Introduction
Rationale of the research
Professional development (PD) is essential for teachers' personal growth and improving school quality (Muhammad & Kasthuri, 2013) It equips educators with new knowledge and pedagogical methods, positively impacting teaching practices and the education system as a whole (Truong et al., 2021) In Vietnam, as the country undergoes educational reform under Resolution No 29-NQ/TW, there is a strong focus on enhancing English learning and teaching effectiveness This reform aims to develop students' essential qualities and competencies as outlined in Circular 32/2018/TT-BGDĐT However, teachers face various challenges in adapting to the Ministry of Education and Training's requirements, especially in light of the Covid-19 pandemic, which has shifted many students to online learning This transition has led to significant changes in teaching, testing, and assessment methods, requiring both teachers and students to adapt for effective learning Notably, students in Quang Tri province will be changing their English textbooks next year.
The introduction of a new set of books necessitates comprehensive professional development for teachers to effectively support students in adapting to the new series and achieving optimal results As such, prioritizing teachers' professional development is essential to meet these demands successfully.
Teaching is a highly skilled profession that requires extensive academic study and involves numerous challenges and decision-making It is essential for teachers to continuously enhance their understanding of teaching and learning, which encompasses knowledge of the subject, learners, curriculum, pedagogy, teaching performance, context, and self-awareness Both general and foreign language teachers are actively seeking ways to improve their professional skills to meet the evolving demands of learners and society Recognizing the significance of professional development (PD), the researcher aims to explore the PD needs of teachers in Quang Tri, emphasizing the importance of gathering teachers' perspectives to ensure that PD activities are relevant and meaningful However, similar to findings from research in Malaysia, PD initiatives in Vietnam, particularly in Quang Tri, tend to be centralized and top-down, often neglecting the actual needs and interests of teachers, despite their participation in various training sessions.
Teachers often lack the opportunity to voice their actual needs effectively This study aims to highlight the opinions and requirements of teachers regarding their professional development activities By doing so, it serves as a valuable reference for educators to accurately identify these needs, enabling the implementation of suitable programs and activities that enhance teachers' professional growth and, consequently, the overall quality of education.
Research objectives
This study aims to assess the professional development needs of English teachers in high schools within Quang Tri province The findings will offer valuable insights for policymakers to enhance the professional growth of high school educators in this region.
Research questions
To investigate the needs of EFL teachers, this research will examine their professional development activities and how they reflect on these experiences The study aims to answer key questions related to these aspects of their professional growth.
1 What are the needs of professional development of high school teachers in Quang Tri province?
2 How would high school English teachers in Quang Tri province like to carry out their professional development activities?
Research significance
This research significantly enhances the understanding of the awareness and professional development needs of high school EFL teachers, offering valuable insights that contribute to both theoretical knowledge and practical applications in the field.
4 to English pedagogical training units and management levels in the education system in designing and implementing professional development activities for high school EFL teachers.
Scope of the research
This study examines the professional development needs of English teachers at selected high schools in Quảng Trị province, focusing specifically on sixty EFL teachers from eleven institutions By narrowing its scope, this research provides targeted insights that may differ from broader studies, highlighting the unique professional development requirements of high school educators in this region.
Structure of the thesis
This thesis consists of five chapters: Introduction, Literature review, Methodology, Findings and Discussion, and Conclusion and Implications
Chapter I generally introduces the rationale of the thesis as well as the aims and significance of the research It also presents the research questions and scope, and the organization of the thesis
Chapter II offers a thorough review of relevant theories and previously published research documents, ensuring proper citation to enhance understanding of the topic.
Chapter III describes the methodology used to conduct this study including the research design, research questions, the participants and research sites, the research instruments for data collection, and the data analysis
Chapter IV reports the findings from questionnaire and interviews Moreover, in this chapter the data and opinions collected from questionnaire and interviews are thoroughly synthesized and analyzed by the means of tables and charts under four main sections The
This article examines teachers' perceptions of the significance and advantages of professional development in enhancing English teaching It identifies the tools and methods currently employed by teachers for their professional growth Additionally, the article investigates the current professional development needs of educators Finally, it explores teachers' expectations regarding the implementation of effective professional development activities.
