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Teachers’ and Supervisors’ Perspectives of the Ministry of Education National Teacher Professional Development Standards in Enhancing Jordanian EFL Teachers’ Professional Development Tha’er Tawalbeh Abstract: The study aimed at investigating the teachers’ and supervisors’ perspectives of the Ministry of Education national teacher professional development standards in enhancing Jordanian EFL teachers’ professional development. The first two questions of the study were related to the teachers’ and supervisors’ extent of agreement on which standards contribute to teachers’ professional development from the teachers’ and supervisors’ perspectives. The third question tried to answer whether there were any statistically significant differences at (α=0.05) between teachers’ and supervisors’ responses due to qualification and years of experience. To answer these questions, the researcher developed a questionnaire of 54 items based on the Ministry of Education national teacher professional development standards. The questionnaire was checked for validity and reliability. Frequencies and percentages were used to analyze the data related to the first two questions, and the 2- way analysis of variance was used to answer the third question. The findings of the first and second questions showed that the seven standards contribute to the EFL teachers’ professional development from the teachers’ and supervisors’ points of view. The standards that had the highest rank were the academic and pedagogical knowledge and professional ethics from teachers’ points of view. However, the three highest standards from the supervisors’ point of view were those related to education in Jordan, academic and pedagogical knowledge and professional ethics. this indicates that there was some consensus between the teachers’ and supervisors’ points of view in this respect. As for the third question, the findings showed that there were no statistically significant differences at (α = 0.05) between teachers’ and supervisors’ views due to qualification and years of experience. These findings could be due to the similarities in the learning communities teachers and supervisors experience during their teaching profession. Besides, the standards under investigation have been drawn after careful consideration for teachers’ needs and interests. Based on the findings of the study, it was recommended that similar studies be conducted on the actual implementation of the standards in the classroom by teachers. In addition, policy makers should pay more attention to preparing a suitable teaching- learning environment that enable teachers to develop professionally according to the standards under study. Further more; training workshops conducted for promoting teachers’ professional development should give priority to the national professional development standards under study. Key Words: professional development, standards, perspectives, competencies 11
Journal of Al-Quds Open University for Research and Studies - No. 26 (2) - January 2012 @ZòÉ‹fl α α 10
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