Teachers' Voice: A Needs Analysis of Teachers' Needs for Professional Development with the Emergence of the Current English Textbooks
Bibliographic record
Abstract
The study attempts to reveal the attitudes' of the English teachers toward teachers' professional development, to identify the needs of English teachers for Teachers' professional development, to clarify the challenges that faced by English teachers throughout their teachers' professional development. The study uses a descriptive methods to describe and analyse the needs of English teachers for TPD. In the present study, the sample population consists of 40 EFL teachers chosen randomly, both female and male English teachers working in AL-Quwayiyah town in Saudi Arabia during the academic year 2014-2015. In order to achieve the goals of the study, two main data collection instruments are used: (1) a questionnaire and (2) semi-structured interviews. The questionnaire is consisted of three dimensions each demission has 17 multiples statements while interviews are conducted with eight English teachers both male and female English teachers in order to identify the quality of TPD they attended, their satisfaction toward the teachers' professional development, their expectations as well as their suggestions for better teachers' professional development. The findings of the study clarifies that TPD is essential and effective with the emergency of the current English textbooks. TPD increases teachers learning, achievement and improves teaching quality. As a result, teachers' professional development results in improving students' success and achievement.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".