Secondary Level English Teachers’ Perspectives on Maxim of Planning

Abstract

Teacher development or teachers’ professional development (TPD) is an ongoing process throughout a teacher's career. In the context of Nepal, the Center for Education and Human Resource Development (CEHRD) is responsible for planning, managing, and conducting TPD programs, such as in-service training for teachers. Despite the efforts made by the government, these initiatives need to be strengthened. At the same time, individual teachers are also making regular efforts to remain competent and up-to-date in their careers.

This article aims to explore teachers' views from an insider perspective, specifically regarding the maxim of planning in their profession and its application in the classroom. Additionally, the study compares and contrasts teachers' perceptions with their actual practice of the maxim of planning in the classroom. To achieve these objectives, the study employed a mixed research design, with a particular focus on survey research methods.

The findings reveal that the majority of teachers apply the maxim of planning as part of their professional development. They recognize its importance in their English language teaching (ELT) careers. However, a significant gap exists between teachers' perceptions and their practice, as all the teachers view planning positively, yet its effective implementation remains insufficient.