Abstract

The study aims at identifying the training needs for English teachers for secondary stage as perceived by them in public schools in Arramtha District of Education. The population of the study consisted of (260) male and female teachers. The sample of the study consisted of (40) teachers who were chosen purposfully. For data collection, the tool used is a questionnaire. The questionnaire consisted of (30) items for training needs, divided into six domains (speaking, reading, writing, instructional planning, assessment and listening) after reviewing theoretical literature and previous studies. To establish the validity of the instrument, it was presented to a group of referees. To maintain reliability, the resrearchers used Cronbach Alpha Coefficient to be (0.88). The data of study were analyzed using measures of central tendency; means,standard deviations and T- Test. The results of the study show that the highest needs of training were the speaking domain(4.04), followed by reading domain(4.01), then writing domain (3.95). listening domain ( 3.93) and instructional planning (3.92) were statistically close. Assessment domain was the lowest in rank of training needs with mean score (3.87). The study also indicates that there were statistical significant differences among means responses of the study sample, due to gender and experience. Based on the finding of the study, the researchers suggested a group of recommendations such as designing training programs by the suprvisors and directorates for in-service EFL teachers for the secondary stage in public schools. Programs should include training needs related to planning, assessment and planning of the four primary skills (listening, speaking, writing and reading).