Analyzing High School English Language Teachers’ Professional Development Needs: The Case of Gamo Zone
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Date
2024-05
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Addis Ababa University
Abstract
This study aimed to analyze the professional development needs of high school English language teachers in the Gamo Zone, focusing on identifying their target needs, assessing their reflections on the current professional development program, determining whether the program meet their needs, and investigating the factors hindering their participation. A mixed methods approach was utilized, involving 104 participants selected through purposive and stratified random sampling. The target needs of the English language teachers were analyzed using Hutchinson and Waters' model (1987). Quantitative data were collected via tests and questionnaires administered to 98 teachers, while qualitative data were gathered through interviews with six teachers. The quantitative data were analyzed using statistical methods, including percentages, means, standard deviations, ranks, and Spearman's rho (rs) correlation, while thematic content analysis was used for qualitative data. The study revealed significant gaps in the teachers' knowledge, particularly in technological literacy, research skills, and pedagogical content knowledge. The teachers expressed a strong desire for further training in these areas, as well as in language skills, assessment methods, and technological pedagogical content knowledge. The current professional development programs were criticized for lacking subject specificity and alignment with the teachers' actual needs. Furthermore, the study identified poor planning, lack of support, budget constraints, and limited resources as significant barriers to participation in professional development. The findings suggest that professional development programs should be customized to better align with the unique needs of high school English language teachers, taking into account their specific lacks, wants, and necessities. Stakeholders are encouraged to address these gaps by fostering full participation, promoting responsibility and ownership, and supporting risk-taking in professional development, which could lead to improved teaching outcomes.