EFL TEACHERS’ PERCEPTIONS AND INSTITUTIONAL MANAGEMENT PRACTICE OF PROFESSIONAL DEVELOPMENT IN SELECTED ETHIOPIAN UNIVERSITIES

This paper intended to assess EFL Teachers’ Perceptions and Institutional Management Practice of Professional Development in Ethiopian Universities. This research utilized a qualitative research design. Furthermore, the researcher used purposeful sampling, therefore, applied a semi-interview to the participants and was purposively selected to see how the participants were verbalized their perceptions and experiences of professional development. As a method of data analysis thematic analysis process included transcribing, translating, reading, coding, themes construction, and analysis. The findings indicated first; participants have a diverse understanding of professional development. Second, EFL teachers have a good perception of professional development. Third, teachers didn’t have direct participation in program designing processes individually and institutional level. Fourth, participants have a common understanding of the characteristics of an effective professional development program. Additionally, participants have a common understanding of the focus area of the ELT professional development program. This study recommended that the government and stakeholders consider the problem on the ground and the program should be content-specific. The management practices of professional development have to be assessed, followed, and supervised by the responsible organs which are assigned to facilitate and control the implementation. Finally, the program needs to be on the needs assessment, and important gaps should be identified

EFL teachers' continuous professional development: Reflections and target needs

Continuous Professional development (CPD) has received growing attention in teacher education research since it has the potential to affect teacher learning. Despite this, studies on English as Foreign Language (EFL) teachers' needs for CPD have been limited. To bridge this gap, this study investigated EFL teachers' reflections on and target needs for CPD. This study employed a mixed-methods research design, which involves both quantitative and qualitative approaches to answer the research questions. The research participants included 20 EFL teachers teaching at government high schools, and the data were collected using a test, questionnaires, and interviews. The findings indicated that EFL teachers have different views of their lacks, wants, and necessities. Furthermore, EFL teachers reflected that the current CPD program, which is practiced in their school, was never conducted to help them develop their profession. At the 0.01 level (2-tailed), there was a strong, negative correlation between EFL teachers’ CPD target needs and their reflections on the current CPD (rs = - 0.961, n = 20, p=. 01). Finally, the study recommends revising the CPD program; stakeholders should conduct program evaluations and then incorporate teachers’ reflections and target needs for CPD