English Teachers' Perceptions towards their Professional Development and Identity Formation

Abstract

Professional development of teachers adverts to the methods for assisting the teachers in steady recharging of their knowledge base and honing their skills to conform to the emerging needs and changing circumstances of the teaching profession. This research paper explored the interplay between professional development and the evolving identities of English language teachers based on the descriptive research design under quantitative approach. The total number of 40 sample population of the study was randomly selected through the lottery procedure and a set of questionnaire consisted of seventeen closed ended questions was used to collect the data. The collected data were analyzed and interpreted descriptively. The findings highlight the importance of continuous professional development, reflective practice, and the role of institutional support in shaping the identities and competencies of English language teachers. The contribution of the study is significant for the existing literature, teacher educators, researchers, and policy makers. Additionally, further research related implication is stated in terms of in-depth studies for enhancing professional development initiatives and effectiveness of teacher education programs in Nepal are also provided.