Layered Needs, Divided Realities

Abstract

This phenomenological study investigates the professional development (PD) needs of English as a Foreign Language teachers in Addis Ababa. It addresses a gap in qualitative research by exploring teachers' lived experiences through interviews, focus groups, and document analysis. Findings reveal that teachers' needs are hierarchically structured, with enhanced English proficiency and practical teaching skills forming the foundational core. A strict resource-based dichotomy shapes further needs: teachers in under-resourced schools require basic materials, while those in well-resourced schools seek advanced pedagogical integration. Teachers explicitly reject one-size-fits-all workshops. Instead, they advocate for continuous, collaborative, and practice-embedded learning. The study concludes that effective PD must be radically reconceptualized within a supportive ecosystem.