Exploring EFL Teachers’ Continuing Professional Development (CPD) at Private Institutes in Yemen

Abstract

Continuing Professional Development (CPD) is an important component of teacher professional development because it helps teachers improve their knowledge, skills, and practises. Yet, it is not always simple for teachers to take advantage of CPD opportunities, especially in developing countries where resources and support may be scarce. This study aimed to explore the perceptions of CPD among EFL teachers who are employed at private language institutes (PLIs) in Yemen. The study adopted a mixed-method approach for the data collection and analysis. The results of both a questionnaire and interviews showed a diversity of perceptions. While EFL teachers valued CPD for professional development, they noted a number of difficulties and impediments to CPD opportunities in their teaching contexts, such as a lack of time, support, and suitable chances for CPD. The findings have implications for teachers' professional development in private institutes in Yemen and similar contexts.