Professional Competencies of English Language Teachers in Azerbaijan: Challenges and Perspectives

Abstract

The professional competence of English language teachers has become increasingly important as English continues to play a significant role in academic, professional, and socio-economic contexts. This study examines the professional competencies of English language teachers in Azerbaijan, focusing on spoken English proficiency, classroom communication, lesson planning, instructional clarity, and teachers’ confidence in supporting student learning. The study is significant because empirical research addressing thes Azerbaijani context. A mixed-methods research design was employed, and data were collected from 39 English language teachers through a structured questionnaire, self-assessment measures, and qualitative responses. The findings indicate that participants generally reported high levels of spoken English proficiency and confidence in classroom communication. However, the results also identify areas requiring further development, particularly idiomatic language use, professional communication, the clarity and alignment of learning objectives, access to specialized resources, and opportunities for targeted professional development. The study concludes that systematic professional development, institutional support, and greater opportunities for authentic English-language interaction can strengthen teachers’ professional competencies and instructional practices. The findings provide practical implications for teacher education programs, professional development initiatives, and language education policy in Azerbaijan.e interrelated dimensions of English language teachers’ professional competence remains limited in the