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Attributions to Success and Failure in EFL Teachers’ Professional Development in Benin

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  • Dr Sourou Corneille Teba

    (Doctor in English Didactics , CAMES Universities Lecturer, Faculty of letters, Arts, and Humanities Sciences, English Department, Adjarra Campus, University of Abomey-Calavi, Cotonou, Benin)

  • Pauline A. Landéou

    (Student in English didactics UAC, University of Abomey-Calavi, Cotonou, Benin)

Abstract

This study investigates the determinants of success and failure in professional development (PD) initiatives for EFL teachers in Abomey-Calavi, Benin. Employing a mixed-methods approach combining questionnaires and semi-structured interviews with 42 English teachers, the research reveals that workshops, though the most prevalent PD format, are largely ineffective. Key barriers include the lack of contextual relevance and strategic planning in PD design, diminished teacher motivation due to limited incentives and excessive workloads, and a notable absence of sustained instructional leadership and supervisory support. These factors collectively weaken the impact of PD and limit its classroom applicability. The study advocates systemic reform through a sustainable, collaborative PD framework tailored to teachers’ specific needs. Recommended strategies include transitioning from isolated workshops to ongoing professional learning communities, implementing mentoring and coaching systems, and reinforcing institutional support mechanisms.

Suggested Citation

  • Dr Sourou Corneille Teba & Pauline A. Landéou, 2025. "Attributions to Success and Failure in EFL Teachers’ Professional Development in Benin," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 4580-4591, August.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-8:p:4580-4591
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