EVALUATION OF CONTINUOUS PROFESSIONAL DEVELOPMENT OF ENGLISH LANGUAGE TEACHERS

Abstract

This research critically evaluates the effectiveness of the Continuous Professional Development (CPD) program for English language teachers in public primary schools in Khyber Pakhtunkhwa, Pakistan. The study aims to explore teachers’ perceptions of CPD, assess how the program enhances their teaching capabilities, and investigate the practical implementation of learned strategies in classrooms. Employing a qualitative methodology, the research includes semi-structured interviews with ten English teachers and classroom observations of six respondents. Thematic analysis was applied using Braun and Clarke’s six-step framework, and triangulation was conducted to ensure reliability and consistency between reported practices and observed behavior.

Findings reveal that while most teachers hold a positive view of CPD and report improvements in lesson planning, classroom management, and student engagement, several barriers hinder full implementation. These include limited teaching resources, large class sizes, and time constraints. Classroom observations confirmed partial application of CPD strategies. The study concludes that CPD has a promising impact on professional growth, but further support in the form of infrastructure, follow-up training, and administrative facilitation is essential for its success.

This research provides valuable insights for policymakers, education departments, and CPD designers to enhance training effectiveness and implementation.