Muhammad Kamarul Kabilan, Nagaletchimee Annamalai, Yusnita Md Yunus
This study examines the extent to which the Malaysia Education Blueprint (MEB) 2013–2025 has fulfilled its promises regarding the continuous professional development (CPD) of English language teachers. Based on mixed-method research involving quantitative and qualitative data from 172 teachers across all 16 Malaysian states, the alignment between CPD policies and teachers' professional needs are investigated. Findings reveal that while the 16 CPD elements outlined in the MEB were moderately achieved, significant gaps persist in the effective implementation, management, monitoring, and assessment of these programs. Teachers' experiences vary widely, with some finding CPD meaningful and others encountering bureaucratic barriers that hindered their professional growth. The study identifies the existence of top-down, cascade-type CPD models and calls for more transformative, teacher-centered approaches that address the specific needs of the English teachers. It also emphasizes the need for enhanced management, sustained support, and a more thorough evaluation of CPD initiatives as the MEB approaches its 2025 conclusion. Policymakers are urged to rethink strategies to ensure CPD programs are more flexible, relevant, and capable of fostering meaningful pedagogical change, contributing to teacher autonomy and improvement of classroom practices. The findings provide valuable insights for other developing countries facing similar challenges in implementing nation-wide CPD initiatives and policies and educational reforms. © 2025 TESOL International Association.
School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia; Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia; Department of Languages and Culture, College of Humanities and Sciences, Ajman University, Ajman, United Arab Emirates
