The Effectiveness of MOE-Endorsed Professional Development Programs as Perceived by Jordanian EFL Teachers

Abstract

This study aims at examining the potential effect of Ministry of Education (MOE)- endorsed teacher professional development programs on Jordanian EFL teachers’ practices as perceived by the teachers themselves. A five-section Likert-scaled questionnaire was distributed to a sample of 328 (of the 681) EFL teachers enrolled in professional development programs at Qasabet Irbid Directorate of Education in 2021/2022. The respondents expressed moderate views as to the effectiveness of the professional development programs endorsed by the MOE. General dissatisfaction was reported for several reasons, most important amongst which is inability to satisfy teachers’ needs due to inadequate coverage of general competencies, teaching skills and methodology, classroom management, and assessment. The findings also revealed a moderate agreement with the training programs, which were reported to need to better address integrated assessment and constructive feedback and to be subjected to continuous evaluation and improvement. Several relevant recommendations and pedagogical implications were put forth.