


















































Journal of Green Learning


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 2, No. 1, 2022, pp. 21-28.   
DOI: 10.53889/jgl.v21i1.98 

-------------------------------------------------------- 

 

Professional development needs of English teachers in 

Myanmar university  
 

Kyaw Sein
1
 

1 Manaw Yadana Private High School, Myitkyina, Myanmar 
 

Article Info  ABSTRACT 
Article history: 

Received December 12, 2021 

Revised   February 13, 2022 

Accepted March 18, 2022 

 

 A small-scale survey was conducted in Myanmar to investigate the professional 
development needs of EFL teachers. The study was to shed light on the current 

situation and the challenges related to English language education. The 

participants of the study were asked to select three professional development 

needs that interested them from a list of ten need areas. Some qualitative data is 

used to supplement and interpret the results of this study. The results show that 

the teachers need to take part of the responsibility for their professional 

development. According to them, ongoing professional development is 

essential in today‟s world. Teachers‟ belief in themselves and in what they are 

doing make them confident. According to the interview data, Myanmar 

teachers‟ preferred PD areas are teaching skills and methods, understanding 

students, and attending conferences, seminars and workshops.  

 

Keywords: 

English teachers  

Myanmar  

professional development  

university 

This is an open access article under the CC BY-SA license. 

 
Corresponding Author: 

Kyaw Sein 

Manaw Yadana Private High School 

Myitkyina 

Myanmar 

Email: kyawseinsasankhar@gmail.com 

 

1. INTRODUCTION 

Nearly all teachers would agree with Pennington (1990:132) that a distinguishing characteristic of the 

notion of teaching as a profession is the centrality of career growth as an ongoing goal. The terms „Teacher 

Development‟ (TD), or „Professional Development‟ (PD) for teachers, are broad terms that include a variety of 

aspects connected not only to a teacher‟s professional development, but also to his/her personal development 

(Igawa, 2002). PD is therefore seen as an ongoing process and an integral characteristic of a fully professional 

teacher (McDonough, 1997). Due to the pervasive dissemination of English as the Global Language and the 

massive exportation of Communicative Language Teaching (CLT), professional development for EFL teachers 

is currently showing an increase in perceived validity, particularly for non-native speaking (NNS) teachers.  

Professional development has been defined in different ways by different scholars. According to 

Humammed (2011), Professional Development is about teachers learning, learning how to learn, and 

transforming their knowledge into practice for the benefit of their students‟ growth. Mizell (2010) says that 

effective professional development is on-going training, practice and feedback and provides adequate time and 

follow-up support. Teacher professional development is a life-long and continuous process in which teachers are 

expected to upgrade their knowledge, master new skills and change their practices since advancement in their 

teaching career is finally for their students and education reform (Alzankaw, 2021).  

According to Vadivel et.al. (2021), professional development can be described as the enhancement of a 

teacher‟s skills, knowledge and ability in improvising their teaching methodologies to serve the students better. It 

is a long term learning process which is crucial in keeping abreast with the modern changes and developments in 

the teaching world. Nugraha & Maulida (2021) said that teachers‟ professional development is one of the 

solutions to make the teachers always improve their skills and adapt to current issues. 

The purpose of this study is to address this crucial issue in language teaching and to come up with a 

temporary list of the professional development needs of EFL teachers, which we hope will be developed into a 

more extensive taxonomy. It is also hoped that this study will benefit professional development designers for 

EFL teachers in selecting the target areas for their programs. By investigating the professional development 

needs of Myanmar EFL teachers, this study was intended to shed light on the current situation as well as the 

https://creativecommons.org/licenses/by-sa/4.0/


22 

 

challenges being faced by Myanmar‟s English language education. Thus far, these topics have been scarcely 

addressed in international TESOL literature.  

However, by studying current issues related to English language education in Myanmar, several vantage 

points to better view English education can be gained. This is due to the universal nature of second language 

learning and the professionalism of language teachers in general. It could be argued that this universal nature is 

also due to the globalization phenomenon of the interconnectedness of our politics, economy, and culture, as 

well as the fact that English plays a pivotal part of the global infrastructure for information and communication 

today (Cochrane & Pain, 2000). 

