Abstract:
Research on language teachers’ motivation for continuing professional development is limited and infrequent, and much less on language teachers in Lebanon. This study aims to explore the motivations and incentives of language teachers undertaking professional development and how that motivation affects language learners in their classrooms. It examines gaps, if any, regarding the effectiveness of PD and their impact on classroom practices. The self-efficacy and autonomy of teachers are essential to research, as they play a role in their choice and the frequency of PD activities. Understanding the efficacy beliefs of teachers would explain how effective these PD tasks were in practice. This study will fill a gap in research on teachers’ perception of control and how that affects their performance. For this qualitative exploratory study, data was collected through questionnaires, in depth-interviews and document analysis. Results show correlations between teachers’ ages, years of experience and levels of motivation to pursue PD. Data results also portrayed themes relevant to PD such as burnout, school support and intrinsic and extrinsic motivation. Recommendations for further research include studies on PD providers such as trainers and centers.
