Professional Development Needs of English Language Teachers in Myanmar: A TPACK-Based Study

Abstract

This study investigated the professional development (PD) needs of English as a Foreign Language (EFL) teachers in Myanmar through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. Using a quantitative and qualitative research design, data were collected from 105 EFL teachers across primary, secondary, and tertiary educational levels via a structured questionnaire. The findings revealed a generally moderate level of perceived professional development need across all TPACK components. Among individual domains, teachers reported higher perceived needs in pedagogical knowledge, particularly in areas related to developing students’ critical thinking skills and classroom management strategies. Variation in perceived needs was observed across educational levels, with primary teachers indicating higher pedagogical and technological pedagogical knowledge needs, while secondary and tertiary teachers reported moderate levels in these domains. Technological pedagogical knowledge (TPK) was also identified as a notable perceived need, particularly for technology-integrated assessment, peer coaching, and alternative assessment. In addition, teachers’ participation in professional development appeared to be influenced by several reported barriers, particularly lack of time due to heavy teaching workloads and limited financial support. Teachers reported preferences for school-based professional development, peer observation and coaching, as well as online learning formats such as webinars. The study highlights the importance of context-sensitive, needs-based professional development programs that address both pedagogical and technology integration challenges faced by EFL teachers in Myanmar.