English abstract
The study investigated the English as Foreign Language (EFL) teachers' perceptions
of their professional development (PD) at the Higher College of Technology (HCT). It aimed
at exploring teachers' beliefs of PD, benefits of PD, PD needs of teachers and opinion of
teachers of PD practices at the English Language Centre (ELC) at HCT. The study aimed to
find out if there were any statistical differences between teachers' perceptions with regard to
their qualifications and with regard to their teaching experience. Finally, it identified the most
important PD activities as perceived by teachers.
The population of the study consisted of EFL teachers in the ELC at the HCT. The
sample consisted of 50 teachers who were randomly selected from the centre. The study
adopted a quantitative approach and collected data from teachers using a questionnaire as a
research instrument.
The analysis of the results revealed that teachers perceived PD as significant and
important; no statistically significant differences at (α=0.05) in teachers' perceptions with
regard to their different academic qualifications were found nor there was any statistically
significant difference at (α=0.05) in teachers' perceptions of PD with regard to their years of
teaching experience. Teachers perceived workshops as the most important PD activity and so
they did perceived teaching support groups, colleagues' discussion of work, collaborative
reflection and self-reflection.
