Examining Professional Development Programs for ‘English as Foreign Language’ Teachers in Benin: A Qualitative Inquiry
DOI:
https://doi.org/10.58197/1ze86952Keywords:
Professional development, EFL teachers, teaching quality, teacher growth, BeninAbstract
This study explores the perceptions of English as a Foreign Language (EFL) teachers in Benin regarding the effectiveness of professional development (PD) programs and their impact on teaching quality. Using a qualitative descriptive case study approach, the research aims to examine how EFL teachers perceive the implementation of PD programs and their influence on teaching practices and student outcomes. Data were collected through semi-structured interviews with 10 EFL teachers from Porto-Novo and through document analysis of relevant policies and reports. Thematic analysis revealed that teachers view PD as an ongoing process that enhances their skills, fosters self-reflection, and improves classroom management and teaching effectiveness. However, challenges such as heavy workloads and limited resources were identified as barriers to full participation and engagement. The study highlights the importance of sustained, relevant, and collaborative PD opportunities to improve teaching quality. The findings suggest that while PD programs have the potential to enhance teachers’ professional growth and teaching practices, structural and contextual challenges must be addressed to optimize their impact. Recommendations include fostering collaboration among teachers, ensuring practical relevance, providing adequate support and resources, and enhancing intrinsic motivation. The study contributes to understanding PD within Benin’s education system and offers insights to improve teacher development initiatives in Sub-Saharan Africa.
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