The Impact of Teacher Training Programs on the Quality of English Education in Rural Areas of China

• Published in: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
• Main Authors: Sun, Wenwen; Abd Rahman, Shireena Basree
• Format: Article
• Language: English
• Published: ANI YAYINCILIK 2024
• Subjects: Education & Educational Research
• Online Access: https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001355216100007
• ISSN: 1302-597X; 2528-8911
• DOI: 10.14689/ejer.2024.111.15

Background: This study explores the relatively under- examined impact of Teacher Training Programs on the quality of English education, with a specific focus on Shaxi Village in Yunnan Province, China. Problem: Despite numerous studies demonstrating the effectiveness of such programs, their specific impact on rural areas such as Shaxi remains insufficiently understood. Purpose: This research aims to evaluate the effectiveness of three primary training initiatives-the National Teachers Training Program, Online Professional Development Courses, and Interactive Teaching Skills Seminars-in enhancing the quality of English education among enhancing quality English among teachers in Shaxi Village. Method: Employing a quantitative research design, this study gathers data from 120 educators through surveys. Stratified random sampling is used to capture diverse perspectives, while closed-ended questions facilitate efficient data collection and analysis. Findings: Reliability tests, including Cronbach's Alpha, reveal high internal consistency among survey items assessing program effectiveness and education quality. Correlation analysis shows strong positive relationships between the training programs and the quality of English education, with Interactive Teaching Skills Seminars (r = .955), Online Professional Development Courses (r = .961), and the National Teachers Training Program (r = .955), all significantly correlated (p < .01). Regression analysis further confirms the significant predictive power of these programs on the quality of English education, with an R-2 of .941 and an F-value of 641.880 (df = 3, 121, p < .001). Implications: These findings underscore the crucial role of teacher training programs in enhancing the quality of English education in rural areas, with Online Professional Development Courses demonstrating a particularly strong impact. The study highlights the potential of targeted teacher training initiatives to significantly improve English education quality in rural contexts, providing valuable insights for educational policy and practice.