EXAMINING AND INVESTIGATING THE CHALLENGES FACED BY EFL COLLEGE PROFESSORS IN ACCESSING AND PARTICIPATING IN IN-SERVICE TRAINING PROGRAMS: A CASE STUDY OF SABRATAH UNIVERSITY

EFL Education

This study examines the barriers hindering access to and participation in in-service training programs among EFL faculty at the English Department of Sabratah University, Libya. Despite the recognized importance of Continuous Professional Development (CPD) for enhancing pedagogical practice and language teaching quality, significant institutional and personal obstacles persist. Employing a mixed-methods design, data were collected via questionnaires (n=35) and semi-structured interviews (n=12) with professors, lecturers, and assistant lecturers. Quantitative and qualitative analyses reveal that institutional constraints are the most pervasive barrier, with a majority of respondents citing a lack of administrative support, insufficient funding, and inadequate resources. Additional challenges include heavy teaching loads leading to scheduling conflicts, a lack of awareness of available opportunities, and a frequent mismatch between training content and actual classroom needs. The findings underscore a critical gap between the theoretical value of CPD and the practical realities within this specific Libyan higher education context. The study concludes with targeted recommendations for the departmental, university, and national policy levels to develop more supportive, relevant, and accessible professional development environments for EFL educators.

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