An evaluation of the in-service teacher training program for the newly hired instructors in the School of Foreign Languages at Middle East Technical University

Thesis Type: Post Graduate

Institution Of The Thesis: Orta Doğu Teknik Üniversitesi, Faculty of Education, Department of Foreign Language Education, Turkey

Approval Date: 2006




The purpose of this study was to evaluate the effectiveness of the in-service teacher training program implemented for the newly hired teachers in the School of Foreign Languages (SFL) at Middle East Technical University. The study was conducted with the help of three groups of participants who were the trainees who participated in the training program in the 2004-2005 academic year, the experienced teachers who were current members of the SFL and the teacher trainers. Data from the 12 trainees were collected through two questionnaires which were developed to identify the needs of the trainees at the start of the program and their degree of satisfaction at the end. Moreover, an interview was conducted with the trainees. Data from the 4 teacher trainers were collected through a questionnaire and it aimed to identify their expectations from and satisfaction with the program. 45 experienced teachers, on the other hand, were involved in the study to understand whether they need in-service training. The questionnaires included both Likert scale and open-ended items. Data collected through the instruments were analyzed both quantitatively and qualitatively. Closed-ended items were analyzed via the SPSS program and mean scores for each item were calculated. To identify if there is any statistically significant difference between the mean scores, a paired-sample t-test was calculated. The qualitative data were analyzed through content analysis. The results of the study revealed that the trainees especially need to improve their practical teaching skills which are immediately necessary in the new setting. Their degree of satisfaction was also found to be high. The results about the experienced teachers showed that they did not feel the need to enroll in an in-service training program. The findings about the teacher trainers revealed that they are generally happy with the