Chapter V will conclude the research with a concise summary and valuable insights aimed at enhancing the effectiveness of professional development activities for teachers in high schools across Quang Tri Province.
Literature Review
Introduction
This chapter explores the literature on teacher professional development (PD), with a specific focus on English as a Foreign Language (EFL) educators It begins by presenting various definitions of teacher PD from multiple scholars, followed by an examination of the specific needs that drive teachers' professional growth The chapter also highlights the common activities that teachers engage in for their professional development Additionally, it identifies key elements that enhance the effectiveness of PD and discusses the barriers that hinder teachers' progress in this area Finally, the chapter reviews previous studies relevant to the current research.
Definitions of teachers’ professional development
Professional development has been defined in different ways According to Bolam
Professional development is an ongoing process of enhancing knowledge and skills throughout an educator's career, shaping their professional identity and making implicit knowledge explicit It serves as a means of personal and professional empowerment within one's area of expertise, as noted by Glatthorn (1995).
Teacher development is the ongoing professional growth that educators experience through increased experience and systematic reflection on their teaching practices According to Trevor (2020), professional development encompasses the continuous education and career training that teachers pursue after entering the workforce, enabling them to acquire new skills, stay current with educational trends, and enhance their careers Ultimately, professional development is essential for becoming an effective teacher.
In today's educational landscape, professional development is essential for teachers, as highlighted by Trevor (2020), who notes that it is often a requirement for job security and the maintenance of licenses, designations, or certifications.
In this study, teacher professional development is defined as a process aimed at bridging gaps in knowledge and skills, ultimately enhancing performance According to Gall and Renchler (1985), it focuses on addressing deficiencies in teachers' capabilities Specifically, professional development is characterized as efforts to improve teachers' effectiveness by equipping them with new knowledge, attitudes, and skills.
The significance of professional development for teachers
It can be said that education is a never-ending process, so teacher cannot stop developing their knowledge and skills after they earn a degree and start a career (Corsi,
Professional development (PD) is essential for career-minded individuals, enabling them to enhance their skills and job proficiency In the educational context, encouraging teachers to engage in continuous professional development (CPD) not only leads to improved learning outcomes for students but also enhances teachers' effectiveness and job satisfaction Research by Opfer & Pedder (2010) indicates that well-structured CPD can significantly transform teaching practices, contribute to school improvement, and boost student achievement Through professional development, educators and administrators stay informed about new curriculum resources, insights into child learning, and innovative classroom technologies, ultimately impacting classroom effectiveness and student success.
In the 21st century, professional development (PD) has become crucial for the growth of educators, focusing on sustainability and professional longevity (Washington, 2019) With students having diverse access to information, it is essential for teachers to continually enhance their teaching strategies The study highlights three key reasons for the significance of PD: first, teachers are lifelong learners who significantly impact their students and communities through engaging and relevant PD Second, inadequate access to quality PD diminishes teachers' effectiveness and their ability to serve their communities Lastly, PD enables educators to stay updated on curriculum standards, innovative teaching strategies, and the latest insights into child learning and technology integration in the classroom.
The needs of professional development
Professional development is a crucial aspect of any career, particularly in education, where ongoing learning is often a job requirement Research indicates that the quality of teaching and effective school leadership are key drivers of student success According to Mizell (2010), teacher professional development is vital for enhancing the skills of educators, benefiting students, and fostering organizational growth Therefore, investing in professional development for teachers is essential for overall educational improvement.
Improving education quality significantly relies on effective professional development (PD) for teachers, as highlighted in a study by Garet et al This research underscores the importance of ongoing training and support for educators to enhance their teaching practices and ultimately benefit student learning outcomes.
Professional development (PD) programs significantly enhance teachers' knowledge and instructional practices, leading to improved student learning outcomes According to Nguyen (2018), PD is a continuous process that allows educators to refine their skills and competencies to better support student achievement Hoang (2020) highlights the growing focus on PD for language teachers in Vietnam, particularly through initiatives like Project 2020, aimed at enhancing teachers' language proficiency, instructional effectiveness, and research capabilities Thus, effective PD not only benefits teachers but also indirectly promotes student success.
