Investigating the Effectiveness of Professional Development Presentations in Language Institute: Needs More or Enough

The concept of professional development has grown immensely in universities especially after the pandemic, with studies showing that presentations improve teacher efficiency, teacher and student motivation, student learning, and teacher involvement in academic activities. They may, however, be viewed as a facilitating device and as part of a culture of 'improvement,' which suggests a lack of interest and commitment, less or no involvement in academic activities, lack of autonomy, and more expectations. However, there is a relatively little known study in this field. This article attempts to fill up the gaps in our understanding by using data from teacher participants who attended presentations as a part of the teacher professional program at the English language Institute, Jazan University. The follow-up survey includes male and female (n=169) teachers working in various colleges. The findings suggest teachers considered the presentations extremely essential and provide significant guidance and support for routine teaching and research. They did emphasize, however, the implication of the professional development initiatives to accomplish teaching and learning outcomes, enhance collaboration and communication between decision-makers and teachers, between teachers, and across institutions, and also create a mechanism that will include topics related to unresolved teachers’, students and classroom problems. Also, the article advocates for a PD paradigm in which teachers are actively engaged in teaching and learning activities that push them to apply content, reflect, and solve problems both individually and in groups inside and beyond the classroom.