EFL Teachers' Perspective on the Teacher Professional Education (PPG) in Relation to Their Teaching Performance

Abstract

The Teacher Professional Education Program (PPG) is designed to improve teachers' professionalism by strengthening their pedagogical, professional, and social competencies, as well as their personal development. Although various studies have examined the effectiveness of the PPG Program, there is still a limited number of studies exploring how teachers perceive their experiences during the program in relation to their teaching performance. Therefore, this study aims to investigate English teachers’ perspectives on the PPG Program in relation to their teaching performance. This study employs a qualitative descriptive research design involving three junior high school English teachers who have completed the In-Service PPG Program. Data were collected through semi-structured interviews and analyzed using thematic analysis. The results indicate that the teachers perceive the PPG Program as a professional development program that makes a positive contribution to their teaching performance. These contributions are reflected in the four domains of Danielson’s (2013) Framework for Teaching: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. Participants reported that the PPG Program helped them develop more systematic lesson plans, select more appropriate instructional strategies, manage their classrooms more effectively, implement assessment and feedback in their teaching, and improve their professional reflection and accountability. However, not all teachers experienced the benefits of the PPG Program equally. In some areas, such as classroom management and confidence in teaching, several participants did not notice any significant changes after completing the PPG Program because they had already been implementing those practices before joining the program.