Belcastro and Isaacson (1992) highlighted that teacher involvement in the decision-making process of professional development programs fosters collaborative relationships with administrators, enhancing their professional growth A partnership-based approach in these programs allows participants to leverage their diverse expertise effectively Furthermore, research by Klingner et al (2003) indicates that establishing a partnership between professional development providers and administrators can address challenges like insufficient administrative support and misalignment with district mandates Additionally, professional development enables teachers to identify and improve their weaknesses in areas such as content knowledge, differentiated instruction, student engagement, and classroom management.
The professional development needs of educators, from preschool to university, are increasingly recognized by both educators and the teachers themselves as essential for enhancing teaching skills Research by İnayet et al (2021) highlights that a singular approach to needs analysis is inadequate; a combination of techniques is necessary for a comprehensive understanding The study reveals that school administrators and teachers require core competencies in their fields, along with contemporary training in areas like foreign language education, digital communication, and robotic coding to stay current Notably, first-aid training is essential for all educators, while preschool, primary, and guidance counselors also benefit from creative drama techniques to better engage students Additionally, varying priorities between different groups suggest that training programs should consider majority perspectives to ensure broad acceptance and relevance.
In response to the need for enhanced teaching quality and updated textbooks, exacerbated by the global COVID-19 pandemic, educators are actively seeking methods to advance their professional development Research by Cao & Le (2018) highlights the implementation of professional development among high school teachers in Hue city, revealing that educators value the benefits of exchanging ideas with colleagues, sharing both work-related and personal concerns, engaging in team teaching, and participating in formal training opportunities.
PD activities, analyzing their teaching practice after each lesson and observe themselves
In addition to traditional professional development (PD) activities, such as workshops and conferences, novice teachers at HUFLIS engage in various formal and informal PD programs, including MA courses and peer observations, as highlighted by Nguyen and Nguyen (2021) Informal PD methods, like mentoring and self-learning through sharing sessions with experienced colleagues, also play a crucial role in their professional growth.
Teacher professional development activities
Professional development is essential for teachers to enhance their teaching skills and improve student learning outcomes The COVID-19 pandemic has accelerated the shift to online education, necessitating new teaching strategies Research by Vrasidas & Gene (2007) highlights the importance of adapting teaching methods in line with technological advancements and societal changes Information and Communication Technologies (ICT) have emerged as crucial tools for professional development, enabling teachers to evolve their practices According to the Teaching and Learning International Survey (TALIS, 2009), there are various forms of professional development available to educators, reflecting the diverse needs of teachers in today’s educational landscape.
- observation visits to other schools;
- participation in a network of teachers formed specifically for the professional development of teachers;
- individual or collaborative research on a topic of professional interest;
- mentoring and/or peer observation and coaching, as part of a formal school arrangement
(Admiraal, Schenkeb, Jong et al (2021) pointed out seven elements the collective endeavor of a school can be focused on in order to develop teachers professional development including:
- developing and sharing a vision centered on the learning of all students;
- creating and supporting continuous learning opportunities for all staff;
- promoting team learning and collaboration among staff;
- establishing a culture of inquiry, innovation and exploration;
- embedding systems for collecting and exchanging knowledge and learning;
- learning with and from the external environment;
- modelling and growing learning leadership;
Elements of effective professional development
Teachers play a crucial role in determining the quality of education, with key factors influencing their effectiveness being knowledge, pedagogical skills, practical experience, moral qualities, and teaching methods Among these, pedagogical capacity and teaching methods are particularly significant To foster effective professional development, teachers must consider various elements Sandra (2003) highlights the importance of supportive settings for successful teacher professional development Additionally, Denise and Celeste (2018) identify seven essential components for designing and facilitating professional development, with Content Focus as a critical element Active Learning is also emphasized, as meaningful learning experiences encourage teachers to engage more deeply with the content (Darling-Hammond et al., 2009).
Collaboration can be seen as the third element for effective professional development
Support for collaboration is essential in professional learning, as it fosters a collective mindset and enhances knowledge beyond individual classroom experiences, as highlighted by Vygotsky (1978) Effective professional development also relies on Models of Effective Practice, where teachers gain insights from instructional practices through various means such as videos, demonstrations, and peer observations Coaching and Expert Support are crucial, as they connect professional learning to student outcomes and create a community of practice Additionally, Feedback and Reflection are vital, providing teachers with opportunities to contemplate, receive input, and adapt their practices Lastly, sustained engagement in these elements is necessary for impactful professional development.
