EFL TEACHERS’ NEEDS, PERCEPTIONS AND PRACTICES OF PROFESSIONAL DEVELOPMENT: THE CASE OF SELECTED SECONDARY SCHOOLS OF SIDAMA REGION
Description
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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This study utilized a mixed research design (explanatory sequential design) and mixed research methods (incorporating both quantitative and qualitative data) to explore the needs, perceptions, and TPD practices of English teachers in the chosen schools. Various data sources were employed to fulfill the specified objectives, including grade 9–12 English teachers, school vice principals, and TPD focal persons from regional and city administration education offices in the respective schools and zones/regions. Data collection methods comprised questionnaires, interviews, and document reviews, with prior consent obtained from all participants. Quantitative analysis of questionnaire data was conducted using descriptive statistics (frequency count, percentage, mean, and standard deviation) in the statistical software SPSS version 24. Qualitative data from archival documents and interviews with school principals and CPD focal persons from zone and region education offices were thematically analyzed and presented in paragraph form.