Lifelong Learning in Action: A Study of Professional Development Activities Among Libyan EFL Secondary School Teachers

Abstract

Continuous professional development (CPD) for teachers has been the concern of education for many years. This study examines the implementations of lifelong learning principles among English as a Foreign Language (EFL) teachers in Libyan secondary schools in Ajelat city through their engagement in professional development activities. Moreover, this study is devoted to investigate whether male and female teachers vary in their implementation of their developmental activities. Adopting a quantitative approach, data were collected through online questionnaire which was distributed among 114 male and female teachers. The results indicated that both male and female teachers tend to engage in informal developmental activities more than the formal ones. While female teachers tend to develop more through-experience and teaching by preparing lessons and answering students’ questions, male teachers’ most frequently practiced activity was reading books and articles. The least practiced activities were presenting presentations in seminars and workshops for male teachers and travelling to an English-speaking country for female teachers. Moreover, A T-test was employed to investigate potential difference between male and female teachers implemented activities; the results of the test indicated that there is not any significant difference between male and female teachers in the activities they engage in to develop professionally. Thus, this study highlights the activities teachers employ to enhance their pedagogical skills and adapt to diverse classroom needs, emphasizing the importance of ongoing professional growth for improving educational outcomes.