Investigating the Effectiveness of Ongoing Professional Development Programs for EFL Teachers in Saudi Arabia

Abstract

This study focuses on investigating the effectiveness of Ongoing Training Programs (OPTs) designed for English Language Teachers (ELTs) in Saudi Arabia with the intent to see how successful these are in of their actualization and what challenges they pose to be addressed for a sustained educational development. Taking CIPO (Context, Input, Process, Output/Outcome) model as a theoretical framework, the programs offered by GAET (General Administration for Educational Training) were ransacked for their rationale, planning and implementation together with the trainees’ practices after they receive the training. The data was collected and subjected to rigorous scrutiny for its validity and reliability and accentuated by the views of supervisors, trainee teachers, and the trainers. The findings revealed that in the ambit of a larger training program, ELTs get relatively fewer opportunities to benefit from OTPs. Certain inhibitions were found during the different phases of the process where English Language Teachers relatively go through conventional coaching without any follow-ups. Consequently, the outcome is fraught with challenges that need to be addressed to be in line with the vision 2030 that emphasizes sustainability in professional development in English language teaching.