 

2. METHOD  

A small-scale survey was carried out in Myanmar, in January 2020, to investigate the professional 

development (PD) needs of Myanmar teachers of English. The participants of the study were asked to indicate 

three (3) PD needs that interested them from a list of ten need areas. The ten need areas are the professional 

development needs identified by Igawa (2008). Some qualitative data is used to supplement and interpret the 

results of this study.  

  2.1 Participants  

The participants in the study are 93 Myanmar teachers of English who were working under the Ministry 

of Education in Myanmar. The overwhelming majority of the participating teachers were female; of the total 

number of participants, 25 were male, 58 were female. As to where they were teaching, there were (14) 

Associate Professors, (35) lecturers, (30) Assistant Lecturers, and 14 tutors. Regarding the teaching experience 

of the participants, a few of the Myanmar teachers were young novice teachers; 14 of them said that they had 

been in service for 0-5 years, 30 said 6-10 years, and 49 said 11-20 years.  The qualitative data they provided 

includes transcripts of semi-structured interviews conducted in Myanmar universities, corresponding to the time 

of the survey questionnaire and one month after that. Although the teachers will remain anonymous, they kindly 

granted us permission to use their responses in this study. To this study, they are identified by the following 

numbers: 

This feature of many participants teaching at higher education institutions may be due to the fact that 

the participants have experience of an international TESOL conference. In addition, this fact may also partially 

explain the unusually low percentage of male teachers among the participants; the ratio of male English teachers 

is lower at institutions of higher education in Myanmar than other countries. Sunderland (1994), for example, 

discusses the gendering of the English language teaching profession (Ehrlich, 1997).  

  2.2 Research design 

This study was a qualitative study using a small survey and in-depth interview as the methods of 

data collection. The searchers focused on the respondents‟ points of view regarding their professional 

development program. All data collected in this study were elaborated in the form of narrative account in order 

to get a better understanding about the results. For data collection, a questionnaire was used as one of the 

research instruments. The questionnaire consists of 14 items from 10 need areas. This questionnaire is with a 5-

point rating scales starting by strongly disagree, disagree, not sure, agree and strongly agree.  

The semi-structured interview guide included rather general questions such as: What are the 

difficulties you find teaching English in Myanmar?, How do you cope with the difficulties?, What are your 

professional development needs? The questions presented during the e-mail communication were more focused 

and specifically asked for an explanation on some of the issues. In the open-ended section of the questionnaire of 

this study, the Myanmar teachers were asked to specify their professional development need if they chose the 

last item.  

 

3. RESULT 

In conducting the questionnaire as well as interview survey, the 10 professional development areas are 

utilized as identified by Igawa (2008). It may be worthwhile to introduce her study to supplement and interpret 

the results of this study when necessary. The participants have experience of teaching at least three universities. 

The responses of the questionnaire and interview on the ten professional development need areas by Igawa 

(2008) are shown in the following.   

  3.1 Qualitative data 

To supplement the questionnaire results, the participants‟ interview transcripts and e-mails have been 

utilized. The Myanmar teachers‟ most preferred professional development area is (a) Teaching Skills & Methods 

(TSM). This finding seems quite reasonable because teaching skills and methods are at the center of teacher 

professionalism. The interview responses by the 31 Myanmar teachers were collected and then categorized by 

professional development need area. The following table shows the responses of the participants on the 

questionnaire of 10 professional development need areas by Igawa (2008). 

 

 



23 

 

 

  

Table 1 Teachers‟ responses towards a variety of aspects connected to a teacher‟s professional development 

SN PD areas Discussion 

1 Teaching Skills and 

Methods (TSM) 

Interviewee 1 

When I first started my M.A. English course, I started to know about the 

Communicative Language Teaching approach (CLT) when I studied at 

postgraduate level.  

