COMPARING THE EFFECTIVENESS OF THREE PROFESSIONAL DEVELOPMENT MODELS IN ENHANCING TEACHERS’ TEACHING EFFECTIVENESS

This research tried to compare the effectiveness of three specified teacher
professional development models. The three professional development models of
peer coaching, class observation and action research were analyzed and assessed
comparatively among 15 EFL teachers in three experimental groups. There were 8
male and 7 female teachers in the sample of this study. All three groups were given
a one month treatment period during which they were given specific tasks and
activities. The English Language teaching Competency Test (ELT-CT) test was used
both as a pretest and posttest to determine any likely changes during the
treatment. The results from the test scores revealed that action research has had
the highest degree of effectiveness than the other two models (F= 6.237, df= 2 ,
p<.05). The effects of the treatment in the other two groups were not statistically
significant. Additionally, the results from the paired samples T-test confirmed the
same results (t=-5.718, df=4, p<.05). Moreover, the results from the questionnaires
and interviews indicated that action research has had the highest impact on the
group’s teaching performance from the teachers’ perspective.