CHAPTER- ONE

INTRODUCTION

The present study is on the Perceptions of Secondary Level EFL Teachers

Towards Teacher Training. This introduction part includes background of the
study, statement of the problem, objectives of the study, research questions,
significance of the study, delimitations of the study and operational definitions
of the key terms.

1.1 Background of the Study

Teaching is one of the creative and challenging job in the field of education. It
is a system of providing individuals for educational transitions including
classroom teaching. In this regard, to make this creative and challenging job
more effective and joyful, the teacher needs proper training. The term 'training'
refers to the acquisition of knowledge, skills and competencies as a result of the
teaching of vocational or practical skills and knowledge that relate specific
useful competencies. Training is necessary for every teachers as it forms the
core of apprenticeship and provides the backbone of content. It is a process of
teaching and learning a particular skill which is actively leading to skilled
behaviour and the major stakeholders in training are trainers and trainees.

Richards and Farrell (2010, p.3) state, "Training refers to activities directly
focused on a teachers present responsibilities and is typically aimed at short-
term and immediate goals". They further say, "Training involves understanding
basic concepts and principles as a prerequisite for applying them to teaching
and the ability to demonstrate principles and practices in the classroom". It
means to say that teacher training is designed to fulfill teachers' short term
goals and it develops the person's ability to apply and demonstrate skills gained
in training in the real field. There are two types of teacher training programs
(i.e. pre-service and in-service). Pre-service training is compulsory to enter in

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the teaching profession and in-service training is necessary to develop teaching
expertise and for teachers own professional development.

Teachers are considered as a key factor to provide quality education. In similar

vein, they are considered as a change agent of society. So, they should have
knowledge about social norms and values and, at the same time, they need to
be academically qualified and competent to transfer knowledge, skills and
attitudes to the learners by creating joyful environment. To develop such
competencies, teachers need professional support and positive attitudes to the
teaching profession. Teacher training influences teachers' professional
development. It means if the teacher get training in proper way, it makes ease
to them for their professional development. Professional development is the
process of developing professional excellence in the teacher by learning,
experiencing, practicing and preparing oneself for new challenges and
responsibilities to be encountered in teaching career. Teacher training can teach
the candidate how to give that feedback to students and to colleagues.
However, teacher training is practical, and also helps teachers understand
different perspectives and approaches through experience.

Teaching is very complex job which requires sound knowledge, skills and
attitude for the betterment of teaching profession which becomes easier and
more possible with the help of training. So, teacher training is the current issue
in the field of teacher professional development. For this, some of the
educational research report (e.g. National Center for Educational Development:
NCED, 2011, Institute of Education: IOE, 2013) run different training
programs for secondary level teachers under the supervision of Ministry of
Education (MoE). These all the training programs help to develop knowledge,
skills and professional roles of the teacher. Teacher training also help them to
enhance their professional expertise.

Teacher training can be seen as the act of developing professional excellence

through which the teachers can get so many benefits in their teaching career.

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Teaching is not easy task like other activities. So, teaching profession by nature
demands hard work investment of most time in planning lessons and so on. In
short, teacher training is the current issue in the field of education as well as
teaching learning activities. So, this study seeks to analyze perceptions of
secondary level EFL teachers towards teacher training.

1.2 Statement of the Problem

Teaching is a demanding occupation in the present era. However, there are

many problems for teachers that make the profession more complicated than it
has to be. That means teaching is a complex process that can be conceptualized
in a number of different ways. There are also substantial benefits for those who
decide to have a career in teaching. In this regard, those teachers who decide
teaching profession need training to make their profession fruitful. They should
be involved in different training programs which are conducted by different
institutions such as NCED, HSEB and Tribhuvan University to help secondary
level teachers for their professional development.

This study raises the issue regarding the perceptions of secondary level EFL
teachers towards teacher training whether English teachers are benefitted from
the various training programs or not in their professional development should
be analyzed. It also raises the issues regarding the perception of teachers on
teaching, teaching materials, professional development, teaching methods and
content. Teacher training can help to develop knowledge, skills of the teachers
and enable them with different levels of training and experience to learn
making decision about curriculum and instruction. Teachers also need to face
different critical situations such as implementation of training in the real
classroom, use of lesson plans in the classroom, classroom management, school
norms and other professional demands. The main problems due to lack of
consideration on teachers perception on teacher training for professional
development are; problems to ascertain teachers perception on training for
professional development and the problems to identify teachers roles in the

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EFL classrooms which are frequently used in ELL (English Language
Learning) for their professional development.

Therefore, the study on secondary level EFL teachers' perception towards

teacher training aims to examine how teacher training can be more effective,
goal oriented, meaningful and implemented properly for enhancing teaching
and learning of English in secondary level.

1.3 Objectives of the Study

The present study had the following objectives :

1. To find out the secondary level EFL teachers' perceptions towards
teacher training in terms of teaching, training methodology, teaching
materials and content for professional development.
2. To suggest some pedagogical implications.

1.4 Research Questions

The following research questions was used in this research:

a) What are the perceptions of EFL teachers towards teaching, training
methodology, teaching materials, and content of NCED training for their
professional development.

1.5 Significance of the Study

The current study explores the perceptions of EFL teachers towards teacher
training for their professional growth. This study also studies the effectiveness of
different ELT training programmes. Therefore, this study is significant to the
practitioners and professional teachers involved in the field of teaching learning
activities. It explains different types of training programmes provided by NCED
such as ten month training and one month teacher professional development
training which is conducted under the Ministry of Education (MOE) and
secondary level English teachers perception towards this and other training

4
programmes. In this regard, this study is beneficial for those people and institutes
who are directly or indirectly related to ELT training. This study is significant for
training providers for appropriate selection of training policies and development of
materials for secondary level English teachers professional development. It is
equally useful for the novice teachers and trained teachers in many ways such as
achievement of goals and objectives of teaching, appropriate selection and use of
teaching methods, techniques and materials. Similarly it is also useful for all
educational planners, training package designers, trainers and teachers who are
responsible for and directly or indirectly involved to improve the quality of
education. This research work is equally important for those who want to do
further study in this field in the future.

1.6 Delimitations of the Study

It was impossible to include all the things in this small research because of time
boundary and lack of sufficient resources. By considering time and resources
available, this study was confined to investigation of 30 secondary level
English language teachers' perception of training in Kathmandu district.
Similarly, only the in-service teachers were included in the study and only the
questionnaire was a tool to elicit the required data.

1.7 Operational Definition of the Key Terms

Some key terms related to this study have been defined in this section:

Content : The different sections that are contained in a book or curriculum.

The subject matter of a book, speech, training programme and so on.

EFL Teachers : The teachers who have been teaching English as a foreign
language at secondary level.

Materials : Things that are needed in order to do a particular activity. Materials

here especially refers to teaching materials which are used in language
classroom.

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Methodology : A set of methods and principles used to perform a particular
activity in language classroom.

Perception : Perception refers to the act of perceiving, the way of

understanding, interpreting or viewing teacher training.

Professional Development : It is continuous growth and development of the

teachers or any professionals.

Teacher training : Teacher training refers to the activities directly focused on

a teachers' present responsibilities and it is typically aimed at short term
and immediate goals. Training seeks to prepare teachers for induction
into a first teaching position or to take on a new teaching assignment or
responsibility. The term 'teacher training' here refers to the training
provided by NCED for the professional development of secondary level
EFL teachers to Kathmandu district.

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 CHAPTER- TWO
REVIEW OF RELATED LITERATURE AND
CONCEPTUAL FRAMEWORK

Review of related literature and conceptual framework are necessary for any
research work. This section includes, review of related theoretical literature,
review of empirical researches, implications for the study and conceptual
framework.

2.1 Review of Related Theoretical Literature

Each and every study is based on or carried out on the basis of any related area.
Review of related literature is the central and most important part of any
research work. Reviewing related literature widens the horizon of knowledge
and acquaints the researcher with the available literature in the area of study. It
further provides information about the methods and procedure that other
researchers have used in similar studies. The theoretical literature of this study
consists of the teacher development, teacher training, teacher training in Nepal
in-service teacher training, ten month teacher training program and one month
TPD training program.