Interviewee 2 

Teacher professional development is a type of continuing education effort 

for educators. As far as I understand, its one-way teachers can improve their 

skills and, in turn, boost student outcomes. Learning can take place in formal 

or informal settings. Formal settings include conferences, courses, seminars, 

retreats, and workshops. 

2 Language 

Improvement (LI) 

Interviewee 3 

Most of the Myanmar teachers (of English) do have a high level of English 

and they think it's not important to get their English improved.  

 Interviewee 4 

Through my experience in attending the conferences in Thailand and 

Vietnam, I should say that we are better at English than our neighbors. The 

reason behind this is that English in Myanmar is more important than in the 

neighboring countries, as it is almost the only choice to improve your 

opportunities both at work and your self-improvement.  

3 Communication 

Skills (CS) 

Interviewee 5 

Professional development training can help teachers to become better at 

planning their time and staying organized. This ultimately makes teachers 

more efficient and gives them extra time to focus on students rather than the 

paperwork. 

  Interviewee 6 

The teacher and administrator who inspires, guides, and helps students can 

have a lasting influence on students throughout their lives. Students and staff 

members should interact with each other in a warm, open, and positive 

fashion. 

4 Understanding 

Students (US) 

Interviewee 7 

I think the most difficult thing for me to learn was how to manage the 

classroom and how to deal with, from my perspective, very passive students 

who weren‟t as active as what I had anticipated them to be, so doing more 

active group work and getting them to stand in front of a classroom and 

things like that. They were so shy. And I felt like I was embarrassing them 

all the time.  

  Interviewee 8 

The other possible explanation for this is that there is a discrepancy among 

Myanmar; Myanmar‟s growing economy has led to an income gap in the 

population. The teachers may feel detached from the younger generation 

who come from wealthy families. Therefore, the teachers think that they 

need professional development to better understand their students. She was 

surprised by how affluent the parents were: - in the kindergarten, yes, 

because it was, a lot of the students that were going there were quite wealthy. 

So, it was amazing the number of resources that were there. 

5 Motivation (MO) Interviewee 9 

Professional development in the 21st century gives educators the tools and 

skills to stay modern with the needs of students and allows them to plan for 

changing trends in education. To realize areas of strength and areas that need 

attention for growth, reflective practice is necessary. 

  Interviewee 10 

In short, professional development is important. Approaching our 

development goals with that sentiment in mind can help us tap into 

motivation that may be stifled when the benefits of development 

opportunities seem to be one sided. 



24 

 

6 Attending 

Conferences, 

Seminars & 

Workshops 

Interviewee 11 

Attending a seminar has numerous benefits, including improving 

communication skills, gaining expert knowledge, networking with others and 

renewing motivation and confidence. 

  Interviewee 12 

The focused nature of learning at a conference allows us to dig deeper with 

the understanding of our topic of interest. 

7 Lifelong Education 

(LE) 

Interviewee 13 

The foremost over whelming issue as marked by majority of the teachers 

was absence of any sort of reward or acknowledgement after attending the 

training course, the second major issue was that participating faculty were 

over-burdened with other duties during the program; third major issue was 

acceptance of change by the departmental heads as there was less supportive 

environment for accommodating innovative ideas.  

  Interviewee 14 

Professional development needs of teachers include content knowledge and 

quality teaching, research-basis, collaboration, diverse learning needs, 

student learning environments, family involvement, evaluation, data-driven 

design, and teacher learning. 

8 Cultural 

Understanding 

(CU) 

Interviewee 15 

Teachers seem to experience personal and professional dilemmas with 

cultural diversity. Teachers´ professional development is needed on the 

issue. Since the lack of such contextualized understandings of professional 

development for cultural diversity have been noted generally. Since even 

teachers who received professional development on cultural diversity seem 

to report training inadequacy and thus, feeling of unpreparedness.  

  Interviewee 16 

It remains important to untangle how schools actually support teacher 

learning in context, and how these professional development arrangements 

contribute to justice-oriented understandings and pedagogical actions. We 

were interested in the role context-based professional development hold in 

supporting teachers to re-center the cultural diversity to justice and equity 

and to implement equitable, culturally relevant practices that avoid 

reproducing inequalities in pedagogical enactments. 

