2024_Professional Development of Primary School English Language Teachers: Satisfaction, Challenges and Impacts
| Format: | General Document |
|---|
| _version_ | 1860798121191145472 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2024-02-13 |
| format | General Document |
| id | 16029 |
| institution | UniSZA |
| originalfilename | PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS_ SATISFACTION, CHALLENGES AND IMPACTS (PHD_2024).pdf |
| person | Ruzana Binti Omar |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16029 |
| sourcemedia | Server storage Scanned document |
| spelling | 16029 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16029 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 3.0.10; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) 2024-02-13 237 Copyright©PWB2025 PROFESSIONAL DEVELOPMENT OF PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS_ SATISFACTION, CHALLENGES AND IMPACTS (PHD_2024).pdf 2024_Professional Development of Primary School English Language Teachers: Satisfaction, Challenges and Impacts Ruzana Binti Omar English language—Study and teaching (Primary)—Professional development Professional development of primary English teachers Challenges in teacher training programs Satisfaction levels of English teachers Introduction: To enhance the country's education quality, Malaysia's Ministry of Education requires in-service primary school English language teachers to enroll in a four-year degree program. Unfortunately, participation in this program created challenges for full-time teachers who had to complete the program on a part-time basis. This study explored the level of teachers' intrinsic and extrinsic satisfaction, the challenges faced by them in pursuing the professional development program, and their perceived impacts of the professional development on their teaching competency after completing the four-year degree program as a part-time student-teacher. Methodology: This study employed three data collection methods: questionnaire, semi-structured interview, and observation. Thirty in-service primary school English language teachers who had participated in professional development first-degree programme in University Technology MARA Kuala Terengganu were selected to respond to the questionnaire. Of the thirty participants, five teachers were selected for a semi- structured interview, and three were selected for a classroom observation. Data generated from questionnaires were analysed using SPSS. Thematic analysis was used to analyse the semi-structured interview, while the teacher observation form adapted from the Teaching Practice Evaluation Form of Education Faculty of University Technology MARA was used to assess the teacher's observation. Results: The study revealed that improved confidence in teaching skills contributed the most to intrinsic satisfaction, while expanded networking contributed the most to the extrinsic satisfaction of the teachers after following the first-degree program. The research also found that job commitments, family commitments, mental health, and time management are the main challenges faced by teachers, and situational support assisted the teacher in facing these challenges. The results also show that the teachers had achieved the required skills in teaching and language proficiency though still lacking in the aspects of technological skills. Conclusion: The study concludes that the in- service teachers are satisfied with the professional development program attended. Situational support is vital in assisting them whilst following the professional development program. However, the training related to technology-enhanced teaching must be improved if the professional development program is to have the most significant impact. This study is beneficial to ESL program administrators who intend to promote higher levels of commitment through a more holistic understanding of the needs and barriers of their teachers participating in professional development. Dissertations, Academic Thesis |
| spellingShingle | 2024_Professional Development of Primary School English Language Teachers: Satisfaction, Challenges and Impacts |
| state | Terengganu |
| subject | English language—Study and teaching (Primary)—Professional development Dissertations, Academic |
| summary | Introduction: To enhance the country's education quality, Malaysia's Ministry of Education requires in-service primary school English language teachers to enroll in a four-year degree program. Unfortunately, participation in this program created challenges for full-time teachers who had to complete the program on a part-time basis. This study explored the level of teachers' intrinsic and extrinsic satisfaction, the challenges faced by them in pursuing the professional development program, and their perceived impacts of the professional development on their teaching competency after completing the four-year degree program as a part-time student-teacher. Methodology: This study employed three data collection methods: questionnaire, semi-structured interview, and observation. Thirty in-service primary school English language teachers who had participated in professional development first-degree programme in University Technology MARA Kuala Terengganu were selected to respond to the questionnaire. Of the thirty participants, five teachers were selected for a semi- structured interview, and three were selected for a classroom observation. Data generated from questionnaires were analysed using SPSS. Thematic analysis was used to analyse the semi-structured interview, while the teacher observation form adapted from the Teaching Practice Evaluation Form of Education Faculty of University Technology MARA was used to assess the teacher's observation. Results: The study revealed that improved confidence in teaching skills contributed the most to intrinsic satisfaction, while expanded networking contributed the most to the extrinsic satisfaction of the teachers after following the first-degree program. The research also found that job commitments, family commitments, mental health, and time management are the main challenges faced by teachers, and situational support assisted the teacher in facing these challenges. The results also show that the teachers had achieved the required skills in teaching and language proficiency though still lacking in the aspects of technological skills. Conclusion: The study concludes that the in- service teachers are satisfied with the professional development program attended. Situational support is vital in assisting them whilst following the professional development program. However, the training related to technology-enhanced teaching must be improved if the professional development program is to have the most significant impact. This study is beneficial to ESL program administrators who intend to promote higher levels of commitment through a more holistic understanding of the needs and barriers of their teachers participating in professional development. |
| title | 2024_Professional Development of Primary School English Language Teachers: Satisfaction, Challenges and Impacts |
| title_full | 2024_Professional Development of Primary School English Language Teachers: Satisfaction, Challenges and Impacts |
| title_fullStr | 2024_Professional Development of Primary School English Language Teachers: Satisfaction, Challenges and Impacts |
| title_full_unstemmed | 2024_Professional Development of Primary School English Language Teachers: Satisfaction, Challenges and Impacts |
| title_short | 2024_Professional Development of Primary School English Language Teachers: Satisfaction, Challenges and Impacts |
| title_sort | 2024_professional development of primary school english language teachers: satisfaction, challenges and impacts |