EFL Teachers’ Motivations for Continuous Professional Development (CPD)

Document Type : Original Article


Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran


The purpose of this study was to investigate a sample of EFL teachers‘ motivations to engage in continuous professional development. Moreover, the study attempted to shed light on the influence of gender, university degree, and work experience on EFL teachers‘ motivations in CPD. To this end, the current study focused on finding out factors that might encourage teachers to participate in professional development activities and investigating if teachers‘ level of education, gender, and teaching experience affect teachers' motivations. The participants were 41 EFL teachers working at various language schools in Kerman, Iran. The data were collected via an online survey comprising, which focused on EFL teachers' motivation. Both descriptive and inferential statistics were used to analyze the data. The results of this quantitative study indicated that English teachers have different motivational factors. Although several previous studies indicated that personal factors such as gender, university degree, and work experience affect teachers' motivations to engage in PD, in terms of gender or university level of education and teaching experience, this study showed no significant difference in EFL teachers' context. Foreign language education policymakers, curriculum developers, and syllabus designers are suggested to plan effective and durable PD activities.


Article Title [Persian]

انگیزه معلمان زبان انگلیسی برای توسعه حرفه ای مستمر

Abstract [Persian]

هدف از این مطالعه بررسی نمون های از انگیز ههای معلمان زبان انگلیسی برای مشارکت در توسعه حرف های مستمر بود، همچنین، این مطالعه سعی داشت تأثیر جنسیت، مدرک دانشگاهی و تجربه کاری بر انگیز ههای معلمان زبان انگلیسی در CPD را روشن کند. برای این منظور، مطالعه حاضر بر یافتن عواملی که ممکن است معلمان را تشویق به مشارکت در فعالی تهای توسعه حرف ها ی کند و بررسی اینکه آیا سطح تحصیلات، جنسیت و تجربه تدریس معلمان بر انگیز ههای معلمان تأثیر م یگذارد یا خیر، متمرکز شد. شرک تکنندگان 41 معلم مختلف در زبان EFL بودند. داد هها از طریق یک نظرسنجی آنلاین مشتمل بر انگیزه معلمان زبان انگلیسی جم عآوری شد و برای تجزیه و تحلیل داد هها از آمار توصیفی و استنباطی استفاده شد که نتایج این مطالعه کمی نشان داد که معلمان انگلیسی دارای عوامل انگیزشی هستند. اگرچه چندین مطالعه قبلی نشان داد که عوامل شخصی مانند جنسیت، دانشگاه مدرک تحصیلی و سابقه کار بر انگیزه معلمان برای مشارکت در PD ، از نظر جنسیت یا سطح تحصیلات دانشگاهی و تجربه تدریس، تأثیر می گذارد، این مطالعه تفاوت معنی داری را در زمینه معلمان زبان انگلیسی نشان نداد. سیاست گذاران آموزش زبان خارجی، برنامه درسی، طراحان آزمایشگاه برای برنامه ریزی فعالیت های موثر و بادوام PD پیشنهاد شود .

Keywords [Persian]

  • توسعه حرفه ای مستمر
  • معلمان زبان انگلیسی
  • انگیزه های معلم
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Volume 2, Issue 3 - Serial Number 3
December 2022
Pages 33-54
  • Receive Date: 09 April 2022
  • Revise Date: 14 June 2022
  • Accept Date: 15 September 2022
  • First Publish Date: 01 December 2022