THE INFLUENCE OF PROFESSIONAL DEVELOPMENT PROGRAMS AND TEACHERS ATTITUDE ON THE EFFECTIVENESS OF ENGLISH TEACHERS

ENGLISH LANGUAGE TEACHING

This study examined the levels of professional development programs, teacher attitude, and teacher effectiveness among secondary school teachers and explored the relationships among these variables. Results showed that all three components were rated very high, indicating that teachers benefit from well-implemented development initiatives, hold positive attitudes toward teaching, and demonstrate strong effectiveness in instructional roles. However, correlation analysis revealed no significant relationship between professional development programs and teacher effectiveness, nor between teacher attitude and teacher effectiveness. This contradicts prevailing assumptions in educational research that suggest professional growth and positive dispositions directly enhance classroom performance. The absence of predictive relationships implies that other factors—such as contextual challenges, administrative support, or intrinsic motivation—may exert a stronger influence on teacher effectiveness. These findings highlight the complexity of teaching performance and underscore the need for a more comprehensive and contextualized framework to understand and improve teacher effectiveness beyond traditional predictors.

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