ProDev participation and teaching performance: A case study of two Urban school EFL teachers in Indonesia

Abstract

EFL teachers take the position as front-liners in attempt to promote the nation's human resource quality. Unfortunately, in Indonesia, the competence of EFL teachers remains low. Some teachers take steps to solve this problem. This study aimed to investigate the participation of two urban primary school EFL teachers in professional development and its impact on their teaching performance. Semi-structured interviews with the teachers and colleagues were conducted, documents were collected, and student questionnaires were administered. Data were analyzed using inductive technique, content analysis, and descriptive statistics. The study has shown that the two EFL teachers' participation in professional development was not yet optimal. Indeed, in quantity, their participation was above average. In quality, however, inadequate attention was given primarily to relevance and role taking. With regard to teaching performance, the study has shown that the two teachers' performance was not optimal, either. Their personal and social competences were extremely superior to the pedagogical and professional ones. The latter should have been more demanding in order to attain a better learning process as well as outcome. At last, the study has revealed that despite their urban work environment the two EFL teachers' less quality participation in professional development was believed to have its unsatisfactory impact on their performance in classroom.