Abstract

This study aimed to lay the groundwork for the development of a Lesson Study–based training curriculum to enhance the instructional competencies of primary-level English teachers in private schools. Employing Research and Development (R&D) with a mixed-methods design, the study systematically collected and analyzed quantitative and qualitative data. Participants included 140 primary-level English teachers, with semi-structured interviews conducted with 15 teachers for in-depth insights. Data were collected through a structured document synthesis sheet, a survey on teaching conditions and training needs, and interviews. Findings indicated that 75% of teachers were knowledgeable about Lesson Study, yet only 63.57% implemented it, and formal training was limited to 22.14%. Survey results showed that teachers’ current practices were strong in anticipating learner problems (M = 4.12) and following supportive school policies (M = 4.20), while collaborative lesson planning was lower (M = 3.42). Perceived needs were higher for collaborative planning (M = 3.92), structured professional development (M = 4.19), and reflective teaching practices (M = 4.16), indicating a gap between current practices and desired competencies. Qualitative findings highlighted challenges in implementing learner-centered activities and the limited application of Lesson Study, emphasizing the need for targeted training and administrative support, with teachers favoring interactive workshops aligned with Lesson Study procedures and post-training supervision. Overall, the findings underscore the need for professional development programs that integrate collaborative planning, reflective practice, and continuous support. Thus, the results inform the formulation of an empirically grounded Lesson Study–based conceptual framework to guide future curriculum development for primary-level English teachers in private schools.

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