scholarly journals Investigating Some Major Challenges That Impede the Practice of School – Based English Mentoring

2021 ◽  
Vol 3 (6) ◽  
pp. 19-28
Author(s):  
Belayneh AMSALU
Keyword(s):  
English Language ◽  
Survey Design ◽  
Sampling Strategy ◽  
Department Heads ◽  
Sampling Strategies ◽  
School Based ◽  
Efl Teachers ◽  
West Gojjam ◽  
Descriptive Survey ◽  
West Gojjam Zone

The main purpose of this study was to explore some major challenges that impede the practice of school-based English mentoring on four selected government secondary schools in the West Gojjam Zone. To put this in to effect, a descriptive survey design involving qualitative data was employed. To collect data 4 experienced EFL teachers who are assigned to lead the mentoring role and 4 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as data sources. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants, respectively. In contrast, the comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low due to different factors – school-related, mentor related and mentee related. And finally, based on the findings of the study, some possible suggestions were recommended to responsible bodies.   

scholarly journals Assessing the Practices of School-based English Mentoring: The Case of Four Government Secondary Schools in West Gojjam Zone

2021 ◽  
Vol 3 (3) ◽  
pp. 01-14
Author(s):  
BELAYNEH AMSALU
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Survey Design ◽  
Sampling Strategy ◽  
Experienced Teachers ◽  
Department Heads ◽  
School Based ◽  
Efl Teachers ◽  
West Gojjam ◽  
West Gojjam Zone

The main purpose of this study was to explore EFL teachers’ practice on school-based English mentoring on four selected government secondary schools in West Gojjam Zone. To put this in to effect, descriptive survey design was used. To collect data 16 experienced EFL teachers who are assigned to lead the mentoring role and 36 less-experienced ‘mentee’ teachers were selected purposefully from the four educational settings. In addition, school principals, supervisors and English language department heads were also used as a source of data. Convenience and purposive sampling strategies were used to select the sample schools and the teacher participants respectively. Whereas, comprehensive sampling strategy was used to select principals, supervisors and English department heads. After the data analysis, the results indicated that the formal practice of mentoring by EFL teachers was very low. The literature in the field suggests that less-experienced teachers’ learning to teach can be facilitated through the constructive support and advice of experienced teachers within a collaborative learning environment. However, this research highlights there is a loose interaction among the stakeholders of the mentoring practice – mentors, mentees and school administrators. And finally based on the findings of the study, some possible suggestions were recommended to responsible bodies.   

scholarly journals An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

2020 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Minwuyelet Andualem Desta
Keyword(s):  
Phonemic Awareness ◽  
Primary Schools ◽  
English Language ◽  
Early Reading ◽  
Language Teachers ◽  
English Language Teaching ◽  
Oral Fluency ◽  
West Gojjam ◽  
English Language Teachers ◽  
West Gojjam Zone

The purpose of this study was to investigate practices of teaching early reading, and challenges teachers face in its implementation at the Ethiopian primary schools. The study was carried out in 224 grade two government primary schools found in the Amhara National regional State, west Gojjam zone, Ethiopia, in 2019/2020 academic year. To attain this objective, a descriptive research design was employed. The participants of the study were 112 English language teachers enrolled in the primary schools at Dembecha woreda, Jiga woreda, Jabitehinan woreda, and Bure woreda in west Gojjam zone. Interview, questionnaire, and observation were used to gather data. The findings revealed that teachers failed to practice the teaching of early reading in line with the purposes and principles of teaching early reading. Teachers used traditional way of teaching approach in teaching reading. The study also showed that teachers are deficiently trained regarding phonological awareness, alphabetic principle, reading comprehension, oral fluency, vocabulary, and phonemic awareness. Besides, lack of teachers training, lack of materials, and unrelated educational qualification were major impediments of teachers while implementing teaching early reading. Finally, it was recommended that teachers be given trainings about methods of English language teaching in general, and teaching early reading in particular.

scholarly journals Extent of School-Based Management Committee Involvement in Public Secondary Schools Administration in Abuja, Nigeria

