Abstract
This study aimed to determine the extent to which teachers use Twitter for their professional development (PD). It also explores their attitudes towards such a social networking tool. A cohort of 405 teachers was sampled, and a questionnaire was used to collect the relevant data from this sample. The validity of the questionnaire was checked through the validity of the arbitrators and design. Cronbach's alpha coefficient showed a good stability value of the tool as it was 0.82, 0.93, and 0.81 for the axes of direction, use, and difficulties, respectively. Findings showed an average level of teachers' attitudes, uses, and challenges in using Twitter for PD. The statistical analysis of the data showed no significant differences between the participants' responses attributable to workplace and age. Contrarily, there were statistically significant differences between the participants' responses regarding their qualifications, the beginning of their use of Twitter, and the number of times they used it.