Perceptions Of Teacher Professional Development Among Elementary School Teachers in Riyadh, Saudi Arabia: A Qualitative Interview Study

Abstract

Research indicates that Saudi Arabia's education system faces challenges to ensuring effective teacher professional development (TPD). Despite ongoing efforts, teachers often encounter barriers that hinder their professional growth and impact student outcomes. This study aims to identify and analyze these barriers thereby building from existing research. It explores the interplay of cultural norms, institutional constraints, and individual challenges within the Saudi educational context. The research used a phenomenological qualitative design to explore how Saudi teachers experience professional development within cultural, institutional, and individual contexts. Through in-depth interviews with 10 teachers who have engaged in professional development, the study investigates their experiences and perspectives on TPD implementation. Findings from this study revealed five major themes. Teachers highlighted challenges in program participation and content where training mostly lacked relevance and was hindered by heavy workloads. Cultural norms including gender segregation and family responsibilities also limited access to opportunities. Institutional barriers like insufficient resources, lack of substitutes and weak leadership support further constrained professional development. On an individual level, teachers faced limited freedom to choose suitable programs, few career advancement incentives and difficulties with timing and transportation. Despite these barriers, participants suggested improvements like needs-based and flexible training, stronger incentives linked to career growth, better infrastructure and the integration of technology to enhance access and impact. Ultimately, the study seeks to support the improvement of teacher professional development practices which can support enhanced teaching quality and improved student learning outcomes.