Professional development of Indonesian in-service EFL teachers: Perceived impacts and challenges

Despite the growing interest in research on Teacher Professional Development (TPD) carried out by previous researchers, voices of local EFL teachers different regions Indonesia which top-down TPD activities are still prevalent remain underrepresented. As a result, order to fill gap literature, current study sought investigate undertaken teachers, extent those formal programs had an impact their professional development based perceptions, and constraints that they encountered. This descriptive qualitative utilized questionnaire semi-structured interview as instruments gather data ensure triangulation for trustworthiness. Twenty-five English from various Junior High schools associated with MGMP Cirebon, West Java were voluntarily involved this research. The result revealed participants have all these times helped them improve self-efficacy, attitudes, beliefs, reflective competence, classroom practice instructional skills, teacher knowledge skills. Nevertheless, some challenges such excessive workload teacher, time or mismatched schedule, limited choices not line teachers’ interests, mismatch between needs what program offered, access information about programs, less effective duration remained during implementation.