2.1.1 Teacher Development

Teacher development is a continuous and never ending process in which

teachers change themselves. More specifically, teacher development is the
professional growth which a teacher achieve as a result of gaining increased
experience and examining their teaching systematically. It is an umbrella term
which includes training, workshop, academic study, networking, self study and
so on. According to Glatthorn (1987 as cited in Reimers- Villages, 2003, p.11),
"By gaining increased experience in one's teaching role they systematically
gain increased experience in their professional growth through examination of
their teaching ability". It refers to the development of a person in their

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professional role. So, teaching is one of the strategy and pre-requisite to
professional development. Underhill (1988, p.4) writes :

Development means keeping myself on the same side of the learning

hence as my students. This is the only way that I can keep alive a sense

of challenge and adventure in my career, and avoid getting in rut. If I am

in a rut, then so is my teaching, and then so are my students and learning

from a rut is tedious, slow, and uninspiring.

From this definition, what we can say is that for developing oneself, a teacher
should become aware that they are both a teacher and a learner. Therefore, we
should go on learning throughout our teaching career. Teaching is the complex
task to be performed by the teachers, which needs expertise in them. Regarding
this, Richards and Nunnan (1990, p.132) write, "Teaching is a kind of mystical
experience that is hard to explain or describe". Similarly, Brown (1994, p.7)
says, "Teaching is saving or helping someone to learn how to do something,
giving instruction, guiding in the study of something, providing knowledge,
causing know or understand". Teacher is a change agent in the society who
transforms illiterate society into educational mainstream. Teacher professional
development is most useful when it is embedded in the daily life of the school.
When there is a culture of learning in the school or educational setting, teacher
development is a process along a continuous of learning and is about
professional development.

Teachers are the professionals like other personnel such as doctors and
engineers. They need their continuous development in profession. Brown
(1994) defines, teacher development as "one of the most interesting thing about
teaching is that you never stop learning" (p.7). It means teacher development
means lifelong process of learning in teaching profession. It starts when a
teacher gets admitted in their pre-service classes like, intermediate in
education, bachelors in education, masters in education, etc. and ends after the

8
retirement of their teaching profession. It involves any activities aiming to
achieve personal and professional growth of teachers.

The students who are studying their intermediate, B.Ed. and M.Ed. in
educational sector will become the teacher but it is difficult to become a
professional teacher. It means to say that becoming a professional teacher is
time consuming, attitude developing and putting hard effort continually in the
right direction with knowledge and skillful manner. In this regard Raymond
(1996, p.200) states, "A competent teacher was a rare bird; a century later could
hardly have quater of million qualified teacher in English alone" (as cited in
Galami, 2004, p.44). We hardly found the competent or professional teacher.
So, teacher is a active participant in teaching learning activities and needs
appropriate strategies to make teaching fruitful. In this way to make teaching
joyful the teacher needs proper training and only through training can develop
their profession in a proper way.

Similarly, in the words of Head and Taylor (1997, p.7), "Teacher development
is a way of learning which is complementary to training, and which is
motivated by teachers' own questioning as what they are and what they do,
rather than by an external training agenda". It means teacher development is
related to training and in the absence of training, development may not move
ahead rapidly. Similarly, Reimers-Villegas (2003) writes, "Professional
development as a development of a person in their professional role. After
gaining experience and expertise for years in teaching systematically, a teacher
achieves the professional development" (p.11). Professional development is the
process of enhancing teachers' professional status by expanding the knowledge,
skills and so on which helps to increase teachers' epistemological awareness
and it refers to the acquisition of different ideas and visions of what teaching
involves.

Time is changeable phenomenon, everything is changeable. It means nothing

remains constant in this world, with the changing periods of time everything

9
has been going to change. What was there before a decade ago may or may not
be acceptable after a decade later. So, the way of defining teacher development
is modified by different scholars after long years back. In this way, Wallace
(2010, p.3) writes, "Teacher development is something that can be only done
by and for oneself". Professional development is ongoing activity designed to
increase levels of expertise and understanding. It should where possible, be a
process that works individually with the strength and needs of a specific person
in order to create higher capability and understanding, continuous professional
development, staff development and mentoring are some common terms used
in this area. Some of the basic principles of teacher professional development
according to Wilde (2010 as cited in Sapkota, 2015, p.206) :
– Building on foundation skills.
– Engaging participants as learners.
– Providing practice, feedback and follow-up.
– Measuring changes in students performance.
– Measuring changes in the students' knowledge.

Thus, professional development is the skill and knowledge on which teachers

gain to optimise their professional development and job growth. It includes
learning opportunities , college degree, and course work or attaining
conferences of training session. It is an collaborative process and it requires to
participate in career development. About teachers, William and Burden (2007,
p.47) writes, "Good teachers come in all shapes and sizes, with wide range of
different personalities, beliefs and ways of working". They come from different
backgrounds and belong to different cultures. Therefore, they work in different
ways that suit their own personalities and situations because teaching learning
process is influenced by the situations in which it occurs.

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2.1.2 Teacher Training

The term 'training' refers to the acquisition of knowledge skills and

competencies as a result of the teaching of vocational or practical skills and
knowledge that relate to specific useful competencies. Teacher training is a part
of teacher education and a process of teacher development. Teacher training is
one of the strategies of teachers' professional preparation of a person in any
field of his or her work. Training is regarded as prerequisite phenomena for
handling any responsibility for anybody. Often it is seen as preparation for
induction into a first teaching position or as preparation to take a new teaching
assignment or responsibility. The training program combines presentations,
interaction, hands-on-activities, and practice teaching to prepare teachers to
successfully conduct classes. Trainers also observe real classes conducted by
trained teachers who provide feedback to further improve their performance.

Head and Taylor (1997, p.9) state, "Teacher training essentially concerns with
knowledge of the topic to be taught and of methodology for teaching it".
Training is something which prepares one with an ability to do something as
required by the situation. Training is such type of activity which makes change
in any profession. It means every professionals need training even the farmer
who works in the field needs training. But the only thing is that the way of
giving training is different on the basis of their profession. The main aim of
teacher training is to prepare a sound person with sound knowledge.

Lazar (2009, p.216) states, "Teacher learn best by actively being involved in
the training session. The active involvement might entail participating in a
discussion, brainstorming ideas in a group or simply setting aside time to read
and reflect on a new ideas". It means only training can provide guidelines to the
teachers to move ahead from their current position and they will get new ideas
only through training. Teacher training imparts required knowledge, skills,
methods and techniques to the teacher which are essential before they starts
real teaching. Similarly, Ur (1996, p.3) states :

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 The term teacher training and teacher education are often used

apparently interchangeably in the literature to refer to the same thing the

professional preparation of teacher. Many prefer teacher education since

training can imply unthinking habit formation and over emphasis on

skills and techniques, while the professional teachers need to develop

theories, awareness of options and decisions making ability.

Teacher training and education are interchangeable with each other. Teacher
education can "provide the confidence and the knowledge to continue to reach
and to grow and training can provide experience in accepting feedback and
implementing suggestions offered as feedback by other professional a
colleague or supervisor" (Pennington, 1990 as cited in Joshi, 2012, p.23).
Teacher training can teach the candidate how to give that feedback to students
and to colleagues. In conclusion, teacher training refers to the acquisition of
knowledge, skills, and competencies towards teachers. It also includes abilities,
methods, techniques, skills and different tricks which help the teachers to run
class effectively and systematically.

2.1.3 Teacher Training in Nepal

Teacher training in Nepal has not very long history. The first effort to formal
teacher training program in Nepal dates back to 1948 A.D. It was initiated by
basic teacher training program with the view to train the primary school
teachers. However, it discontinued function after the recommendation of the
Nepal National Education Planning commission NNEPC in 1954 for the
establishment of college of education in 1956 to provide two year and four year
teacher education program to the perspective of lower secondary and secondary
level school teachers. There were some other institutions which are
contributing for teacher training program such as mobile normal school in
1959, primary school teacher training center (PSTTC) in 1961, A-level teacher
training programme, B- Level teacher training programme, radio education

12
teacher training project etc. These above mentioned all training programs play
crucial role to train teachers. These all related institutes like college of
education, National educational planning commission and so on came under
the Institute of Education (IOE) of Tribhuvan University which provides both
pre-service and in-service teacher training.

