The Impact of Professional Development Training on Secondary School English Language Teachers’ Instruction of Receptive skills

Abstract

Professional development training plays a crucial role in enhancing teachers’ pedagogical competence and improving students’ language proficiency and academic achievement. In 2024, the Ethiopian Ministry of Education introduced a nationwide 120-hour professional development program aimed at strengthening teachers’ instructional practices. This study examined the impact of this training on secondary school English language teachers’ instruction of receptive skills—listening and reading, using a quantitative post-test research design. A total of 222 teachers who attended the training at Arba Minch University participated in the study. Data were collected through a structured self-rating questionnaire measuring perceived competence and instructional effectiveness. A one-sample t-test and Cohen’s d were used to analyse the data. The findings revealed statistically significant improvements in teachers’ instructional practices in both listening and reading skills. Large effect sizes indicated substantial practical significance. The study concludes that intensive, structured professional development programs significantly enhance pedagogical preparedness and methodological awareness. Long-term and sustained professional development initiatives are recommended to strengthen English language teaching quality in Ethiopia.

Keywords: Capacity-building training, listening instruction, reading instruction, teacher professional development