The Perception of Teacher Professional Development in Azerbaijan

This study examines how teachers in Azerbaijan perceive current professional development programs (PD) in a rapidly changing educational environment, where they must adapt to increasingly complex educational, technological, and administrative demands. As schools strive to improve teaching quality and respond to nationwide educational reforms, the ongoing PDP is once again becoming important. The purpose of this study is to understand teachers' perceptions of PDP, their preferred teaching formats, and the main barriers to their effective participation. The quantitative study design included an online survey of teachers from 12 regional education departments and the Baku City Department of Education. A total of 1,574 valid responses were analyzed using SPSS 22, yielding descriptive and inferential statistical results. The results indicate that teachers generally have positive attitudes toward professional development and, particularly with regard to information technology and curriculum implementation, prefer practical, interactive, and subject-oriented teaching methods. However, the study also identified existing challenges, such as scheduling conflicts, inadequate school infrastructure, and a lack of personalization of professional development to meet teachers' needs. These demographic indicators, such as age, education level, and participation in certification exams, were observed consistently. To improve relevance, engagement, and long-term effectiveness, the study concluded that PD curriculum should be more aligned with teachers' contextual realities and demographic diversity. With evidence-based findings, the results contribute to a broader conversation about teacher development in evolving education systems, helping to create inclusive, needs-based PD initiatives. Social implications relate to improved teacher satisfaction, instructional quality, and, ultimately, student learning outcomes. Conversely, practical implications provide guidance to policymakers and school leaders when planning targeted PD interventions. The study is limited by its reliance solely on self-reported survey data and its focus on specific regions. This opens the door for future research using mixed methods or national surveys.