Abstract
<p>The current study seeks to identify, extract, evaluate, and prioritize the factors affecting the effectiveness of in-service training course for English language teachers of the secondary schools in Tehran selected districts. The research is applied, and its data collection methodology is descriptive-survey. The statistical population is composed of all of the English language teachers (n=230) practicing in Tehran districts 2 and 4 who participated at least once in one of in-service training courses. Out of all participants, 102 were selected as the sample for data collection using stratified random sampling method. The required data were collected through one standard questionnaire. Data analysis was performed using descriptive and inferential statistical methods. The prioritization of the indices was performed using multi-criteria decision-making techniques. The results from data analysis indicated that out of three factors including individual, training, and organizational, only the organizational factor had a significant positive impact on the effectiveness of in-service training of English language teachers. Hence, using TOPSIS method, the indices relevant to the organizational dimension were ranked based on the respondents’ views. The results from this prioritization showed that, from the teachers’ perspective, the factors with the highest priority include “employment law tailored to attend educational courses”, “organizational support of educational courses”, “score tailored to the course participants in terms of promotion and upgrade”, and “existing a supportive organizational climate for education”.</p>
Highlights
Failure to provide continuous and in-service training of employees leads to reduced efficiency and effectiveness and weakening of occupational identity among them
Given the importance of having qualified and motivated teachers to train skilled manpower, and given the problems confronted by in-service training courses, the current article seeks to analyze the effectiveness of these courses for English language teachers, and the relevant factors are ranked on the basis of their significance from the study participants’ perspective
The results from the indices’ prioritization is presented as in the flowing table, and as can be observed, from the perspective of the study participants, the factors with the highest priority include “employment law tailored to attend educational courses”, “organizational support of educational courses”, “the score tailored to the participants in terms of promotion”, and “organizational climate supportive of education”
Summary
Failure to provide continuous and in-service training of employees leads to reduced efficiency and effectiveness and weakening of occupational identity among them. When the significance of human resources is discussed, the focus is mainly shifted toward cultivated and educated people This is because, such groups of people are sufficiently eligible and skilful to be the source of positive developments in the various sectors of society, and normally this ability and skill can be attained through training and investment in human resources sector In-service training, in a traditional sense and in the form of apprenticeship training, has a very long history Today, such in-service training programs are implemented in four phases: www.ccsenet.org/ijel. Assessing the effectiveness of training courses means the determination to specify the extent of the promotion in trainees’ knowledge and skill through the provided trainings Given the importance of having qualified and motivated teachers to train skilled manpower, and given the problems confronted by in-service training courses, the current article seeks to analyze the effectiveness of these courses for English language teachers, and the relevant factors are ranked on the basis of their significance from the study participants’ perspective
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