9 Subject Matter 

Knowledge (SMK) 

Interviewee 19 

In education, the term professional development may be used in reference to 

a wide variety of specialized training, formal education, or advanced 

professional learning intended to help administrators, teachers, and other 

educators improve their professional knowledge, competence, skill, and 

effectiveness. 

  Interviewee 20 

Teaching profession requires long years of initial professional education and 

continuing professional development after long arduous initial professional 

development for the aspiring teachers to acquire an adequate knowledge and 

skills that they can apply in their teaching profession. 

10 Others (OT) Interviewee 23 

Professional development plays a vital role for quality and success in 

teaching and learning in universities. Professional development 

provides academics with job satisfaction and in the process helping to build 

better universities with competent lecturers. 

  Interviewee 24 

Consequently, teachers indeed need support in transforming pedagogical 

practice as well as knowledges about self, students and society in better 

conceptualizing cultural diversity and support student learning. Thus, teacher 

learning within this paradigm is understood as an interruption of taken-for-

granted notions that usually result in reproducing injustices in education. 

Professional development in the critical multicultural paradigm is 

intertwined with culturally relevant and critical pedagogies and emphasizes 

pedagogical facilitations of empowerment and voice, as well as teachers´ 



25 

 

critical reflexivity between practice, self, and societal discourses.  

 

As it shown in Table 1, Myanmar teachers firstly identified „Teaching Skills and Methods‟ as the area 

where they required professional development. The second most preferred area was „Understanding Students‟. 

The third area was „Attending Conferences‟ followed by „Seminars & Workshops‟, selected by most teachers. In 

this study, it was noted that many Myanmar teachers of English lack proper teacher training before teaching, 

which resulted in many teachers indicating TSM as a professional development need area. In other words, higher 

education teachers are more informed in terms of the current TSM and are more confident in their teaching 

practices.  

According to the interview responses, the professional development areas were very much preferred by 

the Myanmar participants. Most Myanmar teachers discussed the professional development needs that seem to 

suggest that they have difficulties in understanding all the professional development areas. Because most of 

Myanmar students are a little bit shy. According to our culture, we do not really show off a lot. And to study 

English, they need people to socialize, be talkative, and show their opinions. It‟s very hard to get the students to 

communicate in English. These Myanmar teachers say that their students are timid. This shyness may explain 

why the teachers feel as though they do not understand their students and why the teachers think that they need 

professional development in this area.  

  3.2 Quantitative Data 

The main instruments used for the purpose of data collection are a questionnaire as well as a semi-

structure interview. The questionnaire consists of 14 items from 10 professional development need areas 

identified by Igawa (2008). This questionnaire is with Linkert scale of 5-pint rating starting by strongly disagree, 

disagree, not sure, agree and strongly agree. The quantitative data from the questionnaire were analyzed using 

descriptive statistics and shown with mean and standard deviation to better understand the respondents‟ answers 

(Table 2).  

 

Table 2 Participants‟ responses towards professional development needs (n=93) 

SN Items 
Strongly 

disagree 
Disagree 

Not 

sure 
Agree 

Strongly 

agree 
Mean SD Interpretation 

1.  

Teachers need to 

take part of the 

responsibility for 

their professional 

development. 

0.00% 0.00% 0.00% 7.70% 92.30% 4.92 0.27 Top priority 

2.  

Ongoing 

professional 

development is 

essential in 

today‟s world. 

0.00% 0.00% 0.00% 15.40% 84.60% 4.85 0.36 Top priority 

3.  

Teachers belief 

in themselves 

and in what they 

are doing make 

them confident.  

0.00% 0.00% 0.00% 23.10% 76.90% 4.77 0.42 Top priority 

4.  

Teachers‟ 

attitudes towards 

their professional 

development 

have to be 

positive. 

0.00% 0.00% 0.00% 38.50% 61.50% 4.62 0.49 Top priority 

5.  

