Identifying EFL Teachers’ Training Needs for Their Professional Development

Abstract

The study aimed to identify the training needs of EFL secondary teachers during the 2022-2023 school year at Gharbia Governorate. A total of 80 EFL secondary teachers ranging in age from 25 to 55 (35 male and 45 female) were selected to participate in a needs assessment questionnaire while ten were interviewed. They were chosen randomly from EFL secondary teachers from different educational administrations at Gharbia Governorate. To achieve the aim of the study, The researcher adopted the mixed-method design which entailed collecting, analzing, and synthesizing quantitative and qualitative data. The study had two phases. The first was through obtaining and gathering data via a questionnaire in order to identify the training needs of EFL teachers. The second was conducted as a next step to gain a deeper understanding of EFL teachers' training needs as well as help explain the quantitative results using aninterview. Results revealed that EFL secondary teachers were in need to be trained on all of the proposed dimensions. The level of need for all the dimensions was either moderate (research skills) or high (EFL proficiency and teaching skills, management skills, educational technology, educational psychology, material development, and assessment). In the light of the results of the study, implications, recommendations, suggestion for future research and conclusions were provided.