Exploring University Professors’ Perception of Continuous Professional Training: Professors of English at ESEFK as a Case Study

Owing to its immense significance in ensuring quality education and teacher professionalism, Continuous Professional Training (CPT) alerts many researchers nowadays. Governments and education ministries across the globe have deposited massive investments in CPT practices to advance the teaching-learning experience. Organizations such as OECD (Organisation for Economic Co-operation and Development) (2013) and the European Commission (2012) have compelled countries to provide constructive feedback and accountability procedures for in-service training (ITT) in the course of educators’ employment. This paper shifts focus from pre-existing theories to research-based, updatable knowledge from the lenses of university professors in the region of Kenitra, Morocco. Hence, instructors’ beliefs regarding continuous training prompted the current study. By incorporating evidence from a survey study on university professors of the Higher School of Education and Training of the English department and following the premises of the Theory of Planned Behavior (TPB), the study demonstrated that university professors develop a high tendency toward CPT regardless of the limitations related to the organization and planning of lifelong training. To ensure the accuracy of the findings, data was analyzed using the SPSS software.