THE EFFECT OF A POST-METHOD-ERA-BASED-TRAINING PROGRAM ON IRAQI EFL SECONDARY SCHOOL TEACHERS’ PERFORMANCE

A Training program is an essential requirement in teaching professional development to enrich teachers’ skills and academic knowledge, provide modern strategies, and implement global activities. Iraqi EFL secondary school teachers suffer from the lack of training programs based on modern strategies and techniques and from a need of professional development in general. Therefore, this study has been diagnosed the problem in the educational field, and aims at finding out the effect of a designed PostMethod Era-based training program on Iraqi EFL secondary school teachers’ performance. It is hypothesized that there is no statistically significant difference between the mean scores of the experimental group and that of the control group in: 1. The overall teaching performance. 2. Teaching performance in pre-instruction dimension. 3. Teaching performance in instruction dimension. 4. Teaching performance in post –instruction dimension. A population of (980), from which a sample of (60) EFL secondary school teachers is taken randomly from Al-Rusafa 2 nd General Directorate of Education, and distributed into (experimental and control) groups. Each of them consists of 30 teachers. The two groups have been equalized in seven variables (age, gender, years of teaching experience, teaching stages, training courses, academic qualifications, and pre – performance test). An observation checklist and a designed postmethod training program have been used. The findings reveals that the training program has a positive impact on improving teachers’ overall performance and particularly in three dimensions pre-instruction, instruction and post instruction. Some conclusions, recommendations, and suggestions have been exposed.