earticle

영어

Despite growing interest in teacher professional development (PD) research, few studies have investigated the factors influencing the participation of English as a foreign language (EFL) teachers in PD programs in disadvantaged contexts in Indonesia. This study applied a case study design to explore the factors affecting EFL teachers’ participation in PD programs in these contexts. The participants were 54 EFL teachers from 18 senior and 21 junior high schools in the disadvantaged regions in East Nusa Tenggara, Indonesia. An open-ended questionnaire and semi-structured interviews were employed to elicit teachers’ experiences and perceptions regarding the factors affecting their participation in PD programs. The thematic analysis was applied to identify, analyze, and report the emerging themes from the data. The results revealed that three key environmental factors: school support, relevant PD programs, and infrastructure and learning resources. Moreover, two personal factors were identified: teachers’ personal motivation and their professional status. These factors were found significantly influence EFL teachers’ participation in PD programs in Indonesian disadvantaged contexts. Furthermore, the results of this study proposed pedagogical implications for the design of PD programs and for future research about PD in disadvantaged contexts.