Effectiveness of TESOL Teachers Continuous Professional Development - Perspectives from Oman

Oct 15, 2026

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Teacher continuous professional development (CPD) is widely viewed as a key lever for improving schools, strengthening teacher quality, and enhancing student learning. This study critically examines the effectiveness of CPD activities run by the Ministry of Education in Oman for TESOL teachers and their impact on teaching and learning. Data from questionnaires, observations, and semi-structured focus-group interviews indicate that access and outcomes depend on CPD timing and location, while workload and family responsibilities limit participation. Relevance and qualified facilitators support effectiveness; centralized top-down design and marginalization of teachers undermine it.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Problematic Issue and Aims of the Study

Findings and Implications

Advances in Language and Literary Studies ISSN: 2203-4714 [www.alls.aiac.org.au](www.alls.aiac.org.au) | Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman
Khadija Al Balushi*
Ministry of Higher Education, Research and Innovation-Sultanate of Oman Corresponding Author: Khadija Al Balushi, [E-mail: khadija.b@moe.om](E-mail: khadija.b@moe.om) | | | --- | --- | | ARTICLE INFO | ABSTRACT
Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness ofCPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013) . This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number offactors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients ofCPD do not provide the conditions for intelligent and responsive teaching profession. | | Article history
Received: November 12, 2020
Accepted: January 17, 2021
Published: February 28, 2021
Volume: 12 Issue: 1
Advance access: February 2021 | | | Conflicts of interest: None
Funding: None | | | Key words:
TESOL, CPD, PD, INSET, Effective, Impact | | INTRODUCTION Educational reform movements in Oman and around the world are setting ambitious goals for students’ learning. Many factors can contribute to achieve these goals. In fact, the changes in classroom practices demanded by the reform visions ultimately rely on teachers, their learning, and transforming their knowledge into practice (Vangrieken et al., 2017; Avalos, 2011; Borko, 2004) . This realization has led educational scholars and policy makers to demand continuing professional development (CPD) opportunities for teachers to help them enhance their knowledge and develop new instructional practices (Borko, 2004) . However, the effectiveness of these programmes and the impact they have on teaching and learning is questionable. As the OECD TALIS (2009) study revealed, in most countries teachers’ CPD is generally not meeting teachers’needs. Due to such concerns, studies in multiple international contexts focusing on diverse subject areas have attempted to explore the effectiveness of teacher CPD programmes, why teacher CPD has failed to live up to its development potential and ways of improving CPD effectiveness in the future (e.g. Antonio

FAQs

What is the main purpose of the study on CPD for TESOL teachers in Oman?

The study investigates how effective the Ministry of Education’s CPD activities are for in-service TESOL teachers and how these activities influence English teaching and learning.

Which factors help or hinder teachers’ access to CPD?

The findings indicate that CPD timing and location can facilitate access, while workload and family responsibilities act as key inhibitors.

How does the study assess what makes CPD effective or ineffective?

Suitability and relevance of CPD topics and ideas are reported as important for effectiveness, while CPD delivered by unqualified teacher educators can hinder success.

Oct 15, 2026

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