Effective professional learning requires a sustained duration rather than a one-time workshop approach One-off sessions lack the ongoing support necessary for meaningful development True professional growth is characterized by extended engagement over weeks, months, and years, yet many teachers only receive a few hours of training This limited timeframe falls short of effective models that emphasize collaboration, implementation of ideas, and opportunities for reflection on classroom experiences.
The barriers to teachers’ professional development
Professional development is essential for enhancing teachers' experiences, yet numerous barriers hinder their participation Johnstone and Rivera (1956) categorized these obstacles into external and internal factors External barriers include structural issues, cultural influences, time constraints, financial limitations, family responsibilities, and environmental conditions, while internal barriers encompass self-esteem, intrinsic motivation, personal characteristics, and attitudes Hoang (2020) highlights specific internal factors, such as teachers' motivation and self-efficacy, which are often compromised by competing priorities like family and leisure Additionally, a lack of awareness about professional development opportunities can further limit participation Teachers' perceptions of the practicality and benefits of PD activities also play a crucial role; negative attitudes can diminish their willingness to engage On the external side, mediating factors like insufficient funding and lack of incentives significantly deter participation in professional development Furthermore, inadequate access to learning materials and courses, along with community-related issues, contribute to the challenges teachers face in pursuing their professional growth.
Poor relationships with colleagues and administrators lead to teachers hesitating to participate in study groups and professional development (PD) programs Structural factors, such as an uneven distribution of labor and top-down leadership styles, further hinder participation by creating excessive workloads and a lack of recognition Notably, time constraints significantly impact teachers' ability to engage in PD activities, as they must juggle teaching responsibilities, lesson preparation, travel, family commitments, and personal leisure.
A recent study conducted by Mehmet and Vildan (2021) with twelve branch teachers who work in high schools in Elazig city center in Turkey shared the same view as Hoang
Teachers' professional development faces significant barriers, including inadequate in-service training, issues within school operations, and individual challenges, as highlighted by Johnstone and Rivera (1956) and further supported by studies from 2020 These obstacles can stem from both the teachers themselves and external influences.
In 2021, several barriers to professional development were identified, including negative attitudes toward in-service training courses, inconvenient scheduling, monotonous course content, ineffective trainers, lack of relevant knowledge, unsatisfactory performance evaluations, heavy workloads, and financial constraints.
Related previous studies
Numerous studies have investigated the professional development (PD) of English as a Foreign Language (EFL) teachers One notable study by Sripathum (2013) focused on the challenges faced by English teachers in Thailand and identified their professional development needs across three provinces within different Secondary Educational Service Areas Utilizing a combination of closed and open-ended survey questions, the research provided valuable insights into the specific issues and requirements for enhancing teacher effectiveness in the region.
A study revealed that Thai English teachers struggle with productive skills, particularly speaking and writing, prompting a focus on improving both their own and their students' abilities Teachers noted that students exhibit a lack of patience in practicing English and have minimal exposure to the language outside the classroom The findings suggest that relying solely on classroom instruction is inadequate; thus, teachers need training to implement strategies that foster self-directed learning and cultivate a passion for learning English Overall, Thai English teachers perceive challenges related to themselves, curricula, textbooks, assessments, and other factors as moderate, while identifying a significant issue stemming from students' limited exposure to English and insufficient language background.
Students often struggle with confidence in language communication due to insufficient perseverance in practice and a reluctance to seek additional opportunities While teachers recognize the importance of professional development, their needs for training and funding remain moderate, highlighting a general awareness of the value of ongoing professional growth in education.
Professional development programs are highly valued by educators as they enhance English proficiency and improve instructional strategies These programs focus on teaching and assessing essential productive skills, particularly listening, speaking, and writing, which are crucial for career success.
In 2013, Muhammad and Kasthuri conducted research on the professional development needs of primary school English-language teachers in Malaysia Their findings indicated that Malaysian teachers favor professional development programs that prioritize both their students' needs and their own professional interests Additionally, the study highlighted the role of the Ministry of Education in supporting schools and teachers to take greater responsibility for planning, developing, implementing, and assessing these programs.