Regarding the training institutes, Paudel and Gyawali (2011, p.20) state that
there are mainly three existing training institutions in Nepal. They are ;

1. National Center for Educational Development (NCED)

2. Different Universities

3. Higher Secondary Education Board (HSEB)

NCED and HSEB both are conducting in-service teacher training program
throughout the country. NCED is considered as an umbrella institute with the
mandate of delivering teacher training, formulating teacher training policies
and developing and disseminating in-service training curriculum materials by
active involvement of different institutions. Different universities launch
different training programs. Among them Tribhuvan University, Faculty of
Education has launched four years bachelors program to prepare secondary
level teachers. It also runs one year B.Ed. program for those who have passed
their bachelors degree from other faculties and want to be involved in teaching
profession. Similarly, there are some other universities such as Kathmandu
University (KU), Purbanchal University (PU), and Nepal Sanskrit University
(NSU) that run bachelors as well as degree program as pre- service teacher
training. In spite of these, there are some other non-governmental organizations
(NGOs) and international non-governmental organizations (INGOs) like Nepal
English Language Teachers Associations (NELTA), British Council, which
conduct in-service and refresher teacher training program to the working
teachers. Besides introducing these training programs in the context of Nepal,
the prime concern of the present study is to find out the perceptions of
secondary level EFL teachers towards teacher training.

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2.1.4 In-service Teacher Training

In-service training is the education which the teacher receives after they have
entered the teaching profession. In other words, in-service training is a process
and a part of continuing education that helps the teachers to gain greater insight
into teaching. In this training, teachers become involved in order to broaden
their knowledge and improve their skills and attitudes. It takes place once the
teacher has joined a school and can be both formal and informal in nature. In-
service training is mainly designed to fulfill the needs of in-service teacher and
this program may be used to help to tackle inadequacies of pre-service training,
to support the implementation of new changes to promote teachers' professional
development. In this way, in-service teacher training is more important to
support the teaching quality of the teacher and it creates learning environment
in the classroom.

In the context of Nepal, some organization are contributing to train teachers by

providing in-service teacher training programmes. Such as National Center for
Education Development was established to provide in-service teacher training
to primary level teachers as a part of Primary Education Development Project
(PEDP, 1992-1998). Similarly Secondary Education Development Units were
established to train the lower secondary and secondary level in-service teachers
as a part of Secondary Education Development Project. These and other
institutions are providing in-service teacher training to the secondary level
teachers but at present NCED become only umbrella term/institute to provide
in-service training to in-service teachers (NCED, 2004). The programs
launched through NCED is given below.

2.1.5 Ten Month Teacher Training Program

NCED was established in 1992 and secondary education development project

was established in 1993 to train primary, lower secondary and secondary level
in-service teachers. Later in 2004, the government merged SEDP into NCED.
At present, NCED has 34 Educational Training Centers (ETCs) with A, B and

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Educational Training Sub Centers (ETSCs). The ETCs and ETSCs under the
NCED conducted 10 month teacher training and different types of short term
training as well. NCED has provided English language teaching (ELT) training
to in-service English language teachers from the side of government. NCED
training is conducted to fulfill the needs of secondary level untrained in-service
English teachers and it is also developed to fulfill the three broader aims for
developing the secondary level English teachers such as content knowledge,
application of skills and attitudinal change in them (NCED, 2004). NCED
training curriculum has been designed to fulfill the needs of secondary English
language teachers. The training course is divided into three phases/modules
which are as follows;

Table 1
Structure of Training Curriculum and Training Hours

Module 1 Module 2 Module 3 Total hours

Training center School based Distance Face to face School based 1320 hours
based (skill (Application mode (knowledge (Application (10 months)
and knowledge focus) (knowledge and skill focus)
focus) focus) focus)
132 hours 198 hours 660 hours (5 132 hours 198 hours
(1 month) (1.5 month) months) (1 month) (1.5 month)
Source : NCED, 2004, p.3

The long term 10 month in-service teacher training program is divided into
three phases. The first and third phases of teacher training program are
considered to be face-to-face mode and are delivered through Extensive
Training Network (ELT). The curriculum for lower secondary and secondary
level is a bit different from primary level. Two and half month first and third
modules of this training is divided into two parts; first part is one month face-
to-face or Educational Training Center (ETC) based and the second part is 1.5
month school based which is considered more practical (NCED, 2005).

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The distance module, which is highly encouraged in lower secondary and
secondary level includes the study of self-learning materials (SLM), listening
to the radio, broadcasting and discussion on the contact session. There is a
provision of three workshops for secondary level. The second module of
secondary level teacher is 5 months distance mode use of the self-learning
resource materials: audio cassette and they participate in phone-in programme.
Moreover, the trainee teachers have advantages from website developed by the
NCED and through e-mail contact with subject experts (monitoring report of
Training Programme, NCED, Sanothimi, Bhaktapur, 2005).

NCED was able to provide 10 months in-service training for 98.2 percent of the
total in-service teachers from the public schools of Nepal at the end of 2009
AD. All the stakeholders were centered on implementation of training in real
classroom. However, they concluded that only 50% of the trained teachers
apply knowledge and skills of training while teaching in the classroom which is
not sufficient to develop students level of learning. They thought that school-
based or cluster-based teacher development module is appropriate. So, the
long-term ten month training was discontinued after 2009 AD (NCED, 2011,
p.3).

2.1.6 The One Month TPD Training Program

The current program offered by the NCED provides a 30 day professional

development training over five years to all teachers in Nepal. TPD training
program was started in 2009 and this training is being implemented in three
phases of 10 days within five years. This has tried to explore a training transfer
issues and assess the factors contributing to support for the transfer of training
into the classroom. Among these three modules to TPD training there are three
mini-parts of each module which are interrelated to each other. The teacher
who attended to these all three modules to TPD training will get the certificate
of one month TPD training certificate. The structure of TPD training module is
presented in table 2.

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 Table 2
Structure of One Month TPD Training Program

A. Part-one
 Training workshop or delivery of the workshop
– five days training program delivered in a face-to-face mode.
B. Part : two
 Self-study exercise or project work
– Practical and practicing phase of TPD training
– Three days training within one month
C. Part : three
 Counseling
– Two days training program
– Trainee teachers are provided counseling by the trained teachers
Source : NCED (2015, p.12)

The school-based one month TPD training program is divided into three
phases. The first phase of TPD training is about training workshop which is
conducted within five days where demand based package is delivered in face-
to-face mode. It is also known as workshop module which is very important for
teachers to develop their overall skills based on their demands. This phase
provides the participants with sharing interacting and approaching their
problems among participants and also promotes collaborative learning
environment in training. Similarly, it aims to bring desirable changes in
teachers traditional delivery of lessons. The second phase of TPD training is
self-study exercise or it is also known as project work. It is the practical phase
of TPD training. After attending the five days workshop, the teachers go to
their school to do project works for a month which is counted as three days
training. This phase also made them engage in consulting the books, materials
and mental exercises for the development of project works (NCED, 2014,
p.124).

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The instructional counseling phase, which is very important for lower
secondary and secondary level teachers. It is also last phase of TPD training. In
this phase, trainee teachers are provided counseling by the trainers and resource
persons. It consists of two days training in which trainers and resource person
visit the school in order to provide feedback for improving the teachers
performance. The counselors manage time to provide counseling on the issues
where the teacher experience difficulty while transferring their learned
knowledge to the classroom practice. Many teachers found it as a good learning
avenue to update and improve their teaching performance (NCED, 2014,
p.124).

To sum up, TPD training one of the significant achievement for teachers that
developed a culture of learning and sharing in the schools. Teachers discuss
their ideas with fellow teachers, share problems and at times do some
collaborative projects as a part of their TPD training.

