Teacher agency and professional development: A study on Cambridge <i>English</i> teacher program in the <i>Arabian</i> Gulf

Teacher agency has a powerful influence on teachers’ classroom practices, student learning outcomes, and other professional undertakings. Although teacher shaping is core subject of development (PD), most in-service PD initiatives focus developing teaching knowledge skills while enhancing agency. The current study investigates the Cambridge English (CET) EFL in an Language Institute at Saudi Arabian public university. Utilizing retrospective pretest post-test design, quantitative questionnaire provides data to understand as they participate CET program. Based theoretical framework study, change characterized by three attributes: say curriculum syllabus designing, freedom implement methods techniques, autonomy using supplementary materials. In analysing PRE POST data, descriptive statistics Wilcoxon signed Rank test were employed. findings show that all attributes are significantly influenced result However, regarding extent which attribute enhanced, results exhibit different degrees change. suggest institutionally imposed useful for agency, provided cognizant needs institutional requirements. have implications teachers, trainers or specialists, language institutes’ administration.