2021 ◽  
pp. 1-11
Author(s):  
Orji Friday Oko ◽  
Mando Patricia Nguwasen ◽  
Nzewi Felicia Ebelechukwu
Keyword(s):  
Secondary Schools ◽  
Survey Design ◽  
Public Secondary School ◽  
School Based ◽  
Research Questions ◽  
Convenience Sampling ◽  
School Based Management ◽  
Secondary School Administration ◽  
Descriptive Survey ◽  
Structured Questionnaire

Given that managing schools to attain expected goals is becoming challenging in the present competitive society, it becomes paramount that collaborations, especially with a highly innovative group of people are encouraged. In the light of this, the purpose of this study is to investigate the extent of School-Based Management Committees' (SBMCs) involvement in public secondary school administration in Abuja. A descriptive survey design was used for the study, and 3 research questions were answered in relation to the 3 research objectives of the study. The population of the study was 460 respondents, and a sample size of 250 respondents was drawn through proportionate random and convenience sampling techniques. A structured questionnaire was used for data collection. Arithmetic mean was employed in analyzing the research questions. The result revealed among others, that the school-based management committees play a passive role in planning in public secondary schools in Abuja. It was concluded that for schools to effectively meet the academic need of the Abuja community, their collaborations with the SBMCs have to be very active and productive. To this end, SBMCs need to become more committed to collaborating and helping the schools in terms of planning, staffing and monitoring.

scholarly journals The Impact of Teacher’s Teaching Experience on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan

2021 ◽  
Vol 2 (4) ◽  
pp. 75-88
Author(s):  
Eman Saleh Al- Sagier Shaiegy
Keyword(s):  
Public Schools ◽  
English Language ◽  
Curriculum Implementation ◽  
Survey Design ◽  
Teaching Experience ◽  
Language Teachers ◽  
Development Policies ◽  
English Language Teachers ◽  
Descriptive Survey ◽  
The Impact

Purpose: This study investigated the impact of teachers’ teaching experience on the implementation of English language curricula in public schools in the Aqaba Governorate, Jordan. Approach/Methodology/Design: The Rand Change Agent Theory of curriculum implementation guided this study. A descriptive survey design was adopted. The sample included 167 English language teachers who were selected purposively from 240 public school teachers in the Aqaba Governorate, Jordan. A questionnaire was developed as an instrument for data collection. It consisted of 36 items, and it was validated by presenting it to a group of arbitrators. The reliability was assured by carrying out a test-retest on a sample chosen from outside the sample of the study. Descriptive statistics were utilized to analyze data. Findings: The study findings indicated that there are statistically significant differences at (α≤0.05) between the implementation of English language curricula and the teacher’s teaching experience. This means that the teaching experience of the teacher affects the implementation of English language curricula. Practical Implications: The study presents certain implications for curriculum development policies. The study recommends engaging teachers in programs that assist them in exchanging experiences, knowledge, and skills to ensure effective execution of the curriculum in addition to the necessity for teachers to pay attention to self-development. Originality/value: Teaching experience plays a crucial role in curriculum implementation. It enables teachers to gain competence and effectiveness.

Availability and Utilization of Information and Communication Technology (ICT) Resources for English Language Teaching and Learning in Secondary Schools in Nsukka Urban: Implication for National Security.

2019 ◽  
pp. 210-217
Author(s):  
Nnamani A.P. ◽  
Ukoha E.O. ◽  
Nwachukwu V.N.
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
English Language Teaching ◽  
Teaching English ◽  
Information And Communication ◽  
Research Questions ◽  
Descriptive Survey

The study examined the availability and utilization of ICT Resources for teaching English Language in secondary schools located in Nsukka urban of Enugu state, Nigeria. Two research questions and one hypothesis guided the study. The design of the study was descriptive survey design. Purposive sampling technique was used to select 9 teachers out 29 English teachers from the 9 public secondary schools in Nsukka urban. One English teacher each from the nine schools making it a total number of 9 teachers were used for the study. Checklist and questionnaires were used to collect data. These instruments were validated by three experts from university of Nigeria Nsukka. Percentages, mean and standard deviation and t-test were used to analyse the data collected. The findings of the study revealed that only 3 ICT resources were available for teaching English language in secondary schools. The study also revealed that the very few that were available were grossly underutilized. This implied that the teaching of English which is known for its capacity to douse linguistic tension in our multilingual Nigeria is not effectively and efficiently taught and learnt. Recommendations made include that government should make available ICT resources for the purposes of teaching English in secondary schools in Nsukka urban and that teachers should be exposed on how to use the ICT resources.

