EFL TEACHERS’ EXPECTATIONS OF IN-SERVICE TEACHER PROFESSIONAL DEVELOPMENT PROGRAM IN SINJAI REGENCY, SOUTH SULAWESI

The Teacher Professional Development (TPD) program is pivotal in ensuring the provision of high-quality instruction and support for student growth and achievement. Considering teachers' expectations can shed light on the areas that require enhancement and alignment within these programs. Despite the extensive literature on in-service TPD programs, teachers' perspectives, particularly within the Indonesian context, remain underrepresented. Hence, this study aimed to address this gap by exploring two primary aspects: the expectations of EFL teachers in in-service TPD programs and the extent to which these programs meet those expectations. Employing a qualitative approach, this study utilized two data collection methods: interviews with seven in-service EFL teachers and documentation analysis. The findings indicated that participants' expectations toward the program regarding an activity-based curriculum, pedagogical content, and ICT integration were fully fulfilled. However, certain expectations pertaining to disciplinary content, using English as the medium of instruction, and summative assessments were partially fulfilled. This study offered valuable insights for future participants, enabling them to better prepare for the program. Furthermore, it provided policymakers with essential considerations for incorporating EFL teachers' expectations into the design of in-service TPD programs. Addressing those expectations is crucial for the development of more effective professional development initiatives.