Aligning Continuous Professional Development with Teachers’ Needs: Language Competence and Delivery Mode Preferences in Focus

This study aimed to analyze areas of language skills teachers need continuous professional development to address and delivery mode preferences.  A sequential mixed data collection method was employed to carry out this study. The study was conducted in Ethiopia, West Shewa Zone, Ambo Administrative Town, and the Ambo district. 32 teachers were selected using a simple random sampling technique for the study. Questionnaire, observation, and interview were employed for data collection. Quantitative data were analyzed using SPSS Version 25, while qualitative responses were examined through thematic analysis. The study results reveal that vocabulary, grammar, and speaking are most needed for language skills. The study indicates teachers showed a high degree of preference for both in-person and online CPD delivery modes. It was also revealed that urban teachers need in-person training, whereas rural teachers need online professional development. On the other hand, teaching experience had no significant influence on teachers’ preferences for CPD delivery format. Ultimately, the study recommends that designing CPD programs based on teachers' specific needs and incorporating blended delivery modes can significantly enhance the quality of English teaching in Ethiopia.     Journal of Science, Technology and Arts Research, Vol. 14 No. 2 (2025)