EFL TEACHERS' SATISFACTION WITH THEIR EXISTING PROFESSIONAL DEVELOPMENT ACTIVITIES AND THE REASONS BEHIND: A STUDY AT A FOREIGN LANGUAGE CENTER IN THE MEKONG DELTA

Abstract

Professional development (PD) plays a crucial role in maintaining and developing teachers’ qualities and competences; however, how to make PD more effective in relation to EFL teachers’ satisfaction levels of PD activities organized in a foreign language center have still been a matter of much concern by administrators, researchers, and teachers as well. This study therefore aims to investigate EFL teachers’ satisfaction level of the PD activities that they have attended and the reasons behind. This study was conducted using both quantitative and qualitative methods of research using questionnaires and interviews. The study involved 30 EFL teachers working at a foreign language center in a province in the Mekong Delta of Vietnam. In particular, it investigated three main aspects: (1) What forms of PD activities EFL teachers working in a language center in the Mekong Delta participated in?; (2) the teacher's satisfaction level with these PD activities; and (3) the teachers' perceptions of the positive impact of these activities on their teaching performance. The results from the questionnaire and interview revealed that EFL teachers participated in PD activities at a relatively high level. The most commonly attended PD activities were learning from colleagues about teaching knowledge and skills, receiving mentorship from experienced teachers and observing experienced teachers. Besides, the results of the study indicated that EFL teachers have a high level of satisfaction with their PD activities. Observing experienced teachers model their teaching practices, being mentored by more experienced teachers, and receiving constructive feedback from experts were the most satisfying activities. Finally, findings also showed that PD activities have had a positive impact on teachers to reinforce their teaching practice and language proficiency, to plan effective lessons to meet students’ learning needs. Based on these findings, implications and recommendations are made for enhancing the quality of PD activities.