Professionalism in teaching: A survey study on Afghan EFL educators’ professional development needs

https://doi.org/10.35912/jshe.v6i1.2685
Published: Nov 4, 2025

Abstract:

Purpose: The purpose of this study was to explore the perceived professional development needs of Afghan EFL educators and identify the areas of teaching in which they prioritize to be developed professionally.

Methodology/approach: A quantitative survey design was employed to discover EFL teachers’ PD needs. 25 English educators majoring in the TESOL graduate program at Kabul Education University were selected purposively. The data were collected through a questionnaire, and was analyzed using SPSS for more comprehensive results.

Results/findings: The overall results regarding PD needs of Afghan EFL educators indicate that they are generally in need of lesson planning and curriculum development, up-to-date methodologies and differentiated instructions, technology-integrated instruction, reflective practices, and assessment and evaluation techniques.

Conclusion: The study concludes that designing PD programs based on teachers’ actual needs is crucial to improving teaching competence. Context-specific and needs-based PD programs can enhance instructional quality and student learning outcomes in Afghanistan’s EFL context.

Limitations: Limited sample size, absence of female participants, and randomization could be listed as limitation of the study.

Contribution: By identifying the PD needs of Afghan EFL educators, the study can contribute the designers of targeted training programs that aim to enhance teaching quality and effectiveness.

Keywords:
1. English Language Teaching (ELT)
2. Professional Development (PD) Needs
3. Teaching Practice And Competence
4. Afghan EFL Educators
5. Teacher Training
6. Afghanistan Education
7. TESOL
Authors:
Khalid Ahmad Samim
Badghis Institute of Higher Education, Badghis, Afghanistan
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How to Cite
Samim, K. A. (2025). Professionalism in teaching: A survey study on Afghan EFL educators’ professional development needs. Journal of Social, Humanity, and Education, 6(1), 37–54. https://doi.org/10.35912/jshe.v6i1.2685
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Issue & Section
Vol. 6 No. 1 (2025): November
Articles
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

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    Afshar, H. S., & Doosti, M. (2022). Implementing and evaluating a peer-coached EFL teacher professional development program. Evaluation and program planning, 92. doi:https://doi.org/10.1016/j.evalprogplan.2022.102096

    Al-Bakri, S., & Troudi, S. (2020). EFL Teachers’ Beliefs About Professionalism And Professional Development. Journal of Applied Linguistics and Professional Practice, 15(1), 1-23. doi:https://doi.org/10.1558/jalpp.34885

    Al Asmari, A. (2016). Continuous Professional Development of English Language Teachers: Perception and Practices. Advances in Language and Literary Studies, 7(3), 117-124. doi:https://doi.org/10.7575/aiac.alls.v.7n.3p.117

    Alibakhshi, G. (2019). In-service training professional development needs of Iranian teachers of English as foreign language: A qualitative research study. Teaching English Language, 13(2), 95-115. doi:https://doi.org/10.22132/tel.2019.93339

    Aljassar, S., & Altammar, J. (2020). A Framework for the Professional Development of In-Service Teachers in Kuwait. Journal of turkish science education, 17(3), 364-386. doi:https://doi.org/10.36681/tused.2020.33

    Alruqi, S. M., & Alharbi, M. S. (2022). Teachers' Perceptions Towards Professional Development Training Courses: Exploring The Effects On Teachers' Performance In The Saudi Context. Theory and Practice in Language Studies, 12(9), 1723-1735. doi:https://doi.org/10.17507/tpls.1209.04

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    Carballo, O. C., & Chaves, J. D. R. (2018). Professionalism in Foreign Language Teaching: An Everlasting Challenge. Revista de Lenguas Modernas(28), 373-386. doi:https://doi.org/10.15517/rlm.v0i28.34844

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    Ekawati, A. D., Mulyono, H., Arrummaiza, V. S., Zulaiha, S., & Ningsih, S. K. (2021). Evaluating EFL Teachers’ Self-Efficacy And Attitude Towards Web-Based Professional Development Practices: A Rasch Analysis. TESOL International Journal, 16(6.1), 124-141.

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    Korkmazgil, S. (2015). An Investigation Into Turkish English Language Teachers’ Perceived Professional Development Needs, Practices And Challenges. Middle East Technical University (Turkey).

    Margolis, J., Durbin, R., & Doring, A. (2017). The Missing Link In Teacher Professional Development: Student Presence. Professional Development in Education, 43(1), 23-35. doi:https://doi.org/10.1080/19415257.2016.1146995

    Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating Novice And Experienced EFL Teachers’ Perceived TPACK For Their Professional Development. Cogent education, 6(1), 1632010. doi:https://doi.org/10.1080/2331186x.2019.1632010

    Nugroho, H. m. A. (2018). EFL Teachers' Need of Language Proficiency Professional Development: When Policy and Practice Collide. International Journal of Language Education, 2(2), 74-82. doi:https://doi.org/10.26858/ijole.v2i2.6373

    Soodmand Afshar, H., & Hosseini Yar, S. (2019). Investigating the relationship between attitude towards professional development, reflective teaching, self-efficacy, and job performance of Iranian English as a foreign language teachers. Teaching English Language, 13(2), 147-179. doi:https://doi.org/10.22132/tel.2019.96070

