Abstract:
Continuous Professional Development (CPD) is essential for teachers so that they can stay abreast of new methodologies, approaches, and strategies and implement them in their classes. This research aims to explore Lebanese primary teachers’ perceptions towards professional development (PD) programs. In fact, in Lebanon, there remains a concern on whether PD is being delivered with its best potential. This study attempted to survey teachers and look at the gaps and challenges teachers face when pursuing PD. It also aimed to get an overview on teachers’ perceptions and attitudes towards their own PD. This study used a mixed methods approach to examine the gaps and challenges in PD programs given in Lebanese schools and how teachers’ attitudes can impact the design of such programs. Three instruments were used to conduct this study: questionnaires, semi-structured interviews and scrutinizing school websites. Findings show that the majority of the teachers have a positive attitude towards PD. However, there are several gaps and challenges that schools and teacher trainers should be aware of in order to enhance the effectiveness of PD in their own institutions and in Lebanon. Suggestions for future research are listed at the end of the study such as investigate the programs being given in schools across Lebanon by gathering information from schools’ documentation and offer certifications for teachers, among others.
