EFL Teachers’ Professional Development Needs: Implications for Online Training Design

Year 2025, Volume: 15 Issue: 4, 1601 - 1628, 28.12.2025

Banu Çiçek Başaran Uysal , Perihan Savaş

https://doi.org/10.18039/ajesi.1787209

Abstract

This study investigated the professional development (PD) needs of in-service English language teachers in Türkiye and explored their perceptions of an effective online in-service training program. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 322 public school English teachers across 12 NUTS regions via a needs analysis questionnaire. Qualitative data were obtained through semi-structured interviews with 20 teachers purposively selected to represent different regions and school levels. Quantitative data were analyzed descriptively, while qualitative data were examined through open and axial coding, supported by intercoder agreement and triangulation. Findings revealed that teachers prioritized PD in four main domains: speaking skills, ELT methodology, classroom management, and material development, particularly digital resources. Speaking was consistently identified as the most pressing need, reflecting limited opportunities for communicative language use in Türkiye’s EFL context. Teachers also stressed the importance of updated methodological training, practical classroom management strategies, and support in developing interactive materials. Regarding online PD design, participants emphasized that programs should be needs-based, practice-oriented, interactive, and collaborative. They valued flexible timing, accessible digital materials, and voluntary participation over mandatory attendance. The study highlights the necessity of designing PD programs that are context-sensitive, grounded in teachers’ realities, and aligned with principles of adult learning. These findings have implications for both pre-service and in-service teacher education, suggesting the need for systemic changes in program design. By integrating teachers’ voices, the study contributes to the development of needs-driven, practice-based online professional learning models that can enhance teacher effectiveness and support improved English language outcomes in Türkiye.

Keywords

English language teachers , needs analysis , online professional development

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