Document Type : Research Paper


1 English Language and Literature Department, Ilam University, Iran

2 Department of English Language and Literature, Ilam University, Iran.

3 Educational Administration Department, Ilam University, Iran


The current study investigates the feasibility of implementing EFL teachers' Individual Development Planning at Iranian public schools. It further explores the underlying reasons for the (imp) possibility of practicing this program and seeks the teachers' suggestions to improve the schools' condition. To this end, data were collected from 180 EFL teachers using a researcher-made questionnaire and a follow-up semi-structured interview. The results of one-sample t-tests revealed a slight possibility following the interviews which indicated 14 underlying reasons for the insufficient grounds at public schools. Participating teachers also argued that equipping a room with necessary technological tools, allocating monetary resources, assigning specific teachers time to practice IDP, taking advantage of head teachers, changing the school administration delegation, and performing advocating cultural acts can provide a ground for IDP implementation. The findings demonstrate the necessity of creating changes by policymakers, school principals, and EFL teachers so that they can all benefit from this program.


Main Subjects

Abili, K., Mazari, E., & Zamani, M. (2016). Personal development planning (A guidebook for managers and employee’s self-development). Abjad.
Aliakbari, M., Sadeghi, S. (2022). The professional identity of the Iranian teacher: A case of professional practices. Teacher Development, 26(3), 411-431.
Anseel, F. L. (2009). Reflection as a strategy to enhance task performance after feedback. Organizational Behavior and Human Decision Process, 110, 23-35.
Beausaert, S. (2011). The use of personal development plans in the workplace. Masaastricht University.
Beausaert, S., Segers, M., Fouarge, D. & Gijselaers, W. (2013). Effect of using a personal development plan on learning and development. Journal of Workplace Learning, 25(3), 145 – 158.
Beigi, W., & Gholipur. A. (2016). Human resource development using individual development plans in project-based organizations. Public Management Quarterly, Faculty of Management, University of Tehra, 8(1), 32-15.
Birjandi, P. and H.A. Derakhshan. (2010). Teachers‟ perceptions of the present and optimum status of the in-service EFL teacher preparation programs. English Langauge Teaching, 3(4), 47-57.
Cirocki, A., & Farrel, T.S. (2019). Professional developemtn of secondary school EFL teachers: voices from Indonesia. System, 85, 102111.
Coopersmith, K. (2022). Personal developement planning and vertical leadership developemnt in a VUCA world. The Journal of Values Based Leadership., 15(1), 1-29.
Eisele L, Grohnert T, Beausaert S, Segers M. (2013). Employee motivation for personal development plan effectiveness. European Journal of Training and Development., 36(6), 527-543.
Eslami, H. (2016). Feasibility of implemenattion of individual development program in language schools. faculty of educational sciences and psychology, Shahid Beheshti University.
Farhady, H., & Hedayati, H. (2009). Language assessment policy in Iran. Annual review of aplled linguistics, 29, 132-141.
Gholipour, A., Faghihi, A., Shah Hosseini, M., Sefid garan, B. (2018). developing an individual development plan for human resourec managers in banking industry. Quartelry journal of training and development of human resoirces, 5(18), 1-24.
Ghorbanian, S., Taghipourzahir, A., ZamaniMoghadam, A., Ardalan, M.R. (2020). Provide a model for individual developemnt of elementary school teachers in exceptional schools. Journal of School Administration, 81(1), 259-282.
Ha, X., Murray, J. . (2020). The impact of professional developemtn program on EFL teachers' beliefs about corrective feedback. . System.
Haghi, S., Aliakbari, M., & Yasini, A. (2023). EFL teachers' individual development planning model: A data driven approach. Teaching English as a second language quartely (Formerly journal of teaching language skills), 42(1), 1-28. doi:10.22099/tesl.2022.44999.3151
Hasanzadeh, M., & Shahrani, A. (2005). Individual development planning. Tadbir monthly, 163, pp. 21-26.
Hashimoto, K., & Nguyen, V.T. (2018). Professional development of English language teachers in asia: Lessons from Japan and Vietnam. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Hirsh, A. (2014). The Individual Development Plan: supportive tool or mission impossible? Swedish teachers' experiences of dilemmas in IDP practice. Education Inquiry, 5(3), 405-427.
Jafari, H., Abolghasemi, M., Ghahramani, M. Khorasani, A. (2017). The organizational and contextual factors of elementary teachers' professional development in exceptional schools. Journal of School Administration, 5(1), 51-68.
Kazemi, A., Ashrafi, M. (2014). In-service training programs for Iranian EFL teachers revisited. International Journal of Asian Social Science, 4(10), 1062-1076.
Khoroushi, p. (2015). Teacher Professional Development Strategies in Developed Countries with Emphasis on the Need for Attention at Farhangian University. Fakoor Teacher Training Quarterly.
Kivimäki, V. and Meriluoto, S. (2018). Holistic perspective to individual study plan: Personal development project plan. Studies in Health Technology and Informatics, 256, 514-526.
Lee, I. (2007). Preparing pre-service language teachers for reflective practice. ELT journal, 61(4), 321-329.
McMullan, M. E. (2003). Portfolios and assessment of competence: a review of the literatur. Journal of Advanced Nursing, 41(3), 283-294.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Nishimura, T. (2014). Effective professional development of teachers: a guide to actualizing inclusive schooling. International Journal of Whole Schooling, 10(1), 19-42.
O'Reilly, M., & Parker, N. (2013). Unsatisfactory saturation: A critical exploration of the notion of saturated sample sizes in qualitative research. Qualitative research, 13(2), 190-197.
Patel, S., Kitchen, G. & Barrie, J. (2013). Personal development plans: Practical pitfalls. Trends in Anaesthesia and Critical Care Journal, 220-223.
Riazi, A. M., & Candlin, C. N. (2014). Mixed-methods research in language teaching and learning: Opportunities, issues and challenges. Language teaching, 47(2), 135-173.
Rothwell, W. J. (2010). Effective succession planning: Ensuring leadership continuity and building talent from within. ‎AMACOM; 4th edition.
Schon, D. (1987). Educating the reflective practitioner. San Fransisco: Jossey-Bass.
Van der Lans, R. M. (2017). Teacher evaluation through observation Application of classroom observation and studnt ratings to improve teaching effectiveness in classrooms. Ph.D. Thesis, University of Groningen.