2.2 Review of Empirical Literature

A number of studies have been carried out in the field of teacher professional
development at the Department of English education. However, there is no any
research that has been carried out on the "Perceptions of secondary level EFL
teachers towards Teacher Training". However, some of the related literatures of
present study have been reviewed here in this section :

Khanal (2006) carried out a study on "Trained Teachers and Teacher Training :
A Research Study". The main purpose of his study was to find out the
perceptions of secondary level English teachers towards teacher training. He
used unstructured interview, semi-structured observation, and journal writing to
collect the data. He randomly selected ten trained secondary level English
teachers. He found that there were positive perceptions towards teacher
training. Teachers from both private and government schools considered that
training is inseparable from the ELT profession. He also found that teacher
training mainly focuses on the methodology aspect.

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Pandit (2008) carried out a research on "Attitudes of Teachers towards English
Teacher Training in Primary Level". The objective of his study was to find out
the attitudes of English teachers towards the training module, methods and
existing evaluation system of the primary level English language teachers
training. He used a set of questionnaire to collect the data. He randomly
selected twenty-five primary level trained teachers, five teacher trainers and
five resource persons. He found that primary English teachers had positive
attitudes on teacher training module, methodology but negative attitudes on the
evaluation system. He also found that training was not applicable in their
schools, given the classroom situation, size and number of students.

Joshi (2010) carried out a research on "Transfer of NCED ELT Training". The
objective of his study was to see the impact of ELT training provided by
NCED. He used observation form to collect data. He found that training
programs equip teachers with pedagogical knowledge and skills. The lack of
content knowledge cannot be fulfill by training. Knowledge and skills gained
through training cannot be applied in classroom due to the lack of educational
and physical facilities at school. he also found that effect of training could not
be seen because of the adverse socio-political environment in the country.

Similarly, Mahara (2012) carried out a research work on "Teachers' views on

Teacher Training". The main objectives of his research work was to find out
the teachers views on ELT trainings for professional development. It was
survey research. The main tool for the data collection was questionnaire. The
sample of the study included twenty trained secondary level English language
teachers from Lalitpur district. The study showed that all the views of
respondents were positive on teacher training but lack of teaching materials
hampered their performance.

Pokhrel (2014) carried out a research on "Teachers views on Teacher

Training". The main objectives of her research work was to find out the lower
secondary/ secondary level teachers' views on teacher training. She used survey

19
research design in her study. Questionnaire was a tool for the data collection in
her study. The sample of the study included almost 30 trained teachers from
both lower secondary and secondary level English language teachers. The
findings of the study showed that the views of respondents were positive in all
the aspects of teacher training but they found there was lack of teaching
materials which hampered their teaching learning activities.

Similarly, Dhungana (2016) carried out research on "Role of TPD training in

language teaching". The main objectives of his research work was to find out
the role of TPD training program in teaching language skills, classroom
management, use of teaching materials and teachers' professional development.
He used survey research design in his study. Questionnaire was a tool for the
data collection in his study. The sample of the study included almost 40 trained
teachers of secondary and lower secondary level from 20 different schools of
Palpa, Syanja and Tanahung districts. The findings of the study shows that
TPD training had a fruitful role in teaching different language skills and all the
respondents were positive in all the aspects of TPD training but they found that
there was lack of friendly environment in training center/resource center and
schools which hampered them to concentrate on training.

The above mentioned researches are related to the teachers professional

development and teacher training. Some factors of research work tend to be
related but none of the studies have been carrying out yet to find out the
"Perceptions of secondary level EFL teachers towards teacher training". The
present research will also try to investigate, what are the perceptions of
teachers towards teacher training, how the teachers use different strategies in
the classroom after getting training, what are the views of teachers towards
training and suggest some pedagogical implications of finding of the study. In
this way, this research will be the new in the teacher professional development
in the department of English education, Tribhuvan University.

20
2.3 Implications of the Study

In literature review, our central focus is to examine and evaluate what has been
before as a topic and establish relevance of this information to our own
research. This study may obtain from the sources including book, articles,
reports, etc. This entire source helped me to bring the clarity and focus on the
research problem, improve methodology, and contextualize the findings. It is
also equally important to examine and evaluate what has been said before on a
topic and what has not been said yet for findings new areas for further research.

The implication of teaching, learning and schooling is very challenging.

Besides these challenges, I reviewed five different research works conducted
regarding the training that will somehow related to my study. After reviewing
these works, I got lots of information about my research work. They have used
survey research design and I will also follow the same research design.
Therefore after reviewing these research works, I got ideas on the process of
survey research design. Similarly, to elicit required data they used
questionnaire as a tool just like that I will also use questionnaire itself for my
study.

The study of Khanal (2006) supported me to be familiar with the techniques

used by trained teachers in secondary level English classrooms, and how they
perceive training in training session. This study makes me case to select
research design according to which I will select survey research design.
Likewise, from the study of Pandit (2008), I got the idea about the survey
research design and about the attitudes of trained teachers towards teacher
training in primary level. His findings was that primary English teachers had
positive attitudes on training module, methodology but why there is negative
attitudes on evaluation system. It will made curious to search for why there is
negative attitudes on evaluation system. The study carried out by Joshi (2010)
was very much significant for me from the perspective of tool used to explore
the perception of teachers towards the NCED training. From the study of

21
Mahara (2012) I got more theoretical information about teacher training and
survey research design used for this study. The nature of questionnaire formed
in this research work helped me to construct questions having similar nature in
order to make my study reliable. I reviewed the research of Pokharel (2014)
from which I got the ideas to make conceptual framework. Finally, I reviewed
the research study carried by Dhungana (2016) that helped me to understand
the role of TPD training for EFL teachers' professional development.

By examining these all experiences, teacher training is the effective solution for
solving the various issues related to the teacher professional development.
Though, these research works helped my research study. However, I could not
find secondary level EFL teachers' perception on teacher training. Therefore,
my study is new in the field of English education especially in the department
of English education and this work is now attempt in the exploration of new
areas. In this way, this is a single study to address perceptions of secondary
level EFL teachers towards teacher training. So, this research proposal seems to
be new study.

22
2.4 Conceptual Framework

The conceptual framework of my proposed study were as follows :

Teacher Professional
Development

Teacher Training

In-service Teacher Training

Ten month One month TPD

training training

- Perception on teaching
- Training methodology
- Professional development
- Teaching materials
- Content

Perceptions of secondary level EFL

teachers' towards teacher training

23
 CHAPTER- THREE
METHODS AND PROCEDURES OF THE STUDY

3.1 Design and Method of the Study

The present study "Perceptions of secondary level EFL teachers towards

teacher training" was based on survey research design. Survey research is
mainly carried out to find out people attitudes, opinions and the specified
behaviour on certain issues, phenomena, event and situations. According to
Nunan (1978 as cited in Ojha, 2013, p.205), "The main purpose of survey
research is to obtain a snapshot of conditions, attitudes and events at a single
point of time". Education of survey addresses educational problems and
generalizes its findings on the basis of representative sample of a specified
target population. Data in a survey research is collected only at a single point of
time aiming to obtain an overview of a phenomena, event, issue or a situation.
Survey data are collected through questionnaires, observation, interviews, etc.
In this research work, I used questionnaire as a tool in order to find out the
perceptions of secondary level EFL teachers toward teacher training. The
findings of survey is generalizable and applicable to the whole group. In this
context Cohen and Manion (1985, as cited in Nunan, 1992, p.140) write,
"Surveys are most commonly used descriptive method in educational research
and may vary in scope from large scale governmental investigations through to
small scale studies carried out by single researcher".

Nunan (1992, p.141) suggests eight stages of a survey research such as defining
objective, identifying target population, reviewing literature, determining
sample, identifying survey instrument, designing survey procedure, identifying
analytical procedure and determining reporting procedure

In conclusion, we can say that survey research is one of the most important
researches used in educational investigation. It specially concerts with attitude
and behaviours of the people about certain issues, problems and situations. The
findings of survey is generalizable and applicable to the whole group.

24
Education survey addresses the educational problems and generalizes its
findings on the basis of representative sample of a specified target population.
So, I planned to use survey design in my research.

3.2 Sources of Data

I used both primary and secondary sources of data to complete this research
work.

