Challenges and Effectiveness of Continuous Professional Development for English Department Teachers at Salahaddin University

Abstract

Continuous Professional Development (CPD) is essential for enhancing the skills and teaching strategies of university educators. This study explores the challenges and effectiveness of CPD programs for faculty members in the English Department at Salahaddin University, focusing on their impact on teaching practices and professional growth. A mixed-methods approach was used, combining surveys from 77 faculty members and 15 in-depth interviews. The data revealed that time constraints and financial limitations are the primary obstacles to CPD participation, with 77.78% of respondents citing scheduling conflicts. Regression analysis showed that institutional support is the strongest predictor of CPD success. Thematic analysis from interviews reinforced these findings, emphasizing the need for language-specific training and better integration of technology in teaching. The study concludes that while CPD programs positively influence faculty development, challenges such as time limitations and insufficient funding reduce participation and impact. Effective institutional support, flexible scheduling, and tailored content are crucial to overcoming these barriers. By addressing these factors, universities can enhance CPD outcomes, ultimately improving teaching quality and academic performance within higher education.