Evaluating efl teacher training implementation and perceived outcomes in the gurage zone of ethiopia using a mixed-methods design

Ensuring educational quality in developing countries is often hindered by insufficient teacher competence. In Ethiopia, declining secondary school leaving examination results have prompted reforms like the Special Capacity-Building Training Programme to improve teachers’ instructional practices. However, the extent to which such training is reflected in effective classroom implementation remains underexplored in research. This study investigated SCBT implementation among EFL teachers in Ethiopia’s Gurage Zone and identified challenges faced. Using a sequential explanatory mixed-methods design, data were gathered from 240 English teachers via questionnaire, supplemented by interviews with 30 teachers and 12 school directors, classroom observations, and feedback from 373 students. Findings indicated a significant disconnect between training input and classroom practice. Training objectives were clearly communicated, but the content was only moderately relevant to teachers’ classroom realities. While teachers reported considerable positive changes in their lesson planning practices, these were not consistently reflected in actual teaching. Teachers reported greater use of pedagogical strategies in lesson planning, but technology-related components were rarely implemented, with participants citing lack of resources as a barrier. Major implementation barriers included overcrowded classrooms, low student English proficiency, severe resource shortages, misalignment with high-stakes examinations, and lack of follow-up support. The training was associated with positive changes in teachers’ conceptual understanding and planning skills but was not accompanied by sustainable, adaptable strategies for their constrained realities. Student and administrator data triangulated to reveal the implementation gap: students reported a low frequency of collaborative learning and skills integration. In contrast, administrators cited a lack of follow-up support and unclear implementation directives. The study concludes that teacher development must be viewed as a continuous, context-sensitive process supported by systemic reforms. Recommendations include ongoing mentorship, alignment of curriculum with assessment, basic resource availability, and school-based professional learning communities to bridge the implementation gap.