PROFESSIONAL DEVELOPMENT PROGRAMS FOR ENGLISH TEACHERS IN ACEH: A DELPHI STUDY

In Indonesia, teacher professional development (PD) has been an integral part of educational practices since the 1970s and continues to be a prominent feature in the country's educational system. PD facilitators play a crucial role in the development and success of PD programs, particularly in mandatory PD. However, their role has received limited attention in the existing literature. Therefore, this study aims to investigate the challenges faced by PD facilitators during PD programs and explore the ideas that facilitators have proposed to enhance the delivery of PD for English teachers in Aceh. Adopting a modified Delphi method with two rounds, the study engaged seven panelists to collect and refine expert opinions. The findings reveal three significant challenges encountered by PD facilitators: misinformation resulting from the cascade model of PD, inadequate facilities in schools, and difficulties in organizing learning steps based on the chosen model. To enhance the PD program, facilitators proposed ten ideas, including avoiding patronizing PD participants, creating a comfortable and interactive training atmosphere, promoting a growth mindset, encouraging voluntary or school-based PD participation, implementing follow-up programs, providing moral support and necessary facilities, seeking external sponsors, increasing dissemination of PD results, encouraging active student involvement, and promoting self-reflection after PD sessions. These insights provide a valuable framework for improving the effectiveness of PD programs for English teachers in Aceh, involving three key stakeholders: PD facilitators, school principals/administrators, and PD participants.