This study explores the needs, perceptions, and practices of professional development among EFL teachers in selected secondary schools in the Sidama Region. It involved 80 grade 9–12 English teachers and eight vice principals from eight secondary schools. A regional CPD focal person and a city education administration director were also selected. The study used an explanatory sequential design and a mixed-methods approach, gathering qualitative data through interviews and document analysis. Descriptive statistical tools were utilized in SPSS version 24, with qualitative data analyzed thematically based on Hunzicker's (2011) checklist for effective professional development. Findings indicated teachers' need for training in content and performance standards, effective teaching strategies, meeting ELL needs, integrating technology, teaching language skills, and assessing proficiency. While teachers had positive perceptions of professional development, they viewed the CPD program unfavorably. Data sources suggested inadequate TPD implementation in sampled schools. Document review revealed the CPD document met most effective PD criteria. Challenges identified included the CPD framework's complexity, lack of principal commitment as instructional leaders, teacher attitudes, insufficient training, and lack of incentives. Recommendations included establishing awareness programs and incentives to improve English teaching quality in secondary schools.

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