Siwa, Yohanis Nurak (2025) The diverse professional development needs of efl teachers in less advantaged contexts / Yohanis Nurak Siwa</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This study aims to delve into the unexplored professional development needs of EFL teachers in less advantaged contexts in East Nusa Tenggara Province the kinds of professional development activities they have engaged in the challenges they face in engaging in professional development activities and the discrepancy between their needs for teacher professional development and the practices. This study adopted a qualitative case study based on the teachers rsquo perspectives. The study involved 54 EFL teachers from 18 senior and 21 junior high schools in East Nusa Tenggara Province Indonesia. Of these 54 EFL teachers completed an open-ended questionnaire while six teachers participated in semi-structured interviews. The purposive sampling strategy was employed for selecting subjects as it effectively identifies and recruits people with the expertise and information most relevant to the research topic (Campbell et al. 2020). The inclusion criteria for participants of the study are full-time EFL teachers in junior or senior high schools in one of the less advantaged regencies in East Nusa Tenggara having experience joining professional development programs and having a minimum of six months experience teaching English in their respective schools. To gather the data open-ended questionnaire and online semi-structured interviews were applied. Thematic analysis using a six-phase model established by Braun and Clarke (2006) was used to examine the data collected from the open-ended questionnaire and interviews. The procedure encompasses familiarization with the collected data producing preliminary codes creating themes looking over themes in relation to the complete data set defining and labelling themes and reporting the results. This study highlights the professional development needs of EFL teachers in less advantaged contexts including the integration of ICT to improve student engagement despite resource constraints. Professional development programs are essential for providing teachers with ICT skills and promoting teachers rsquo personal growth. The EFL teachers demonstrated a need for CAR as a professional development approach as it promotes active engagement in enhancing teaching practices. As teachers in these contexts often come from different linguistic backgrounds and many do not speak the same local language as their students this study highlights the difficulties associated with multilingual classrooms and underscores the necessity for professional development in translanguaging pedagogy. It also highlights the significance of emotional intelligence adaptability and cultural competence with teachers serving as essential sources of emotional support and motivation thus enhancing their teaching effectiveness and students rsquo learning experiences. This study also revealed that the EFL teachers have engaged in eight types of professional development activities workshops teacher association forums (MGMP Musyawarah Guru Mata Pelajaran) in-house training teacher professional education (PPG) seminars/webinars discussions with colleagues individual training in an educational platform (PMM Platform Merdeka Mengajar) and online courses. They also perceived that lack of infrastructure and resources lack of adequate support insufficient information personal motivation and their status as honorarium teachers became challenges for them to participate in professional development programs. Furthermore some aspects influence discrepancies between their professional development needs and the practices they are contents and facilitators are not relevant to ELT contents are not relevant to their working contexts professional development programs were conducted in passive manners professional development programs were not compulsory and rapid change of education policy. This study serves as a guidance for policymakers educational leaders and practitioners emphasizing the imperative of designing PD programs that are attuned to the specific needs and realities of EFL teachers in less advantaged contexts.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 30 Jun 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/391690 |
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