The impact of the ProELT training program on Malaysian English teachers' self-efficacy

Abstract

Recognizing the importance of mastering the English language and its potential to enhance the country's socioeconomic status, Malaysia has dedicated efforts to improve the language proficiency of its citizens through the Malaysian Roadmap for English Language Education 2015–2025. One of the main efforts is bolstering the English language proficiency of school teachers via professional development, which has resulted in the implementation of the year-long Professional Up-skilling for English Language Teachers (ProELT) training program for in-service teachers. Since not much is known about how teachers' professional development affects their self-efficacy, particularly in the context of language teaching, this study aims to examine how ProELT affects language teachers' self-efficacy. The training impact of the ProELT course and its relationship to different elements of self-efficacy were also examined in relation to teachers' improvement in CEFR bands. An online questionnaire, TESOL Instructors’ Self-Efficacy Index (TISI), was administered to both primary and secondary school English teachers who had attended the ProELT training program. Generally, the findings indicate that professional development programs can potentially enhance teachers' self-efficacy in terms of student engagement and instructional strategies. It also highlights the relevance of teacher training programs in elevating teachers' self-efficacy and professional practice.