Assessing EFL Teachers’ Professional Development Practices and Challenges with a Focus on Middle-Level Schools in Bahir Dar City Administration

Abstract

This research examines middle-level school EFL teachers’ practices and challenges to developing their profession. This study employs a pragmatic paradigm consistent with its mixed-methods research approach. Using a descriptive survey design, data were collected concurrently through a piloted questionnaire, interviews, and document analysis. The study involved 54 English language teachers and 8 school leaders from middle-level schools in Bahir Dar City, Ethiopia, selected via availability sampling. Findings reveal that English as foreign language teachers primarily engage in individual and school-based professional development practices, while out-of-school initiatives are notably underutilized due to systemic limitations. Challenges include inadequate support, resources, and motivational strategies at individual, school, and out-of-school levels. Quantitative and qualitative data indicate no significant differences in professional development practices and challenges based on gender, location, or experience. These results suggest the need for a structured, supportive, and relevant approach to professional development to enhance teacher engagement and instructional quality.