EFL Teachers’ Motivations for Continuous Professional Development (CPD)

The purpose of this study was to investigate a sample of EFL teachers‘ motivations to engage in continuous professional development. Moreover, the study attempted to shed light on the influence of gender, university degree, and work experience on EFL teachers‘ motivations in CPD. To this end, the current study focused on finding out factors that might encourage teachers to participate in professional development activities and investigating if teachers‘ level of education, gender, and teaching experience affect teachers' motivations. The participants were ۴۱ EFL teachers working at various language schools in Kerman, Iran. The data were collected via an online survey comprising, which focused on EFL teachers' motivation. Both descriptive and inferential statistics were used to analyze the data. The results of this quantitative study indicated that English teachers have different motivational factors. Although several previous studies indicated that personal factors such as gender, university degree, and work experience affect teachers' motivations to engage in PD, in terms of gender or university level of education and teaching experience, this study showed no significant difference in EFL teachers' context. Foreign language education policymakers, curriculum developers, and syllabus designers are suggested to plan effective and durable PD activities.