Perceptions and Needs of EFL Teachers in Thailand Regarding Continuous Professional Development in English Language Teaching
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Abstract
Continuous Professional Development (CPD) is widely recognized as essential for helping English as a Foreign Language (EFL) teachers to adapt to changing educational needs, improve their teaching practices, and support student success. However, in Thailand, little research has focused on the actual perceptions, needs, and challenges of EFL teachers concerning CPD activities. The study explores how teachers engage in CPD, what they perceive as its benefits, the challenges they face, and the institutional support they require. A quantitative descriptive approach was used to collect data from 110 participants through a semi-structured questionnaire. The findings reveal high engagement in CPD activities, such as workshops, seminars, mentoring, and online resources. However, teachers’ views on the necessity of CPD and the support they receive vary widely. Many reported challenges, including time constraints, financial limitations, the lack of institutional encouragement, and technological barriers. Participants highlighted a preference for CPD that aligns with their professional goals, promotes flexibility in scheduling, and encourages collaboration. Drawing on Desimone’s (2009) framework for effective professional development, this study emphasizes the importance of content focus, active learning, coherence, duration, and collective participation. The results underline the need for CPD programs that are relevant, inclusive, and supported by schools and educational authorities. This study contributes to the growing research on CPD in the Thai context and supports the development of targeted CPD programs that better meet the needs of diverse teaching populations.
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