Exploring the perceptions and classroom practices of middle school EFL teachers enrolling in master's degree program as a self-nitiated professional development strategy
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Date
2024
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University of Oum El Bouaghi
Abstract
Engaging in Self-Initiated Professional Development (SIPD) has been recognized as a valuable approach for teachers to enhance their knowledge and skills. In the Algerian context, enrollment in Master’s Degree Program (MADP) is one potential SIPD strategy for middle school EFL teachers. However, the perceptions of these teachers regarding this pathway and the alignment between their perceptions and observed classroom practices remain underexplored. This mixed-methods study aims to investigate Algerian middle school EFL teachers' perceptions of enrolling in a MADP as a SIPD strategy, and to examine the alignment between their perceptions and their observed classroom practices. The research employed a questionnaire and an analytic rubric for classroom observation to capture the teachers' classroom practices. The data collected from the teachers’ questionnaires were analyzed statistically, while classroom observations were qualitatively assessed using the rubric. The findings of this study support the notion that Algerian middle school EFL teachers recognize the value of pursuing a MADP as a SIPD strategy. They perceive the program as a means to enhance their teaching skills and knowledge, which is substantiated by the questionnaire results. Additionally, the alignment between the teachers' perceptions and their observed classroom practices indicates a high level of self-awareness and professionalism among the participants. The implications of this research will be valuable for policymakers, school administrators, and teacher educators in developing and promoting SIPD opportunities that address the specific needs of Algerian middle school EFL teachers.