scholarly journals ASSESSMENT OF THE IMPACT OF TRANSFORMATIONAL LEADERSHIP STYLE ON STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE

2020 ◽  
pp. 41-50
Author(s):  
Ogbonnaya CN ◽  
Izuagba JN ◽  
Chukwudebelu CB
Keyword(s):  
Academic Achievement ◽  
Transformational Leadership ◽  
Leadership Style ◽  
English Language ◽  
Survey Design ◽  
Research Question ◽  
Transformational Leadership Style ◽  
Measurement And Evaluation ◽  
Descriptive Survey ◽  
The Impact

This study investigated impact of transformational leadership style on students’ academic achievement in English language Owerri Municipal Council of Imo State. Based on the purpose of the study, one research question guided the study. Descriptive survey design was adopted for the study. The population of the study comprised all 18 Principals and 1, 267 SS2 students. The instruments used for data collection were transformational leadership style questionnaire adapted and developed by Leithwood and Jantzi (1999) and English language Achievement Test (ELAT). The validity of the instruments was done by two experts in Measurement and Evaluation and one expert in Educational Foundation and Administration. The reliability of the instruments was 0.93 and 0.90, determined using Cronbach Alpha and Pearson Product Moment Correlation (PPMC) statistics. Data collected were analyzed using correlations. Thus, it concludes that, transformational leadership styles have positive relationship with student’s academic achievement.

scholarly journals Moroccan EFL Teachers’ Participation, Preferences, and Perceived Effectiveness of Online Professional Development

2021 ◽  
Vol 2 (4) ◽  
pp. 62-74
Author(s):  
Oussama Moussaoui
Keyword(s):  
Professional Development ◽  
English Language ◽  
Survey Design ◽  
Language Teachers ◽  
Online Professional Development ◽  
Perceived Effectiveness ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Efl Teacher ◽  
Efl Teachers

The present study aims at investigating Moroccan EFL teachers’ participation in and attitude towards online professional development. It seeks also to examine teachers’ perceived effectiveness of online professional development by using a cross-sectional survey design. This design was supported with a questionnaire and a scale to collect data from a sample of (103) Moroccan EFL teacher. The data elicited was coded and analyzed quantitatively and qualitatively. The results of the study reveal that teachers in the Moroccan context are not fully engaged in online professional and they still exhibit higher preference to traditional forms of professional development. In addition, the results report that teachers perceive that online professional development provides effective content that is sustainable and access flexible. However, teachers also inform that online professional development is not active and collaborative in nature. Based on the results of this study a number of informed recommendations are directed to Moroccan English language teachers and policymakers.

scholarly journals Undergraduate Pre-service EFL Teachers’ Conceptions of Research: A Quantitative Analysis

2017 ◽  
Vol 19 (1) ◽  
pp. 67
Author(s):  
María Del Rosario Reyes-Cruz ◽  
Lorgia Isamar Rueda de León-Barbosa ◽  
Griselda Murrieta-Loyo
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Survey Design ◽  
Foreign Language Teaching ◽  
Slight Variation ◽  
Problem Solution ◽  
Research Activities ◽  
Efl Teachers ◽  
Teaching Area ◽  
Age Range

This study explores, from a pragmatist perspective, the conceptions of research of undergraduate pre-service teachers from an English Language Major at a public Mexican university.  A survey design was used. The informants were 108 pre-service EFL teachers from the second, sixth and tenth semesters. The conceptions of research showed similar percentages among the pre-service teachers from those semesters. Only a slight variation was found in the factor “misconceptions about research”. The factor “research about problem solution” was the only one that showed a significant but weak correlation with the semester in which undergraduate pre-service EFL teachers were. Slight differences were also found between age range and conceptions of research.  The lack of differences among the research conceptions of these undergraduate pre-service EFL teachers is opposed to the findings of previous studies. This can be explained by the fact that those studies were done in varied contexts and with post graduate students from disciplines different from the foreign language teaching area. It is suggested to correct students’ misconceptions and promote research activities during the bachelor degree. 

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

Sign in / Sign up

Export Citation Format

Share Document