Barriers to continuous training for teachers in various educational levels

Abstract

Educational institutions undertake multiple responsibilities shared among the administrative staff, the principal, parents' associations, and teachers. However, the primary responsibility falls on teachers, as students spend most of their time at school with them, making their influence significantly greater compared to other members of the school community. In addition to their role in education, teachers are obligated to instruct students according to curricula set by the relevant authorities. To succeed in this process, they must stay updated with new teaching methodologies and modern pedagogical approaches, which can be achieved through continuous training and professional development programs tailored to the needs and aspirations of the new generation. However, this task is far from simple due to various challenges that hinder teachers from benefiting from continuous training programs. The most notable obstacles include the high number of students, overcrowded classrooms, students’ difficulty in assimilating new curricula due to their frequent and sudden changes, the extensive nature of study programs, administrative leniency in handling student-related issues, and the gap between the theoretical training teachers receive and the realities imposed by their working conditions and societal expectations. This article aims to highlight the challenges faced by teachers across different educational levels that hinder their participation in continuous training, despite its crucial role in enhancing both teaching effectiveness and students' academic performance.