FACTORS INFLUENCING VIETNAMESE EFL TEACHERS’ PROFESSIONAL DEVELOPMENT: A QUALITATIVE STUDY IN THE MEKONG DELTA
DOI:
https://doi.org/10.18173/2354-1075.2026-0011Keywords:
factor, professional development (PD), EFL teacher, motivation, systematic barrier, self-directed learningAbstract
Given current global trends in education, professional development (PD) of English as a foreign language (EFL) teachers is paramount. In Vietnam, effective PD programs have become even more crucial because of various systematic and personal barriers. Grounded in Bronfenbrenner’s Ecological systems theory (1979), this qualitative study explores factors affecting Vietnamese EFL teachers' PD. Data were gathered from semi-structured interviews with six EFL teachers. The findings reveal that personal motivation and self-directed learning were the significant drivers of PD, while financial constraints, limited institutional support, and misaligned policies impeded meaningful PD engagement. Furthermore, global trends and national policies present both opportunities and challenges for EFL teachers' PD. This study suggests that PD programs should be more practical, collaborative, and sensitive to their contexts and tailor-made to assist rural EFL teachers overcome challenges pertinent to them. The findings emphasize the need for flexible and accessible PD opportunities to facilitate EFL teachers’ professional growth.
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