The Current State of Professional Development for Arabic Language Teachers in Libya

Abstract

This study aimed to examine the reality of professional development among Arabic language teachers in Libya and identify the challenges affecting its effectiveness. A descriptive cross-sectional survey design was adopted. Data were collected through a questionnaire administered to a convenience sample of 20 Arabic language teachers in Al-Zawiya, Libya. The questionnaire covered professional challenges, professional competencies, and future professional needs. Data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores. The findings indicated that future professional needs received the highest ratings, reflecting teachers’ desire for further professional development opportunities. Workload and limited administrative support were identified as the main challenges affecting participation in professional development activities. The results also showed that training programs contributed moderately to improving teachers’ professional competencies, particularly in dealing with students’ problems. The study highlights the need for sustainable professional development programs that address teachers’ actual needs and receive adequate institutional support to enhance teaching quality and professional performance.