Professional Development of Teachers: Issues and Concerns in Improving the English Language Achievement at the Ordinary Level Examination

Abstract

This research paper analyses the role and impact of professional development programs in improving English language standards in Sri Lankan schools. The problem investigated was the role and impact of teachers’ professional qualifications on the achievement levels of the English language at the Ordinary Level Examination (G.C.E. O/Level). The relationship between teachers’ professional qualifications and student achievement that affect the achievement level of English at the O/Level Examination, the degree of impact on the achievement levels of the English language, and what professional qualifications constitute teacher quality in improving the achievement levels of the English language at the O/Level Examination were the objectives. In a non-experimental research design, a research-team designed Likert scale type questionnaire was used to collect the necessary data. The data collection instrument was pilot-tested and administered to a sample of 20 voluntary teachers of English. We ran a multiple linear regression test to calculate the students’ English language achievement levels based on the teachers’ academic and professional qualifications. In the classes where there were teachers with professional qualifications, the students’ English language achievement level stood at ? = 0.001; however, in the classes where the teachers had only academic qualifications, no significant effect on students’ English language was noted (? = 0.010).