    Tabatabaee-Yazdi, M., Motallebzadeh, K., Ashraf, H., & Baghaei, P. (2018). Continuing professional development strategies: A model for the Iranian EFL teachers’ success. Sage Open, 8(1). doi:https://doi.org/10.1177/2158244018764234

    Tatto, M. T. (2021). Professionalism in teaching and the role of teacher education. European journal of teacher education, 44(1), 20-44. doi:https://doi.org/10.1080/02619768.2020.1849130

    UNESCO. (2014). Teaching and Learning: Achieving Equality for All. Retrieved from Paris: http://www.uis.unesco.org/Library/Documents/gmr-2013-14-teaching-and-learning-education-for-all-2014-en.pdf

    Yuan, R., Lee, I., De Costa, P. I., Yang, M., & Liu, S. (2022). TESOL Teacher Educators In Higher Education: A Review Of Studies From 2010 To 2020. Language Teaching, 55(4), 434-469. doi:https://doi.org/10.1017/s0261444822000209

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  2. Afshar, H. S., & Doosti, M. (2022). Implementing and evaluating a peer-coached EFL teacher professional development program. Evaluation and program planning, 92. doi:https://doi.org/10.1016/j.evalprogplan.2022.102096
  3. Al-Bakri, S., & Troudi, S. (2020). EFL Teachers’ Beliefs About Professionalism And Professional Development. Journal of Applied Linguistics and Professional Practice, 15(1), 1-23. doi:https://doi.org/10.1558/jalpp.34885
  4. Al Asmari, A. (2016). Continuous Professional Development of English Language Teachers: Perception and Practices. Advances in Language and Literary Studies, 7(3), 117-124. doi:https://doi.org/10.7575/aiac.alls.v.7n.3p.117
  5. Alibakhshi, G. (2019). In-service training professional development needs of Iranian teachers of English as foreign language: A qualitative research study. Teaching English Language, 13(2), 95-115. doi:https://doi.org/10.22132/tel.2019.93339
  6. Aljassar, S., & Altammar, J. (2020). A Framework for the Professional Development of In-Service Teachers in Kuwait. Journal of turkish science education, 17(3), 364-386. doi:https://doi.org/10.36681/tused.2020.33
  7. Alruqi, S. M., & Alharbi, M. S. (2022). Teachers' Perceptions Towards Professional Development Training Courses: Exploring The Effects On Teachers' Performance In The Saudi Context. Theory and Practice in Language Studies, 12(9), 1723-1735. doi:https://doi.org/10.17507/tpls.1209.04
  8. Amin, M., & Saukah, A. (2015). Factors Contributing To EFL Teachers’ Professional Development In Indonesia. Excellence in Higher Education, 6(2015), 12-20. doi:https://doi.org/10.5195/ehe.2015.138
  9. Assalahi, H. (2021). The Professional Standards For Teachers In Saudi Arabia As A Framework For EFL Teachers’ Professional Development Needs Assessment. TESOL International Journal, 16(6), 161-186.
  10. Bhatt, S. P. (2021). Self-Directed Professional Development: EFL Teachers' Understanding. International Journal of Language and Literary Studies, 3(4), 196-208. doi:https://doi.org/10.36892/ijlls.v3i4.737
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  12. Derakhshan, A., Coombe, C., Zhaleh, K., & Tabatabaeian, M. (2020). Examining the Roles of Continuing Professional Development Needs and Views of Research in English Language Teachers' Success. Tesl-Ej, 24(3), n3.
  13. Ekawati, A. D., Mulyono, H., Arrummaiza, V. S., Zulaiha, S., & Ningsih, S. K. (2021). Evaluating EFL Teachers’ Self-Efficacy And Attitude Towards Web-Based Professional Development Practices: A Rasch Analysis. TESOL International Journal, 16(6.1), 124-141.
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  19. Korkmazgil, S. (2015). An Investigation Into Turkish English Language Teachers’ Perceived Professional Development Needs, Practices And Challenges. Middle East Technical University (Turkey).
  20. Margolis, J., Durbin, R., & Doring, A. (2017). The Missing Link In Teacher Professional Development: Student Presence. Professional Development in Education, 43(1), 23-35. doi:https://doi.org/10.1080/19415257.2016.1146995
  21. Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating Novice And Experienced EFL Teachers’ Perceived TPACK For Their Professional Development. Cogent education, 6(1), 1632010. doi:https://doi.org/10.1080/2331186x.2019.1632010
  22. Nugroho, H. m. A. (2018). EFL Teachers' Need of Language Proficiency Professional Development: When Policy and Practice Collide. International Journal of Language Education, 2(2), 74-82. doi:https://doi.org/10.26858/ijole.v2i2.6373
  23. Soodmand Afshar, H., & Hosseini Yar, S. (2019). Investigating the relationship between attitude towards professional development, reflective teaching, self-efficacy, and job performance of Iranian English as a foreign language teachers. Teaching English Language, 13(2), 147-179. doi:https://doi.org/10.22132/tel.2019.96070
  24. Tabatabaee-Yazdi, M., Motallebzadeh, K., Ashraf, H., & Baghaei, P. (2018). Continuing professional development strategies: A model for the Iranian EFL teachers’ success. Sage Open, 8(1). doi:https://doi.org/10.1177/2158244018764234
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