Publisher

IBRAHIMYIBRAHIMY

Journal JOEY: Journal of English IbrahimyJOEY: Journal of English Ibrahimy Abstract

In response to the growing importance of English language proficiency in professional contexts, teacher training for widely used standardized proficiency tests, such as the Test of English as a Foreign Language (TOEFL), has become increasingly essential. Despite the growing number of training initiatives, there remains limited understanding of how teachers perceive these programs and what challenges they face in applying the training outcomes to their daily practices. This study aimed to examine teachers perceptions of a TOEFL preparation training program and the challenges they encountered in applying its outcomes. An explanatory mixed-methods design was employed, involving 40 teachers from elementary, junior high, and high school levels at an Islamic boarding school in Indonesia. Quantitative data on teachers perceptions of the training program and qualitative data on the challenges they experienced were collected through a questionnaire combining closed- and open-ended items. The findings revealed that teachers generally held positive perceptions toward the TOEFL preparation training program. However, several challenges emerged in applying the training outcomes, including institutional and teacher-related challenges, and issues of professional development and sustainability.

Conclusion

The findings show that teachers viewed the program as effective, relevant, and beneficial for their professional growth.They reported improvements in their knowledge of TOEFL components and test-taking strategies, which increased their confidence in TOEFL.However, several obstacles limited the full implementation of the training results.Institutional challenges, such as limited class hours, lack of facilities, and heavy workloads, made it difficult for teachers to apply new methods consistently.In addition, teachers limited proficiency and low confidence further hindered their ability to transfer learning into practice.The absence of mentoring and follow-up sessions also reduced opportunities for reflection and sustainability.These challenges highlight that successful professional development depends not only on the training itself but also on continuous institutional and pedagogical support.

Future Research

To address the challenges identified in this study, future research and professional development initiatives should focus on creating a more sustainable and supportive environment for teachers. This could involve designing training programs as ongoing cycles that include planning, implementation, mentoring, and evaluation. Schools and policymakers should provide time, resources, and support for teachers to practice and reflect on their learning. Building teacher communities of practice can also help sustain collaboration, confidence, and innovation. Additionally, addressing the institutional constraints, such as limited class hours and heavy workloads, should be a priority to ensure that teachers have the necessary time and resources to apply new methods consistently. Finally, providing differentiated professional support to account for varying teacher proficiency levels could help boost teachers confidence and motivation, ultimately leading to more effective implementation of training outcomes.

References

1. Teachers' Perceptions and Challenges: Evaluating TOEFL Training in an Islamic Boarding School: English... doi.org/10.35316/JOEY.2026.v5i1.1-19Teachers Perceptions and Challenges Evaluating TOEFL Training in an Islamic Boarding School English doi 10 35316 JOEY 2026 v5i1 1 19

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