Factors Affecting English Language Teachers' Participation in Professional Development at Private Universities in Karachi, Pakistan

Abstract

The goal of this quantitative study was to evaluate the link between internal and external factors that affect teacher involvement in professional development programs at private institutions in Karachi, Pakistan. Specifically, the study was conducted in Pakistan. In order to conduct the study, the researcher utilized a survey methodology and employed regression techniques. The sample size consisted of one hundred English language professors from four different business universities in Karachi. The examination of the data revealed that a number of factors, such as teachers' ages, their perspectives on efforts for professional development, the amount of time they had available, the resources they had available financially, and the influence of their peers, had a significant impact on the level of engagement that teachers had. On the other hand, the research found that factors such as gender, teaching grade level, teaching experience, educational background, teaching experience, educational qualifications, teachers' effectiveness, pedagogical head involvement, and school culture did not have a statistically significant impact on the extent to which teachers participated in activities for professional development.