Identifying professional development needs of in-service primary school EFL teachers without an English major in Northeastern Thailand

This study investigated the professional development needs of in-service EFL teachers who did not major in English at primary schools in Northeastern Thailand. The research comprised two phases: an initial online questionnaire completed by 30 participants, followed by semi-structured interviews with 15 willing participants from the first phase. Both quantitative and qualitative data were collected through the questionnaire and interviews. The findings revealed a significant lack of English language proficiency and teaching skills among non-English major teachers, particularly in grammar, vocabulary, and cross-cultural communication. These deficiencies hindered their ability to provide high-quality instruction. Additionally, the study identified problems related to students' low English proficiency, exacerbated by teacher shortages and insufficient instructional support. The study underscored the urgent need for targeted professional development initiatives to enhance teachers' language knowledge and pedagogical skills. Addressing resource limitations and improving teaching materials were deemed crucial for effective English language education. The research emphasized the importance of ongoing training sessions, workshops on teaching techniques, and technology integration to empower teachers and improve student learning outcomes.