17 their own PD programmes/activities
In 2014, Ibrahim conducted a study focused on the significance of professional development for teachers, highlighting the need for ongoing growth in the field Adopting a positivist research approach, the study involved objective data collection through a validated questionnaire with seventeen items, targeting a random sample of 40 participants The findings underscored the dual responsibility of teachers and the government in fostering professional development, emphasizing that continuous learning boosts teachers' confidence and reinforces their positive beliefs The research concluded that reflective teaching and sharing experiences among colleagues foster a sense of community, making professional development essential for both teacher growth and student success.
In a study by Zein (2016), the professional development needs of primary English as a Foreign Language (EFL) teachers were explored, reflecting a growing global interest in this area over the past twenty years The research included a diverse group of participants, comprising both generalist and specialist teachers, as well as novices and experienced educators.
The study involving 18 teachers utilized semi-structured interviews to explore the perspectives of both educators and teachers, highlighting the importance of understanding primary EFL teachers' professional development (PD) needs The findings suggest that this research can guide future studies and assist teacher educators and policy-makers in creating effective PD programs tailored to these needs Additionally, a follow-up study by Subhan (2017) revealed that teachers with prior English backgrounds felt more confident in their proficiency, while those without such backgrounds struggled, particularly if their pedagogical training was insufficient Ultimately, while teachers' previous learning experiences are important, they must be considered alongside other profile-related and needs-related factors to accurately assess teachers' requirements.
In a study conducted by Tran (2015) in Vietnam, the perceptions of English teacher qualities among students were explored through interviews and surveys across nine cities in the South The research identified 12 key characteristics that significantly influenced student learning, with English competence, teaching methods, and socio-affective skills being the most valued by students Additionally, while teachers' knowledge of the cultures of English-speaking countries and Vietnam, as well as their ability to integrate information technology into teaching, were acknowledged as impactful, they were not prioritized as highly The study highlighted that students expected teachers to maintain professionalism in the classroom, likely due to their awareness of their role as customers in the informal education sector Consequently, it was recommended that EFL teachers in this sector focus on enhancing their professional conduct and teaching practices.
Teachers, particularly those in English as a Foreign Language (EFL), must prioritize professional development to continuously enhance their skills and adapt to the diverse learning needs of their students This commitment is essential for effectively facilitating the learning experience of students, who are viewed as customers in the educational process.
A study by Cao and Le (2018) involving fifty EFL teachers in Hue City highlights the significant recognition of professional development (PD) among educators Utilizing questionnaires and interviews for data collection, the findings show that most teachers believe PD activities enhance their teaching skills, although four participants expressed skepticism about its importance Key PD activities identified include peer observations, idea exchanges, and feedback through team teaching Despite these positive perceptions, challenges such as limited time, insufficient educational technology, and a lack of collaboration among EFL teachers hinder the effective implementation of PD activities.
As society evolves, teachers must innovate to align with global educational trends, making professional development (PD) activities a priority for novice educators A study by Nguyen and Nguyen (2021) involving 10 EFL teachers with 1.5 to 4.5 years of experience revealed that many novice teachers find the concept of PD vague, indicating a lack of confidence in defining it However, these teachers can identify various PD activities, demonstrating their adequate understanding of PD's importance in enhancing their teaching skills and professional growth.
The research highlights the importance of recognizing the personal needs and aspirations of novice EFL teachers to enhance future professional development (PD) activities Additionally, it reveals specific training expectations that these teachers have for improving their teaching skills.
Recent research by Truong, Dinh, Tran et al (2021) examined the current state of teacher professional learning amid educational reform in Vietnam, involving 517 primary and secondary school teachers from Ninh Binh, Quang Tri, Thua Thien Hue, and Tien Giang provinces The study utilized quantitative methods, revealing a generally successful implementation of professional learning among teachers However, interviews highlighted limitations, particularly in the trial of innovative practices, which were less frequent than other activities To enhance teacher professional learning in line with educational reform, it is essential to consider these findings The research underscores the significance of professional development as a critical element in global educational initiatives, fostering teachers' professional growth and adaptability, which ultimately benefits students' learning and self-education While quantitative data indicated diverse and successful language development support for high school teachers, qualitative insights pointed to existing challenges.
