The professional development of primary school English teachers constitutes a critical component in advancing the reform of compulsory education. Nevertheless, the prevailing developmental paradigm encounters multifaceted challenges that constrain the enhancement of overall teacher competence. This study employed a questionnaire-based survey to investigate 310 regional primary school English teachers from 16 cities in Shandong province, China, with the objective of examining the current state and factors impeding their professional growth. The results indicate that teachers confront common constraints, influenced by factors including individual cognition, institutional mechanisms, and external support systems. Conventional, isolated approaches to professional development have proven increasingly inadequate in addressing contemporary demands. In response, this study proposes a tripartite approach comprising the establishment of “teaching-research communities”, the implementation of “school-based micro-research projects”, and the integration of “digital-intelligence resources with formative teacher evaluation frameworks”. The study offers empirical support and practical insights for optimizing regional teacher development systems.
Cite this paper
Chen, F. and Feng, Y. (2025). Dilemmas and Paths: Influencing Factors and Solutions for the Professional Development of Regional Primary School English Teachers
. Open Access Library Journal, 12, e14609. doi: http://dx.doi.org/10.4236/oalib.1114609.
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