3.2.1 Primary Sources of Data

In this study, I used secondary level English teacher of Kathmandu district as a

primary sources of data.

3.2.2 Secondary Sources of Data

I consulted the materials available in the print and electronic media such as,
books, journals, articles, thesis and related websites to facilitate the study.
Some secondary sources were : Nunan (1992), Taylor (1997), Wallace (2010)
and Farrell (2010).

3.3 Population, Sample and Sampling Strategy

The population of this study was the secondary level in-service EFL teachers of
Kathmandu district. The sample of this study consisted of 30 EFL trained
teachers who have taken 10 month or / and one month TPD training under the
NCED. I used purposive non-random sampling procedure to select 30
government aided schools and a teacher from each school.

3.4 Data Collection Tools and Techniques

Questionnaire was the tool to elicit the required information for the study. Both
open-ended and close-ended questions were included in the questionnaire.
Questionnaire was categorized into teachers' perception on teaching,
professional development, teaching materials, teaching methodology and
content.

25
3.5 Data Collection Procedures

First of all, I prepared a set of questionnaire. Then I went to the field and got
permission from the required authority to consult the English language
teachers. In similar way, I built rapport with the respondents and explained to
them the purpose of my study. Then I distributed a set of questionnaire to the
respondents and requested them to help me by responding the questionnaire
within one week. Finally, I collected the distributed questionnaire from them
after one week of its distribution.

3.6 Ethical Considerations

Ethics is concerned with beliefs and principles about what is right and wrong.
Similarly, consideration refers to the act of thinking carefully about something.
In this way, ethical considerations are concerned with code of conduct about
research writing. After obtaining approval from the proposal approval
committee of University Campus, Kirtipur, I visited different selected schools
of Kathmandu district and obtain written consent. Then, I established rapport
with respondent. After that, the respondents were informed the problem of the
study and objectives of the study. Furthermore, they helped me voluntarily.
Finally collected data were analyzed and interpreted for the purpose of this
study.

26
 CHAPTER- FOUR

ANALYSIS AND INTERPRETATION OF DATA

This chapter consists of detailed analysis and interpretation of the data

collected from the respondents. All the information collected from the
respondents has been analyzed and interpreted descriptively and statistically
under different headings and sub headings.

4.1 Analysis of Data and Interpretation of Results

To find out the "Perceptions of Secondary Level EFL Teachers' Towards

Teacher Training", I collected the responses of thirty English language teachers
teaching at secondary level schools in Kathmandu district using the
questionnaire. The responses obtained from the thirty respondents are presented
and analyzed in the next session.

4.1.1 Teachers' Perception of Training about Teaching

Teaching is the key factor for teachers' professional development. So, to make
teachers' teaching fruitful, they need sufficient training. Teacher training is the
supportive medium to select or use appropriate teaching activities in the
classroom and training also creates better teaching learning environment in the
school. This part consists of four questions related to the perception on
teaching. All the responses provided by the respondents are presented and
interpreted in Table 3.

27
 Table 3
Teachers' Perception of Training about Teaching

S.N. Statements Responses

S.A. A. U. D. S.D. G.T
F. P. F. P. F. P. F. P. F. P. F. P.
1 Selection and use of 18 59.94 12 39.96 – – – – – – 30 100
teaching methods
2 Improving teaching 16 53.28 14 46.62 – – – – – – 30 100
skills
3 Creates better teaching 10 33.3 17 56.61 3 9.99 – – – – 30 100
learning environment
in school
4 Supports teachers to 8 26.64 18 59.94 4 13.32 – – – – 30 100
select teaching
activities

Note : SA = Strongly Agree, A = Agree, U = Undecided,

D = Disagree S.D. = Strongly Disagree, F = Frequency
P = Percentage (%) G.T. = Grand Total

Table 3 shows that 18(i.e. 59.94%) of the total respondents strongly agreed and
12 respondents (i.e. 39.96%) agreed on the point that teacher training helps
teachers to select and use of appropriate methods in teaching. So, they
perceived teacher training positively. Similarly, the second statement, whether
teacher training helps to improve teaching skills. 16 respondents (i.e. 53.28%)
strongly agreed, 14 respondents (i.e. 46.62%) agreed on the statement but none
of the respondents were undecided, disagreed and strongly disagreed. This fact
also reflects that most of the secondary level EFL teachers through teacher
training helps them to improve teaching skills.

In the same way, as indicated in Table 3, 10 respondents (i.e. 33.3%) strongly

agreed and 17 respondents (i.e. 56.61%) agreed on the point that teacher

28
training helps them to create better teaching learning environment in school,
whereas 3 respondents (i.e. 9.99%) remained undecided about the statement.

Those teachers who agreed on this statement gave reasons that after getting
training teachers become able to manage diversity in classroom and they
equally become able to choose appropriate methods for teaching. However,
those who were undecided about the statement gave reasons that they were not
able to implement the strategy of training in real classroom.

To get more information about teachers' perceptions of teaching the

respondents were asked whether teacher training supports them to select
teaching activities. In response to this statement, 8 respondents (i.e. 26.64%)
strongly agreed and 18 respondents (i.e. 59.94%) agreed with the statement.
Whereas only 4 respondents (i.e. 13.32%) were undecided. Teachers who
strongly agreed and agreed with the statement said that appropriate learning
activities can be chosen for appropriate topic with the help of teacher training.
So, it is useful for selecting activities, whereas, those teachers who were
undecided said that only teacher training is not sufficient for selecting teaching
learning activities rather teacher choose activities according to the school
environment and social surrounding of the school.

Based on the above discussion, it can be concluded that NCED training had a
fruitful role in secondary level EFL classroom. Most of the teachers were found
satisfied with the training and showed their positive responses about the
training program.

4.1.2 Teachers' Perception of Training about Professional

Development

Training program is one of the most common strategies and pre-requisite for
teachers' professional development. The training program is expected to make
the teacher feel more comfortable in their profession. Regular efforts and
opportunities for the exploration of teachers' inherent potentiality can only

29
ensure their all-round development, success and satisfaction. This part consists
of four questions and teachers' perception of the NCED training for their
professional development as shown in Table 4.

Table 4
Teachers' Perception of Training about
Professional Development
S.N. Statements Responses
S.A. A. U. D. S.D. G.T
F. P. F. P. F. P. F. P. F. P. F. P.
1 Teacher training is 17 56.61 13 43.29 – – – – – – 30 100
useful for professional
development
2 Training is integral 18 59.94 10 33.3 2 6.66 – – – – 30 100
part of professional
development
3 Training focuses on 8 26.64 6 19.98 1 3.33 10 33.3 5 16.65 30 100
'what' and how aspect
of English language
teachers' professional
development

The data presented in Table 4 clearly shows that 17 respondents (i.e. 56.61%)
strongly agreed, 13 respondents (i.e. 43.29%) agreed and none of them
remained undecided, disagreed and were strongly disagreed with the statement
that teacher training is useful for teachers' professional development. This fact
reflected that most of the secondary level EFL teachers had positive view about
usefulness of teacher training for teachers professional development.

In the same way, they were asked whether teacher training is an integral part of
teachers' professional development. Regarding this as indicated in Table 4, 18
respondents (i.e. 59.94%) strongly agreed, 10 respondents (i.e. 33.3%) agreed,

30
2 respondents (i.e. 6.66%) remained undecided none of them disagreed and
strongly disagreed.

While analyzing the responses of teachers regarding the statement that training
focuses on 'what' and 'how' aspects of English language teachers' professional
development, Table 4 shows that 8 respondents (i.e. 26.64%) strongly agreed, 6
respondents (i.e. 19.98%) agreed, 1 respondent (i.e. 3.33%) remained
undecided, 10 respondents (i.e. 33.3%) disagreed and 5 respondents (i.e.
16.65%) strongly disagreed with the statement that teacher training focuses on
'what' and 'how' aspects of English language teacher's professional
development. The above discussion shows that the majority of the teachers
showed their positive attitudes towards the role of teacher training in their
professional development. However, most of the respondents are not sure that
the training was helping them to focus on 'what' and 'how' aspects of English
language teachers' professional development.