The study identified 21 limitations in learning activities, highlighting that teachers' roles were primarily guided by a professional team, which hindered their self-directed and active participation in learning Furthermore, innovation in professional development activities was found to be limited compared to other areas To enhance foreign language development among high school teachers and align with educational innovation requirements, it is essential to consider these realities However, this research primarily addressed the needs of primary and secondary school teachers across four provinces—Ninh Binh, Quang Tri, Thua Thien Hue, and Tien Giang—resulting in a lack of focus on the professional development needs of high school EFL teachers, particularly in Quang Tri province.
Summary
In this chapter the researcher has brought an overview of theory related to the research Some definitions on professional development are given to reflect the different
This article explores 22 perceptions of a key term, focusing on critical theory concepts to elucidate general terms and professional development (PD) models Additionally, the study identifies teachers' needs and outlines activities essential for their professional growth.
This chapter examines key elements that enhance the effectiveness of professional development for educators, while also identifying barriers that hinder their growth Additionally, it reviews relevant previous studies that inform the current research The following chapter will outline the research methodology employed in this study.
Methodology
Introduction
This chapter outlines the design and execution of a study focused on the professional development needs of EFL teachers and their approaches to professional growth It starts by justifying the chosen research approach, followed by a comprehensive description of the participants, including the rationale for their selection The chapter also details the data collection tools, research procedures, and data analysis methods employed in the study, while addressing the reliability and validity of the research findings.
Research approaches
This research utilized a mixed methods approach, combining both quantitative and qualitative data collection to explore complex research questions effectively By integrating qualitative insights with statistical analysis, the study achieved a comprehensive understanding of survey responses and identified patterns in teachers' needs for professional development (PD) The mixed methods design not only enhanced the breadth and depth of the findings but also mitigated the limitations associated with using each method in isolation, with the quantitative approach playing a pivotal role A descriptive research design was employed, utilizing a survey and questionnaire to gather quantitative data on high school teachers' PD needs and the actual implementation of related activities.
Professional development (PD) activities for teachers were assessed through a questionnaire distributed to English teachers in several high schools in Quang Tri To obtain qualitative data regarding the teachers' needs and their execution of PD activities, an in-depth analysis was conducted.
Research participants
This study involved sixty EFL teachers from eleven high schools in Quang Tri province, representing urban, mountainous, and rural areas The teachers, aged 23 to over 50 with experience ranging from 2 to 30 years, were selected to ensure a diverse representation of teaching conditions and professional development (PD) needs The varying student levels across these schools also contributed to the research's accuracy and diversity A questionnaire was administered directly to all participating teachers to gather relevant data.
Table 3.1 Research sites and number of participants for questionnaire
Quang Tri Town high school
Bui Duc Tai high school
Chu Van An high school
Le Quy Don gifted high school
Nguyen Huu Than high school
Tran Thi Tam high school
Age Less than 25 years old 2 3,3
To gain a deeper understanding of the topic and analyze the questionnaire data, interviews were conducted with fifteen EFL teachers from various high schools in Quang Tri province.
26 the ones who already participated in answering the questionnaire The research sites and number of participants for interview was demonstrated in Table 3.3 below
Table 3.3: Participants’ descriptions for interview
Age Less than 25 years old 1 6,7
Data collection tools
The study utilized two primary data collection instruments: a Likert scale questionnaire and interviews to gather teachers' reflections on their professional development (PD) activities These methods are outlined in the research methods section The questionnaire was designed in both structured and unstructured formats to effectively assess the professional development needs of 60 participating teachers and to explore how they engaged in PD activities This approach is widely recognized as an effective means for remote data collection.
According to Seliger and Shohamy (1989), questionnaires offer several advantages, including the ease of obtaining sensitive information, the uniformity and standardization of collected data, and increased accuracy in responses.
The in-depth interview served as a secondary data collection tool, conducted after the questionnaire to gain deeper insights into teachers' responses The questionnaire results informed the development of interview questions, allowing for a more thorough examination of specific aspects of teaching culture Consequently, the questionnaire and interview complemented each other effectively.
