A Status Survey On Teachers’ Professional Development Of Private Children English Schools

Statistics show that in China there is a large population currently learningEnglish.60%of them are teenage learners. To effectively enhance the Englishproficiency and scores, parents send their children to all kinds of private childrenschools to study English. Children English schools have sprung up nationwide based onthe public kindergartens and primary schools which also offer the English classes tocater to the strong social demand for English.The rapid development of private schools has caused many problems: the fastmobility of teachers, the unsatisfactory team building, the slow improvement of theteaching quality and the unsteady management system, etc. The professionaldevelopment of teachers is the serious problem that greatly puzzles schools and hinderstheir improvement. Therefore, the author conducted a status survey on the professionaldevelopment of teachers in private children English schools in order to discover theproblems, analyze the causes related to the problems and propose the solutions to theproblems.Owing to the convenient working conditions the author has selected6privatechildren English training schools located in Luoyang, Puyang, Shangqiu, Xuchang,Zhoukou and Zhumadian city in Henan Province. The survey started in March2010.The author started the research and obtained the results after nearly a year byinvestigating6principals and60teachers with the questionnaires and interviewsfocusing on the following problems:(1) the overall situation of the teacher staff;(2) thestatus quo of the teachers’ professional development;3) the necessity for the teachers’professional development.After the research the author draws the conclusion. There are some problems inthe teachers’ professional development in private children English schools, such as notbeing officially accredited, the excessive pressures burdened upon teachers, thedrawbacks hindering the on-job training and the unreasonable management systems,etc. The thesis proposes some suggestions to deal with these problems.However, the problems related to the teachers’ professional development aretough and long-term problems. They can’t be solved as one stoke. More time andfurther research are needed in the future.