Abstract:

It is important for the school management to see to it that teachers acquire the right teaching skills and experience to aim at improving the competence of their students in sustainable environments. Hence, the professional development needs for EFL teachers must be considered as paramount to the principles of teaching procedures to raise students’ standard regarding the four language skills in English language teaching and learning. In this context, the purpose of the study aims at examining the perceptions of EFL teachers on professional development during school situations between school managers and teachers at Libyan Secondary Schools.  The investigation involves an exploratory survey and intends to use interview questions adopted from (Sri Rachmajanti & al., 2020) for data collection. The participants in this study involve 15 teachers and 3 school managers from three different Secondary Schools ((Unit A ; Unit B; and Unit C) in Libya. Each Unit comprises five (5) teacher respondents and one (1) manager or head teacher. The analysis comprises a qualitative theory of Creswell (2012) for the data organization, data editing, data coding and commonality of the participants. The finding reveals that school managers are not up to date in establishing sustainable environments for effective conflict resolution and for teachers’ professional development. The study suggests depicting the effective professional development programmes in EFL context.  The suggestions are indispensable to be incorporated in educational management system. Thus, it is important to overcome conflicts and challenges by establishing effective conflict resolution grounds for sustainable environment in classroom settings. 

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