A SURVEY OF PROFESSIONAL DEVELOPMENT EXPERIENCES OF ENGLISH TEACHERS IN SELECTED SECONDARY SCHOOLS IN KPJJ DISTRICTS AND THEIR IDENTIFICATION OF FURTHER PROFESSIONAL DEVELOPMENT NEEDS.

Norizah, Nordin (1997) A SURVEY OF PROFESSIONAL DEVELOPMENT EXPERIENCES OF ENGLISH TEACHERS IN SELECTED SECONDARY SCHOOLS IN KPJJ DISTRICTS AND THEIR IDENTIFICATION OF FURTHER PROFESSIONAL DEVELOPMENT NEEDS. Masters thesis, University of Bristol.

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Abstract

The main purpose of this study was to acquire data on English teachers' professional development experiences and on their perceptions of their further professional development needs, 'to achieve these purposes, two research questions were formulated. These were: i) What are the. professional development experiences the English teachers already had? ii) What are the English teachers professional development needs? The study employed a questionnaire with both structured and open-ended components. The data are presented in raw scores and percentages. ,A sample of 56 respondents from 10 selected schools responded to the questionnaire. The respondents were English Language teachers teaching in Kuala Pilah, Jempol and Jelebu districts in the state of Negeri Sembilan. The 10 schools choosen were 4 from Kuala Pilah, 4 from Jempoland 2 schools from Jelebu. From the findings, it can be concluded that fewer than half the teachers in the sample had attended courses. Secondly, there was a strong expression of need for such courses. Thirdly, the majority of English teachers who had attended courses were the longest serving and more senior teachers. Fourthly, relatively few teachers with less than 5 years experience had attended courses. Finally, the professional development needs expressed by respondents focused on the skills and is edge required for effective day-to-day classroom practice especially in relation to learning outcomes of students and examination success. It is hoped that this survey gives an initial indication of the professional development experiences and perceived professional development needs of English Language teachers in KPJJ sufficient for course providers to consider their policies. However, detailed recommendations would need to be based on studies using larger samples and more sophisticated statistical techniques.

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