Özet:
This study examines the attitudes of English as a Foreign Language (EFL)
instructors towards professional development (PD) within the Turkish educational
context. The research aims to identify the perceived value of PD, the extent of
participation in PD activities, and the barriers to effective engagement in PD. Data
were collected from 50 EFL instructors across various Turkish institutions using a
structured questionnaire, which included both Likert-scale and open-ended questions
to elicit quantitative and qualitative data.
The quantitative analysis, conducted through SPSS, revealed a positive
disposition towards PD, with instructors acknowledging its critical role in enhancing
pedagogical skills and teaching methodologies. However, a notable gap between the
recognition of PD's importance and actual participation rates was observed.
Qualitative data, analyzed thematically, underscored several challenges, such as
excessive workload, financial limitations, and inadequate institutional support, which
hinder instructors' ability to engage in PD.
The study further highlights instructors' preferences for PD activities that are
tailored to their specific teaching contexts, emphasizing the need for customization
of PD programs. Respondents also expressed a desire for more collaborative PD
practices, such as peer observation and action research, to foster a supportive
learning community among educators.
Implications of the study include the necessity for educational policymakers
and institutions to implement supportive measures that address the identified barriers
to PD. This includes providing financial and scheduling accommodations, enhancing
institutional backing, leveraging technology for accessible PD, and fostering a
culture that values continuous professional growth and autonomy.
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The findings contribute to the discourse on teacher education by advocating
for a holistic approach to PD, which incorporates the needs and preferences of EFL
instructors, aiming to cultivate an environment conducive to lifelong learning and
pedagogical excellence.
