Exploring English Language Department Teachers? attitudes towards PD and its challenges at One Saudi Arabian University
Author(s): Ohood Alshammary
, Houman Bijani
*, Salim Said Bani Orabah
and Vida Pirmohamadlou
This study explores how English language teachers at a Saudi Arabian university viewed Professional Development (PD). The research study aims to develop an understanding of the PD these teachers receive and their views regarding their professional development and the challenges they face to during PD. The study adopted an interpretive approach to understanding the current situation of six teachers working at the English Language Department (ELD) at one Saudi Arabian university. The main instrument to collect data was a semi-structured interview adopted based on the previous studies. The sampling method was a convenient sampling as the researcher used the colleagues as the participants of the study. The study’s findings reveal that participating teachers were aware of the significance of PD but were disappointed that the voices of teachers were not heard. The perceived failure to value their contribution negatively affected their engagement and motivation. The research reveals many challenges; lack of autonomy, insufficient time, heavy workloads, unsupportive working environments, and PD activities that were not considered necessary by the participants.