional growth. Finally, recommendations are provided to stakeholders, including policymakers and educational institutions, on designing CPD programs that align with teachers' professional aspirations and the unique demands of the educational context. The ultimate goal is to improve teaching efficacy and enhance student learning outcomes.