To get free opinion of respondents regarding the positive factors of teacher

training for professional development, one open-ended question was included
in the questionnaire. In response to the question, the respondents said that
teacher training emphasized the 'how' aspect of teaching learning and cultivates
their research habits for professional development by familiarizing them with
latest innovations of professional development. Teacher training also made
teachers aware of their profession and also made teachers be very energetic as
well as enthusiastic to develop their profession. Furthermore, they said that
teacher training made them encourage, empower students and create equality
and equity in the classroom. Through training, teachers benefitted to prepare
materials and select content sensitive method for teaching. In conclusion,
majority of the teachers accepted that the training program facilitated them for
teaching English language in secondary level EFL classroom.

31
4.1.3 Teachers' Perception of Training about Teaching Materials

Teaching materials play a vital role in language classroom. So, teacher training
program should focus properly on the use of teaching materials. Language
teacher should be able to prepare and use different materials according to their
students comprehension level, nature of teaching items, availability of the
resources and school or classroom environment. Table 5 shows teachers'
perception of training about teaching material.

Table 5
Teachers' Perception of Training about Teaching Materials
S.N. Statements Responses
S.A. A. U. D. S.D. G.T
F. P. F. P. F. P. F. P. F. P. F. P.
1 Preparing teaching 9 29.97 18 59.94 3 9.99 – – – – 30 100
materials
2 Using all the teaching 2 6.66 2 6.66 2 6.66 20 66.6 4 13.32 30 100
materials in the
classroom as informed
in teacher training
3 Identifying different 10 33.3 16 53.28 3 9.99 1 3.33 – – 30 100
resources to prepare
teaching materials
4 Involving students in 7 23.31 20 66.6 3 9.99 – – – – 30 100
preparation and
presentation of
teaching materials

In order to obtain teachers' perceptions regarding the first statement, whether

teacher training was helpful for preparing teaching materials, Table 5 shows
that 9 respondents (i.e. 29.97%) strongly agreed and 18 respondents (i.e.
59.94%) agreed on the statement. Similarly, 3 respondents (i.e. 9.99%) were

32
undecided. It means that majority of the respondents thought that teacher
training helps them to prepare teaching materials.

In same way, as indicated in Table 5, 2 respondents (i.e. 6.66%) strongly

agreed and 2 respondents (i.e. 6.66%) agreed and 2 respondents (i.e. 6.66%)
remained undecided that they use teaching materials as informed in the
training. Similarly, 20 respondents (i.e. 66.6%) disagreed and 4 respondents
(i.e. 13.32%) strongly disagreed with the statement that using all the teaching
materials in the classroom as informed in teacher training. This fact shows that
there was less possibility of using all the teaching materials in the classroom as
informed during training. Large number of respondents were not positive with
the statement.

Similarly, regarding the role of teacher training in identifying different

resources for preparing teaching materials, 10 respondents (i.e. 33.3%) strongly
agreed, 6 respondents (i.e. 53.28%) agreed and 3 respondents (i.e. 9.99%)
remained undecided. In the same way, 1 respondent (i.e. 3.33%) disagreed on
the statement that teacher training helps to identify different resources for
preparing teaching materials.

Likewise, 7 respondents (i.e. 23.31%) strongly agreed, 20 respondents (i.e.

66.6%) agreed and 3 respondents (i.e. 9.99%) remained undecided with the
statement that teacher training helped teachers to involve their students in
preparation and presentation of teaching materials. In conclusion, majority of
the respondents showed their positive attitudes about the training program in
terms of preparation and presentation of teaching materials.

4.1.4 Teachers' Perception of Training about Training Methodology

Methodology plays a vital role in language classroom while teaching. So,

teacher training program should focus on the appropriate use of training
methodology. Language teacher should be able to use methods to facilitate

33
learning. Table 6 shows teachers' perception of training about training
methodology.

Table 6
Teachers' Perception of Training about Training Methodology

S.N. Statements Responses

S.A. A. U. D. S.D. G.T
F. P. F. P. F. P. F. P. F. P. F. P.
1 Learner centered method 10 33.3 12 39.96 6 19.98 1 3.33 1 3.33 30 100
was used in training
session
2 Teacher centered method 10 33.3 12 39.96 6 19.98 2 6.66 – – 30 100
is not appropriate in
training session
3 Knowledge and skills of 14 46.62 16 53.28 – – – – – – 30 100
training helps to select
appropriate methodology
in teaching
4 I was satisfied with the 5 16.65 18 59.94 – – 7 23.31 – – 30 100
methods used by trainers
while in training

According to the data presented in Table 6, 10 respondents (i.e. 33.3%)

strongly agreed, 12 respondents (i.e. 39.96%) agreed and 6 respondents (i.e.
19.98%) remained undecided. Similarly, 1 respondent (i.e. 3.33%) disagreed
and 1 respondent (i.e. 3.33%) strongly disagreed with the statement that learner
centered method was used in training session. This shows that majority of the
respondents prefer learner centered method in training session rather than
teacher centered method.

In the same way, as indicated in Table 6, 10 respondents (i.e. 33.3%) strongly

agreed, 12 respondents (i.e. 39.96%) agreed, 6 respondents (i.e. 19.98%)
remained undecided and 2 respondents (i.e. 6.66%) disagreed on the statement

34
that teacher centered method is not appropriate in training session. It means to
say that most of the respondents did not prefer teacher centered method in
training session.

To get more information about training methodology, the respondents were

asked whether knowledge and skills of training helps to select appropriate
methodology in teaching. In response to this statement, 14 respondents (i.e.
46.62%) strongly agreed and 16 respondents (i.e. 53.28%) agreed with the
statement. This shows that majority of the teachers thought that knowledge and
skills provided through training really helps them to select appropriate
methodology in teaching.

To explore the perception of respondents, whether they were satisfied with the
methods used by trainers while in training one question was asked. Table 6
shows that 5 respondents (i.e. 16.65%) strongly agreed, 18 respondents (i.e.
59.94%) agreed and 7 respondents (i.e. 23.31%) disagreed with the statement.
Teachers' who agreed with this statement gave reasons that teacher training
should focus on interactive, participatory as well as child centered method
because its theoretical function is to understand psychological nature of
students to deal with them according to their psychological behaviour.
Similarly, those teachers who disagreed said that they were not satisfied with
the methods used by trainers because most of them only focused on lecturer
method.

Based on the above discussion, it can be concluded that teacher training had
significant role to develop knowledge and skills of language teaching and to
follow appropriate methodology while teaching in EFL classrooms.

35
4.1.5 Teachers' Perception of Training about Content

To obtain the perception of respondents regarding the content of training

addresses teachers problems two questions were asked.

Table 7
Teachers' Perception of Training about Content

S.N. Statements Responses

S.A. A. U. D. S.D. G.T
F. P. F. P. F. P. F. P. F. P. F. P.
1 The content of training 5 16.65 15 49.95 6 19.98 4 13.32 – – 30 100
address teachers problems
2 The content of training 4 13.32 20 66.6 2 6.66 2 6.66 2 6.66 30 100
and course of the textbook
of secondary level are
matched in the training

Table 7 shows that 5 respondents (i.e. 16.65%) strongly agreed, 15 respondents

(i.e. 49.95%) agreed and 6 respondents (i.e. 19.98%) remained undecided with
the statement that the content of training address teachers problems. Similarly,
4 respondents (i.e. 13.32%) disagreed with the statement. Those teachers who
strongly agreed and agreed with the statement said that training provides ways
that can be fruitful for teaching learning activities that makes classroom very
effective as well as active. Moreover, the content of training is primarily
concerned with the needs and interest of participants. However, those teachers
who disagreed and strongly disagreed with the statements said that the contents
of training are only based on theoretical knowledge that cannot solve actual
classroom problems. The actual classroom problems are not addressed by the
content of the training.

