Professional development needs of English teachers in Foreign Language Department in Government Educational Institution under the Office of the Vocational Education Commission

Abstract

This research aimed to study the professional development needs of English teachers in public vocational institutions under the Office of the Vocational Education Commission. It also compared teachers’ professional development needs based on gender, age, educational background, and teaching experience. The study applied Herzberg’s (1959) motivation-hygiene theory, which categorizes influencing factors into two groups: motivators, such as achievement, recognition, and career advancement, and hygiene factors, such as administrative policies, salary, and work environment. This study employed a survey research method, collected data from 92 English teachers across 14 vocational institutions, and analyzed this data using descriptive statistics, including mean and standard deviation, and hypothesis testing. The findings revealed that teachers have a high level of professional development needs, particularly in enhancing their knowledge of English teaching techniques, integrating technology in instruction, and assessing student learning. Additionally, educational background and teaching experience significantly influenced teachers’ professional development needs. Teachers with more experience sought in-depth skills development, such as classroom research and instructional design, while those with less experience prioritized foundational teaching methods and classroom management. The results of this study provide insights for school administrators and relevant authorities in formulating policies that align teacher professional development programs with institutional and labor market needs. Furthermore, these findings contribute to improving the quality of English language instruction in vocational education.