Teachers need to 

be given a 

chance and time 

to develop.  

0.00% 0.00% 0.00% 53.80% 46.20% 4.46 0.50 Top priority 

6.  

Teachers have to 

be open for self-

reflection and 

critique from 

others.  

0.00% 0.00% 0.00% 69.20% 30.80% 4.31 0.46 Top priority 

7.  Sharing 0.00% 0.00% 0.00% 76.90% 23.10% 4.23 0.42 Top priority 



26 

 

experience and 

ideas with 

colleagues gives 

a teacher a sense 

of belonging.  

8.  

Reading 

periodicals in 

ELT keeps a 

teacher up-to-

date.  

0.00% 0.00% 7.7% 76.90% 15.40% 4.08 0.47 Top priority 

9.  

Practicing 

reflective 

teaching is a 

fundamental part 

of continuity of 

development. 

0.00% 0.00% 0.00% 61.50% 38.50% 4.39 0.49 Top priority 

10.  

Using new ideas 

and techniques is 

motivating and 

encouraging.  

0.00% 0.00% 7.7% 61.50% 30.80% 4.23 0.58 Top priority 

11.  

Teachers have to 

learn 

continuously and 

be life-long 

learners.  

0.00% 0.00% 0.00% 30.80% 69.20% 4.69 0.46 Top priority 

12.  

Equipping 

schools with the 

products of new 

technology is of 

great help in 

teacher 

development.  

0.00% 0.00% 0.00% 53.80% 46.20% 4.46 0.50 Top priority 

13.  

Teachers need a 

comparative 

salary and 

excellent career 

promotion.  

0.00% 0.00% 0.00% 38.50% 61.50% 4.62 0.49 Top priority 

14.  

Attending 

workshops and 

conferences is a 

key factor in 

teacher 

professional 

development.  

0.00% 0.00% 7.7% 38.50% 53.80% 4.46 0.63 Top priority 

Average 0% 0% 2% 46% 52% 4.51 0.53 Top priority 

NOTE: 

1.00-1.66=Considered of low priority 

1.67-2.33= Considered medium priority 

2.34-3.00= Considered of top priority 

 

The areas of professional development needs of Myanmar teachers are listed below in order of 

preference (Table 2). Three points of significance (TSM, LI, and US) are discussed based on the Myanmar 

teachers‟ responses. The PD areas that Myanmar teachers were interested in were TSM, LI, CS, and MO. 

However, TSM was the most favored area of professional development followed by the area of CS also being 

highly preferred by Myanmar teacher group. However, in the areas such as LI and MO, Myanmar teachers 

showed very little.  

This table shows that the first research question item (1) received the highest mean score (M=4.92) and 

it is followed by item no (2) and (3) with the second and third highest mean scores. The rest are also relevant to 

the needs. It is found that the agreement has been made by the participants that teachers need to take part of the 



27 

 

responsibility for their professional development. They should attend professional development training so that 

they can enhance their skills, knowledge and ability in teaching. It is also found that ongoing professional 

development is essential in today‟s world as professional development itself is a life-long and continuous process 

so that the teachers can get up to date skills needed with the advancement of modern world. The question item 

(3) with received the third highest mean scores proved that self-belief and self-confidence are also the keys that 

should be instilled in a teacher.  

 

4. DISCUSSION 

The following figure shows the mean score of the participants‟ responses towards professional 

development needs. The results are shown in graphic to have a clear presentation and understanding of data. It 

helps to better understand the respondents‟ answers on the questionnaire of 10 professional development need 

areas identified by Igawa (2008). The mean scores revealed that the participants have fairly similar responses 

and attitudes towards the professional development needs.  