The questionnaire consisted of two primary clusters, with the first focusing on teachers' professional development needs through four sub-clusters The initial sub-cluster explored EFL teachers' perceptions of the professional development activities and programs available to them The second sub-cluster examined high school EFL teachers' views on these professional development activities The third sub-cluster aimed to gather insights into the objectives of professional development in English teaching, while the final sub-cluster addressed the specific needs of EFL teachers regarding their professional growth.
The study on professional development for EFL teachers addressed two key research questions through a structured questionnaire The first cluster of information focused on the current state of professional development, while the second explored preferred methods for conducting these activities To ensure accuracy, the questionnaire was available in both Vietnamese and English and underwent multiple revisions for clarity and format A total of 60 copies were distributed to teachers from 11 high schools, facilitating the collection of their opinions without direct interaction.
Table 3.4: Summary of the questionnaire
Number Name of clusters Statements
1 Teachers’ needs for professional development
EFL teachers’ perceptions towards the definitions of professional development
EFL teachers’ perceptions toward the common PD activities
EFL teachers’ perceptions toward the aims of PD activities in teaching English
EFL teachers’ needs on PD 20, 21, 22, 23, 24, 25
2 Ways to implement of professional development by
After the receipt and preliminary analysis of the questionnaire, the interview was
The study involved interviews with high school EFL teachers to gather in-depth insights into their professional development (PD) needs and preferences The interview questions were divided into two main clusters, totaling twelve questions, which were thematically analyzed to enhance the understanding of the research findings The first cluster focused on teachers' perceptions of PD, their satisfaction with current activities, and their specific PD needs The second cluster explored the preferred methods for conducting PD activities, including the frequency of participation and the resources utilized This approach aimed to capture teachers' expectations and aspirations for effective PD programs.
Research procedure
A total of sixty questionnaires were distributed, all of which were returned and included in the study Additionally, interviews with EFL teachers were conducted to gather further data and validate their perceptions regarding their professional development needs and preferred methods for engaging in PD activities.
Table 3.5: Time of research activities
April 30 th 2022 Questionnaire for participants May 30 th 2022 Interview with the participants
Piloting is an important stage in the development of the questionnaire allowing evaluation evaluation of the instrument before the main study is conducted (Parahoo,
The pilot study stage is crucial for assessing the validity and reliability of a questionnaire, as highlighted by Jones and Rattray (2010) To ensure clarity and eliminate ambiguity in the instructions, the questionnaire underwent a pilot test Gerrish and Lacey (2006, p.538) describe a pilot study as a preliminary investigation conducted prior to full research, aimed at testing data collection instruments and procedures.
A pilot study involving 20 participants was carried out to assess potential issues with the questionnaire and interview process The pilot questionnaire was distributed to twenty English teachers from five different high schools, as detailed in Table 3.5.
Table 3.6: Research sites and number of participants for pilot questionnaire Research sites (N=5) Questionnaire delivered (N )
Quang Tri Town high school 9
Bui Duc Tai high school 3
Nguyen Huu Than high school 3
The pilot interview aimed to assess the reliability and validity of the questionnaire, offering the researcher valuable insights on unclear questions and necessary additions to the interview format All participants, five EFL teachers, were asked a consistent set of questions to ensure uniformity Conducting the interviews in Vietnamese enhanced the clarity and precision of the study.
31 high schools to collect comments about the content of the questions
After correction thanks to the pilot study, the questionnaire translated into
A questionnaire was distributed to 60 EFL teachers across 11 high schools in Quang Tri province, with responses collected via Google Forms within a week The data was analyzed using the SPSS program, and to gain deeper insights, interview questions were crafted to address ambiguities in the questionnaire results Interviews were conducted with 15 teachers, who received the questions two days in advance to prepare Participants were invited to join the interviews through Zoom or Zalo for convenience, with each session lasting approximately 15 minutes and conducted in Vietnamese to facilitate open communication The next phase of the research involves reporting findings and discussions based on both the questionnaire and interview results, ultimately leading to conclusions and implications drawn from the study.
