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Abstract

Professional development (PD) plays a crucial role in the success and quality of various occupations, including English as a second language (ESL) instruction. However, there is a need to understand ESL teachers’ perceptions of PD, the challenges they face, and their recommendations for enhancing the PD process. This study focuses on language schools in Ontario, Canada, where research on the efficacy of PD events for ESL instructors is limited. By utilizing a quantitative research design with a survey-based approach, data were collected from ESL teachers employed in language schools and institutions in Ontario. The findings reveal that while teachers recognize the importance of PD, there is room for improvement in terms of PD topics, activities, and program relevance.  Continue Reading →