To get more information about the content of training, teachers were asked
whether the content of training and course of the textbook of secondary level

36
are matched in the training. Table 7 shows that 4 respondents (i.e. 13.32%)
strongly agreed, 20 respondents (i.e. 66.6%) agreed and 2 respondents (i.e.
6.66%) remained undecided about the statement. Similarly, 2 respondents (i.e.
6.66%) disagreed and 2 respondents (i.e. 6.66%) strongly disagreed. It means
majority of the respondents were satisfied with the content of teacher training
because they have positive views towards this and it was helping them to
address real classroom problems.

4.1.6 Teachers' Perception of Training about Other Aspects

Table 8
Teachers' Perception of Training about Other Aspects

S.N. Statements Responses

S.A. A. U. D. S.D. G.T
F. P. F. P. F. P. F. P. F. P. F. P.
1 EFL teacher 20 66.6 6 19.98 2 6.66 2 6.66 – – 30 100
training is expected
for untrained
teachers
2 Teacher training as – – – – – – 13 43.29 17 56.16 30 100
only wastage of
time and money
3 Training was 7 23.13 14 46.26 3 9.99 6 19.98 – – 30 100
facilitating to
motivate students in
learning English
subject

The results presented in Table 8 show that 20 respondents (i.e. 66.6%) strongly
agreed, 6 respondents (i.e. 19.98%) agreed, 2 respondents (i.e. 6.66%)
remained undecided and 2 respondents (i.e. 6.66%) disagreed with the
statement that teacher training is necessary for untrained teachers.

37
Those teachers who agreed on this statement gave reasons that EFL teacher
training is a fundamental for novice teachers to cultivate the effective
professional behaviour. Moreover, it is an integral part of language teaching
which makes novice teachers familiar with different methodologies of language
teaching. However, those who disagreed with the statement gave reasons that
training should be continuous to all teachers. Once was not enough, so that
refreshment training should be given to experienced teachers.

Similarly, to obtain the perception of respondents, Table 8 shows 13

respondents (i.e. 43.29%) disagreed and 17 respondents (i.e. 56.16%) strongly
disagreed with the statement that teacher training is only wastage of time and
money. It shows that teacher training is really beneficial for teachers instead of
being wastage of time and money.

In the same way, they were asked whether teacher training was facilitating to
motivate students in learning English subject. Regarding this as indicated in
Table 8, 7 respondents (i.e. 23.13%) strongly agreed and 14 respondents (i.e.
46.26%) agreed. Similarly, 3 respondents (i.e. 9.99%) remained undecided and
6 respondents (i.e. 19.98%) disagreed on the point.

Based on the above discussion, it can be concluded that most of the

respondents showed their positive views towards EFL teacher training. They
expected that EFL teacher training is needed for novice teachers as well as
experienced teacher with their reasonable logic.

4.1.7 Suggestions for Training Reform

The last question included in the questionnaire asked the participants

recommendation to make the training program more appropriate and effective
for them. The majority of the respondents viewed that the training tried to
fulfill their needs and expectations to some extent but those were not sufficient.
The theoretical concept of training was appreciated by the respondents but they

38
questioned and expressed their dissatisfaction about the implementation of the
training and its practical aspects.

They said that training should be demand driven and given on the basis of
teachers' need. In the same way, government should be responsible to train the
teachers in time which is beneficial to increase the teaching learning
achievements. Training package should attempt to fill up the gaps between the
training center and classroom environment. Moreover, teachers should be given
training repeatedly and latest innovations should be emphasized at the time of
training. Lively presentation is also required in training session. Furthermore,
salary and other facilities for trainers who have been working in rural areas
should be increased that encourages active participation in training. In the same
way, appropriate monitoring is required to find out whether trainee teachers are
applying what they got in training. Counseling part of NCED training does not
seem much effective, therefore, it should be improved. Finally, they said that
government should ban teachers to participate in political parties.

39
 CHAPTER- FIVE

FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the findings and conclusion of the study on the basis of
analysis. Then it suggests some recommendations in accordance with those
findings.

5.1 Findings

Perception on Teaching and Teaching Materials : Most of the teachers

(i.e. 93.24%) accepted that training is helpful in improving teaching
skills. Likewise, they agreed that training program is supporting them in
creating better teaching learning environment in classroom and they also
agreed that training is helping them for selection and use of appropriate
methods in teaching. Moreover, they also accepted that training has
supported them in selecting and preparing teaching learning materials as
well as using them properly in the classroom. However, most of the
teachers (i.e. 79.92%) viewed that there was less possibility of using all
the teaching materials in the classroom as informed during training.

Perception on Professional Development : Most of the teachers (i.e.

93.24%) viewed that training program was integral part of their
professional development. Similarly, some of the teachers (i.e. 46.62%)
agreed that training focused on 'how' and 'what' aspects of English
language teachers' professional development, most of the teachers (i.e.
53.28%) did not accept this fact.

Perception on Training Methodology : Most of the teachers (i.e. 73.26%)

accepted that in training session they preferred learner centered method
rather than trainer centered method. Likewise, they agreed that
knowledge and skills provided through training were really helpful for

40
selecting appropriate methodology in teaching. However, most of the
teachers (i.e. 73.26%) said that teacher centered method is not appropriate
in training session as well as in school environment.

Perception on Content and Other Aspects : Most of the teachers (i.e.

66.6%) viewed that the content of the training addressed their problems
and most of them (i.e. 79.92%) accepted that the content of training and
course of the textbook of secondary level are matched in the training.
Though they also mentioned that teacher training is necessary for
untrained teachers, they accepted that it is really beneficial for
professional development of experienced teachers as well.

5.2 Conclusion

From the research it can be concluded that the teacher training program is
fruitful for secondary level EFL teachers in terms of teaching, professional
development, teaching method, preparation and use of teaching materials,
content and some other aspects of teachers' for their career development. On
the basis of rigorous analysis and interpretation, the following conclusion has
been done.

Majority of the teachers were motivated towards teacher training which helps
them to apply new methods and strategies in teaching for their professional
development. Almost all English teachers has positive attitudes towards
training which brought some remarkable changes in preparation and use of
teaching materials in EFL classroom. More specifically, the content of training
was really helpful for teachers to be familiar with the content of secondary
level course book. Most of the teachers responded that teacher training helps to
develop collaborative learning environment among teachers and students and
provide platform to share their professional goals or experiences. Training also
helped them to develop confidence in their profession by providing them with
knowledge and skills.

41
5.3 Recommendations

Some recommendations have been made on the basis of findings obtained

through analysis of the data were presented in different levels as follows :

5.3.1 Policy Related

The following are the suggestions that can be useful at the policy level :

 The training conducted by the NCED is basically semi-practical. So, it is

suggested to focus on the practical aspects of training.

 Designers of teacher training programs should bridge the gap between

the content of training and curriculum of secondary level.

 Novice teachers should be prioritized to take part in training.

5.3.2 Practice Related

At practice level, the concerned authorities should address the present

necessities as far as possible. The following are the suggestions that can be
applicable at this level :

 There should be proper monitoring, supervision and control for the

effective implementation of the training during and after the completion
of the session. Better teachers should be awarded for encouraging
teachers to implement training.

 The expert trainers should deliver different trainings to EFL teachers

teaching at secondary level as their needs, levels and interests.

5.3.3 Further Research Related

The study was limited to the thirty secondary level EFL teachers of Kathmandu
district. Therefore, the research does not claim that it is complete in itself.
Some recommendations for further researches have been suggested as follows :

42
(i) First, the sample population of the study should be larger so that there
will be high chances of obtaining findings that are generalizable is wider
context.

(ii) Second, this study was limited to finding out the perceptions of
secondary level EFL teachers. So further studies might be conducted to
find out the attitude and practice of lower secondary and primary level
teachers as well.

43
 References

Brown, H.D. (1994). Principles of language learning and teaching. Englewood

Cliffs, NJ: Prentice Hall.

Dhungana, K. (2014). Role of TPD training in language teaching. A

Unpublished M.Ed. Thesis, T.U., Kirtipur.

Galami, T.B. (2004). Teacher professional development in higher education: A

case of Tribhuvan university. An Unpublished M. Phil. Thesis,
Kathmandu University, School Education Lalitpur, Nepal.

Head, K. & Taylor, P. (1997). Reading in teachers development. Oxford:

Heinemann ELT.