Data analysis
The SPSS 22.0 software was utilized to analyze quantitative data from the questionnaire, generating key statistical measures such as frequency, percentage, mean, and standard deviation Recognized for its popularity and user-friendliness among researchers, SPSS provided a clear summary of the percentage rates for each response, facilitating effective analysis.
Qualitative data from in-depth interviews was initially transcribed from recorded conversations The data was then systematically organized, coded, and categorized into common attributes Upon rechecking for coding consistency, prevalent patterns of challenges in teaching listening comprehension were identified.
Research reliability and validity
This research utilized questionnaires and interviews to identify the specific needs of teachers and their professional development (PD) activities The reliability of the questionnaire was assessed using Cronbach's Alpha Throughout the interviews, the researcher encouraged respondents to provide honest and candid answers.
Moreover, the researcher tried to be neutral in analyzing and interpreting data so that the data could be collected accurately and objectively
3.7.1 The reliability statistics of data collected from questionnaire in the pilot study
To ensure the reliability of the research, a pilot questionnaire was tested with 25 participants sharing similar backgrounds to the main study's prospective respondents The reliability of the questionnaire items was assessed using the Cronbach’s Alpha coefficient, with the results of this reliability analysis presented in Table 3.7 below.
Table 3.7: The reliability of the pilot questionnaire
The pilot study revealed a Cronbach’s Alpha of 0.94, demonstrating that the items in the questionnaire exhibit strong internal consistency and reliability This indicates that the questionnaire is suitable for administration to 60 respondents in the main study.
3.7.2 The reliability statistics of data collected from questionnaire in the main study
A total of 60 completed questionnaires were analyzed using SPSS version 20.0, revealing a Cronbach’s Alpha of 0.94, which demonstrates a high level of reliability for the questionnaire, exceeding the recommended threshold of 0.70.
The questionnaire demonstrated a high reliability coefficient of 0.94, indicating its effectiveness for data collection, as acceptable alpha values range from 0.70 to 0.95 (Bland & Altman, 1997; DeVellis, 2003; Nunnally & Bernstein, 1994) This strong reliability confirms that the questionnaire is suitable for the study.
Table 3.8: The reliability of questionnaire
Summary
This chapter outlines the research methodology, detailing the research approaches, participant selection, data collection tools, procedural steps, and methods for data analysis, while also addressing the reliability and validity of the research findings.
Findings and Discussion
Introduction
This chapter outlines the key findings and interpretations of the study, addressing the research questions posed in Chapter One and organized into five primary clusters It begins by detailing the reliability of both the pilot and main studies, followed by an analysis of the data gathered from the questionnaire, which is illustrated through tables, charts, and interview insights.
EFL teachers’ needs on professional development
The first purpose of this study is to investigate the needs of EFL teachers on professional development Specifically, it is divided into four sub-clusters Items 1, 2, 3, 4,
Items 5 and 6 focus on exploring EFL teachers' perceptions of professional development definitions, while items 7 through 11 assess their general views on common professional development activities Additionally, items 12 to 19 examine EFL teachers' perceptions regarding the objectives of professional development initiatives in English teaching.
20 to 25 concentrate on the needs of EFL teachers on professional development These items are five-point scale statements whose values range from 1 (strongly disagree) to 5 (strongly agree)
4.2.1 EFL teachers’ perceptions towards the definitions of professional development (sub- cluster 1)
Q1, Q2, Q3, Q4, Q5 and Q6 deal with the perceptions of teachers towards the defitions of professional development The results of the test are presented in Table 4.2 by mean score to measure teachers’ views
Table 4.1 The teachers’ perceptions toward the definitions of PD
The mean score of EFL teachers' perceptions towards professional development (PD) is notably high at 4.36 (SD = 0.70), significantly exceeding the neutral score of 3.0 This indicates that the majority of high school EFL teachers recognize the essential role of PD in enhancing their teaching careers.
Table 4.2 displays the results of a one-sample T test conducted to determine if the mean significantly deviates from the neutral agreement level of 3.
Table 4.2: One-Sample T Test of EFL teachers’ perceptions towards the definitions of PD
95% Confidence Interval of the Difference
The mean score for cluster 1 was M = 4.35 (SD = 70), indicating a significant difference from the benchmark score of 3.0 (t.94; dfY; p