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INSET plays an important role in teachers’ professional development, however many in-service training offered by institutions are not be as effective as teachers would expect. This is usually because teachers do not find what they expect from an INSET program in terms of their teaching and learning needs. This study aimed to find out 30 EFL instructors’ working at a private preparatory school needs and expectations from an INSET program. It is important to note that at the time of the study there was not an ongoing in-service teacher training programme in the institution where the study took place. The study administered a 4-point Likert scale questionnaire and semi-structured interview to the participants. Both qualitative and quantitative data tools aimed to explore what those participants expect from an INSET program in terms of its content, time, and nature of delivery. The results revealed that most of the instructors were in favour of receiving a teacher training program in their institution in order to improve their teaching and learning skills. They preferred received non-compulsory training which trains teachers in terms of teaching language skills and student motivation once or twice in a month by an outside expert coming to their institution. After the study was completed, the researcher aimed to introduce the results to the principal as a proposal that shows employees’ needs and expectations from their institution.
Analysis, Inset, Instructors, Needs, Training