Joshi, D.R. (2010). Transfer of NCED ELT training. An Unpublished M.Ed.

Thesis, TU, Kirtipur.

Joshi, K.R. (2012). English language teacher development. Kirtipur:

Intellectuals' Book Palace.

Khanal, J.R. (2006). Trained Teachers and Teacher Training: A Research

Study. Journal of NELTA, 11, 120-129.

Lazar, G. (2009). Literature and language teaching. Cambridge: CUP.

Mahara, S.L. (2012). Teachers' views on teacher training. An Unpublished

M.Ed. Thesis, TU, Kirtipur.

NCED (2004). Lower secondary and secondary level teacher training

curriculum in English (10 month). Bhaktapur: NCED.

NCED (2005). Monitoring report of teacher training programmes. Sanothimi,

Bhatkapur: MOEs, NCED.

NCED (2011). TPD implementation handbook. Sanothimi, Bhaktapur : MOEs,

NCED.

NCED (2014). Transformation of training skills: A case of TPD program.

Sanothimi, Bhaktapur: MOEs, NECD.

44
NCED (2015). Status report of TPD training. Sanothimi, Bhaktapur: MOEs,
NECD.

Nunan, D. (1992). Research methods in language learning. Cambridge: CUP.

Ojha, L.P. (2013). Research methodology in language education. Kirtipur :

Intellectuals' Book Palace.

Pandit, D.S. (2008). Attitudes of teachers towards English teacher training in

primary level. An Unpublished M.Ed. Thesis, TU, Kirtipur.

Paudel, G.R. & Gyawali, Y.P. (2011). Readings in English language teacher
development. Kathmandu: Gyankunja Prakashan.

Pokhrel, M. (2014). Teachers' views on teacher training. An Unpublished

M.Ed. Thesis, TU, Kirtipur.

Reimers-Villegas, E. (2003). Teacher professional development. An

International review of the Literature. UNCECO: International Institute
for Educational Planning.

Richards, J.C. & Farrell, T.S.C. (2010). Professional development for language
teachers. Cambridge: CUP.

Richards, J.C. & Nunnan, D. (1990). Second language teacher education.

Cambridge: CUP.

Sapkota, A. (2015). Foundations of English language teaching at lower

secondary level. Kirtipur: Pinnacle Publication.

Underhill, A. (1988). Training, development and teacher education.

Cambridge: CUP.

Ur, P. (1996). A course in language teaching. Cambridge: CUP.

Wallace, M.J. (2010). Training foreign language teachers. Cambridge: CUP.

Williams, M. & Burden, R.L. (2007). Psychology for language teachers: A
social constructivist approach. Cambridge: CUP.

45
Tribhuvan University
Central Department of English Education
Supervisor's Name
Mrs. Madhu Neupane Bastola
Lecturer, University Campus
T.U. Kirtipur, Kathmandu

Perceptions of Secondary Level EFL Teachers Towards Teacher Training

PARTICIPANT INFORMATION STATEMENT

1. What is the study about ?

You are invited to take part in a research entitled 'Perceptions of

Secondary Level EFL Teachers' Towards Teacher Training" which aims
to find out the perceptions of teachers towards NCED training and its
effects on teaching learning activities in the secondary level EFL
classroom. To date, there has not been sufficient research in this area.

Therefore, this research is an effort towards promoting EFL teachers

professional development by providing them training, making them
confident, active and strategic reader of their own practice of teaching.

2. Who is carrying out the study ?

The study is being carried out by Siddha Raj Joshi as the basis for the
degree of Master Education at the University Campus, Kirtipur,
Kathmandu. This study will take place under the supervision of Mrs.
Madhu Neupane Bastola, senior lecturer.

3. How much of my time will the study take ?

It will take you 30 minute to complex the questionnaire.

46
4. Who can take part in the study

All the secondary level EFL teachers who are selected for my study.

5. What will happen to information about me that is collected during the

study ?

Your information will only be used for the purpose of this study. Your
information will be stored securely and your identity will be kept strictly
confidential, except as required by law. Study finding may be punished,
but you will not be individually identifiable in these publications.

6. Will I be told the results of these studies ?

You will get the summary of the overall findings of the study through
the department.

Thank You

47
 PARTICIPANT CONSENT FORM

Supervisor
Mrs. Madhu Neupane Bastola

Perceptions of Secondary Level EFL Teachers' Towards Teacher Training

I, ........................................ agree to take part in this research study. In giving

my consent I state that :

1. I understand the purpose of the study, what I will be asked to do, and
risks/benefits involved.

2. I have read the participation information statement and have been able to
discussion my involvement in the study with the researcher.

3. I understand the researchers request to involve in the study.

4. I understand that personal information about me that is collected over

the course of this study will be stored securely and will only be used for
purpose that I have agreed to.

5. I understand that personal information about me will only be told to

others with my permission, except as required by law.

6. I understand that the results of this study may be punished, and that
publications will not contain my name or any identifiable information
about me.

I consent :

Giving response to the researcher

Signature :

Name :

Date :

48
 APPENDIX I
QUESTIONNAIRE

Dear Sir/Madam

This questionnaire is prepared to collect information for my research

entitled, "Perceptions of secondary level EFL teachers towards teacher
training" as a partial fulfillment of masters degree in English education under
the supervision of Mrs. Madhu Neupane, Lecturer, Department of English
Education T.U., Kirtipur. You are kindly requested to give your response
through the following questionnaire. The correct information provided by you
will be great help for completing my research. I will prepare your honest
opinions and assure that your response will be completely helpful for me.

Siddha Raj Joshi

Name :
Qualification :
Experience :
Teaching Institution :
Address :

Set A
Please put on tick in the given opinions for each questions and statement to
give your own opinion.

A. Perception on Teaching
1. NCED training helps teacher to select and use appropriate methods in
teaching.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]

49
2. The training helps in improving teaching skills.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
3.a) NCED training helps in creating better teaching learning environment in
school.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
b) Give reasons supporting your answer.
............................................................
4.a) Teacher trainings supports teachers in selecting teaching activities.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
b) Why do you think so ? Give reasons.
............................................................

B. Perception on Professional Development

1.a) NCED training is useful for professional development.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
b) If disagree to the above statement, what other possible training
programs. Mention
......................................................

50
2. Teacher training is integral part of teachers' professional development.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
3. Teacher training focuses on 'what' and 'how' aspect of English language
teachers' professional development.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
4. What are the positive factors of teacher training for professional
development ?
......................................................

C. Perception on Teaching Materials

1. NCED training is helpful in preparing teaching materials.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
2. It is possible to use all the teaching materials in the classroom as
informed in teacher training.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]

51
3. NCED training help you to identify different resources for preparing
teaching materials.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
4. NCED training help you to involve your students in preparation and
presentation of teaching materials.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]

D. Perception on Training Methodology

1. Most of the trainees' prefer learner centered method in training session.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
2. Teacher centered method is not appropriate in training session.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]

52
3.a) Knowledge and skills of the NCED training will help you in teaching
profession.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
b) If strongly disagree to the above statement, then give some reason.
.........................................................
4.a) You satisfied with the methods used by trainers while in training.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
b) Which method do you like most and why ?
..................................................................
E. Perceptions on Content
1.a) The content of NCED training address your problems.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
b) Why do you think so ? Give reasons.
..................................................................
2. The contents of training and course of the textbook of secondary level
are matched in the training.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]

53
F. Perception on other aspects
1.a) You think EFL teacher training is expected for untrained teachers.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
b) Why do you think so ? give reasons.
..................................................................................................................
..................................................................................................................
2. You think EFL teacher training as only wastage of time and money.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
3. You think training facilitates to motivate students in learning English
subject.
i) Strongly agree [ ]
ii) Agree [ ]
iii) Undecided [ ]
iv) Disagree [ ]
v) Strongly disagree [ ]
4. What differences have you experienced before and after having the
NCED training ?
..................................................................................................................
..................................................................................................................
5. Please provide some suggestions to improve teacher trainings for
English teachers who are teaching at secondary level in Nepal.
..................................................................................................................
..................................................................................................................

Thank you

54