الفهرس 
Chapter One: Background and ProblemOnly 14 pages are availabe for public view
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Abstract
The present study is a case study that aimed at investigating the effect of a school-based professional development community program on improving EFL teachers’ performance. The study adopted the quasi-experimental pre-post test one group design. The participants (N=7) were EFL teachers at Al-Atf preparatory school in Al-Aiyat Educational administration, Giza. They received a professional development community program based on a constructivist model (Contextual learning). Instruments of the study included EFL teachers’ needs assessment checklist, EFL teachers’ performance scale, students’ learning observation sheet and its scoring rubric, satisfaction questionnaire, and semi-structured interviews. The study results revealed that there were statistically significant differences at 0.05 level between the mean scores of the pre and post measurement of the performance scale in favour of the post measurement in overall EFL teachers’ performance scale components and in each separate component except “self-efficacy”. The findings of the qualitative results showed that the study participants were satisfied with the proposed school-based professional development community program. There was also statistically significant difference at 0.05 level between the mean scores of the experimental group in the pre-administration and post-administration of the students’ learning observation sheet in favour of the post-administration in all language skills.
Key words: professional development - school-based professional development community - EFL teachers’ performance.