The first question (1) states with the mean 4.92 and SD 0.27 and strongly agrees of appreciation. It is 

shown that teachers really need to take part of the responsibilities for their professional development. The second 

question item with the mean 4.85 and SD 0.36 reveal that teachers should take part in development with the 

ongoing process. They should not stop learning once they got the required qualification for certain teaching 

programme. The question item (3) with the mean 4.77 and SD 0.42 show the top priority appreciation and show 

that teachers should have confidence in their teaching and subject matter. The response of the fourth question 

item with the mean 4.62 and SD 0.49 reveal that teachers are supposed to have positive attitudes towards 

professional development. The question item (5) with the mean 4.46 and SD 0.50 give a strong appreciation that 

teachers should be given time and chance to develop their teaching skills and the skills on their subject. Question 

item (6) with the mean 4.31 and SD 0.46 appreciate the statement “Teachers have to be open for self-reflection 

and critique from others.” Teachers should feel comfortable for being judged and criticized on their skills on 

subject matter and teaching so that they can fill what they lack of. Response to question no (7) shows that 

sharing experience and ideas with colleagues gives a teacher a sense of belonging. The next question item with 

the mean 4.08 and SD 0.47 shows that reading periodicals in ELT keeps a teacher up-to-date.  

Teachers need to be upgraded and the skills he has needs to be updated with the current flow of the 

world. The rest responses also reveal that professional development increases teachers learning, students‟ 

achievement and improves teaching quality. It is also shown that professional development programme improves 

and maintains teacher‟s subject proficiency, gains knowledge and skills for language teaching quality. The 

responses revealed the importance of using technology in teaching English, too. As a result, teaching on using 

technology is given importance. All the responses eventually revealed that ELT teachers should be included in 

developing and approving of professional development program and activities. 

 

5. CONCLUSION 

The purpose of this study is to investigate the nature of professional development needs of EFL 

(English as a Foreign Language) teachers based on the notion that teachers are professionals who need PD 

comprised of diverse processes that provide ongoing intellectual, experiential, and attitudinal growth (Lange, 

1990). In spite of this growing recognition of the professional development needs of EFL teachers, the content of 

professional development has not been duly addressed in research and professional development need areas are 

not clearly identified or delineated (e.g., Cheng & Wang, 2004; Yeh, 2005). In recent years, Myanmar has been 

transforming itself towards a market economy, with a rapidly growing GDP and a widening income gap. 

Globalization is heavily impacting Myanmar and, as a result, English has become the foreign language of choice.  

Because now we are coming into the globalizations and most of the investors that come to Myanmar, say like 

companies or other organizations, require those who can speak English. That‟s why they try to study English, 

either part-time or full-time. So once they graduate, they can get a job easily. That‟s why they study English. It is 

our hope that the overall condition of Myanmar will improve to the point where English language education will 

bring to its teachers and students the happiness they deserve. Much of this hope stems from the fact that there are 

groups of young Myanmar teachers of English who are confident in their pedagogical knowledge and 

communicative competence. 

 

6. RECOMMENDATION 

The following can be gleaned from this study on Myanmar teachers and their professional development 

preferences:  

1. The Myanmar teachers‟ preferred areas of professional development are Teaching Skills & Methods 

(TSM), Understanding Students (US), Attending Conferences, Seminars & Workshops (ACSW), and 

Communication Skills (CS).  

2. The Myanmar teachers‟ most preferred PD area is Teaching Skills & Methods (TSM).  



28 

 

3. As for the Language Improvement (LI) area, only a small portion of the Myanmar teacher group 

showed interest. This could be due to the fact that the majority of the participants of this study are teachers from 

higher education institutions who feel as though that they do not need to improve their language abilities any 

further.  

4. Understanding Students (US) was highly favored by the Myanmar participants. This preference 

seems to suggest that Myanmar teachers have a hard time understanding their students, mainly because 

Myanmar students are culturally influenced to be shy and/or because there is a growing income gap among the 

people of this country. This income gap may be causing communication problems between teachers and their 

students.  

 

7. LIMITATION  

It must be taken into consideration that the institutional affiliation of the individual teachers is a 

significant variable. In other words, the PD preferences of the teachers could be closely linked to the institutions 

where they teach. This was a variable that could not be controlled due to the design of this study. It should 

therefore be acknowledged that the results of this study cannot be generalized across various teaching institutions 

and levels of education.  

 

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