Abstract:
This study is intended to investigate the need for continuous in-service professional development for improving Sudanese secondary school EFL teachers’ performance. It aims at training teachers on effective teaching techniques and suggests effective professional development programs for secondary schools teachers. It also aims at encouraging effective classroom interactions inside EFL classroom. The study adopted the descriptive analytic method. Two instruments were used for data collection; a questionnaire for secondary school teachers and an observation checklist for teacher- students’ interaction inside the classroom. The samples were drawn exclusively from the teachers of Omdurman town. The questionnaire was distributed to (65) teachers. (15) Checklists were filled in EFL classes. The data obtained by means of the two instruments were analyzed, tabulated and finally interpreted. The analysis yielded a number of results, first, secondary schools teachers need continuous in-service professional development so as to improve classroom teaching performance. Second, Teachers also need to be motivated during teaching career. Moreover, secondary schools authorities need to organize regular workshops for teachers to exchange experiences. Based on these findings it is recommended that the Ministry of Education has to organize regular workshops, support, encourage, and motivate teachers to join the professional development programs and adopt modern teaching techniques to help them develop their teaching performance inside their classrooms.
