Professional Development Obstacles Facing Primary English Language Teachers in Northern Gaza

Abstract

This study meant at identifying the professional development obstacles facing primary English language teachers in northernGaza. The researcher, therefore, applied a valid and reliable questionnaire, which was filled out by eighty randomly selected teachers. In addition, the researcher interviewed five teachers who were purposively selected. In summary, the following findings were reached: Most participants agreed that the sudden and rare visits of supervisors are the greatest institutional professional development obstacles. Most participants agreed that money and financial issues are the main self-directed professional development obstacles. The majority believed the unbearable heavy teaching load, lack of time, overcrowded classes, and absence of promotion are the most important professional development obstacles from the nature of the work. There were statistically significant differences at (α ≤ 0.05) due to gender in favor to males, experience in favor to those who have less experience, and age in favor to those who are younger in perceptions about professional development obstacles, yet there were not any differences due to academic qualification variable. From the interviews, there were no differences in interviewees' responses due to gender or academic qualification variables, but there were differences due to experience and age. Teachers suggested decentralizing professional development programs, appreciating teachers' good work, and associating professional development with career development, and they proposed increasing the number of periods allocated for each class in a week and publishing a domestic journal. Finally, the researcher recommends carrying out further researches on the obstacles facing EFL teachers in one specific development. The researcher also recommends conducting evaluation studies for already existing EFL teachers' professional development programs.