ENHANCING PROFESSIONAL DEVELOPMENT: HARNESSING SUSTAINABLE POST-TRAINING SUPPORT FOR IN-SERVICE ESL TEACHERS

Abstract

To address pandemic-induced learning loss, Ministry of Education Malaysia has increasingly emphasized Remedial Instruction (RI) in teacher training programs. This study examines the impact of such professional development within English as a Second Language (ESL) classrooms, specifically investigating teachers' post-training support needs. The investigation involved 300 Year 4 ESL teachers, utilizing a qualitative deductive thematic approach to analyse data from program open-ended surveys, classroom observations, mentoring sessions, and remedial document portfolios. Findings reveal that while teachers successfully implemented RI, they continued to face persistent pedagogical and structural challenges after the initial training concluded. To address these gaps, this study proposes the Post-Training Professional Support (PoTProS) framework designed to sustain teacher efficacy. The study emphasizes that ongoing, structured support is critical for the success of RI. Ultimately, the PoTProS model offers a foundational tool for teacher educators, school leaders, and higher education stakeholders to collaboratively refine and advance in-service professional development.