...Enhancing Al-Azhar EFL Teachers' Performance and Students’ Achievement through a Postmethod Pedagogy-Based Program

The value of education supplied to learners is determined by the quality of teachers; in turn, the quality of teachers is determined by how they are trained through teacher training programs. As a result, priority should be given to teacher training programs in educational policies and plans. However, a more practical approach based on social and cultural factors is required, because a lot of in-service program content is theoretical and decontextualized
One of the problems that have been observed in the field of teacher training is that training programs do not usually encourage teachers to actively participate in the process of learning to teach; instead teacher trainers spend time giving lectures and stressing theory with a very little emphasis, if any, on practice. This approach renders teachers mainly responsible for taking notes and memorizing the materials presented. Moreover, teachers who are being trained suffer from another problem represented in their lack of motivation to improve professionally and they mainly attend these training sessions in order to receive certificates or get promoted within their workplace. Thus, most training programs are mainly based on transmission-oriented approach and theoretical focus, with little motivation on the part of teachers to take part in them (Salama, 2012).