Professional Development Effectiveness: The Case of Palestinian EFL Teachers

Abstract

Background/purpose: In-service training is essential for EFL teacher development, yet its success depends on impacting motivation, self-confidence, knowledge, and classroom practices. This research was conducted to evaluate the effectiveness of a specific professional development program for Palestinian EFL teachers, aiming to understand its impact on these core aspects and identify implementation challenges. Materials/methods: A quantitative design was employed with a cohort of 50 Palestinian EFL teachers. Data were collected via a validated questionnaire (Cronbach's [alpha] = 0.92) measuring perceptions of the program's impact on motivation, self-confidence, TEFL knowledge, and classroom practice. An open-ended question gathered data on challenges. Responses were analyzed using SPSS for quantitative data and thematic analysis for qualitative responses. Results: Participants reported positive improvements across all measured areas (Mean scores: Motivation=3.39, Classroom Practice=3.22, Knowledge=3.21, Confidence=3.19). The program had the strongest impact on teacher motivation. Significant differences were found based on teaching experience and grade level taught, with early-career teachers and those teaching higher grades (9+) reporting more positive outcomes. No significant difference was found based on gender. Major challenges included logistical issues, long training hours, financial burdens, and inconvenient scheduling on weekends. Conclusion: The study concludes that the in-service training program was effective in enhancing teachers' professional capacities, particularly their motivation. However, its overall sustainability and effectiveness are hindered by significant contextual and logistical challenges. To maximize impact, future programs require structural modifications to reduce participant burden and better accommodate teachers' specific contexts and schedules.