The english language teaching competence of Primary school first-cycle level teachersemphasizing Attitudinal competence

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Addis Ababa Universiy


Measuring teaching competence has become the central theme of educational policies to safeguard the quality of instruction. Teachers are expected to play their roles in order to satisfy the needs and objectives of their students by providing the best teaching. They need to create positive learning environments. They need to have adequate knowledge in the subject they teach and the necessary skills to communicate the knowledge. The main purpose of this study is to investigate the English language teaching competence of primary school, first-cycle level teachers. The researcher of this study mainly focuses on the teachers' attitudinal competence. Competence is a wide area of professional necessity. Mainly, there are three components of competence which are essential to be effective in teaching. These are attitudinal competence, knowledge competence, and skill competence. These competences have many sub-components. Specifically, the study attempts to: discoveL--the attitude of English language teachers toward their students, identify the attitude of English language teachers toward the English subject, describe the teachers' view of effective English language teaching, understand what the teachers think about a competent English language teacher ,and describe w hat the first- cycle level primary school English language teachers look like in their classes. To achieve the main purpose as well as the specific objectives of this research, fuse mainly three instruments of data collection. These are questionnaire for teachers and students, interview for teachers, and classroom observation. All the 16 English language teachers in the two government primary schools first -cycle level are participated in the study. A closedended questionnaire is prepared for them. This questionnaire consists of five different parts. A sample of 30 students are selected randomly from the two schools of primary first-cycle le vel to fill a closed -ended questionnaire consisting of ten items. These items focus on the English teachers' competence to teach the target language in general, and how they treat their students, positively or negatively. To the interview data, seven English teachers are interviewed voluntarily. The purpose of the semi-structured interview is to verify the validity and reliability of the teachers' responses of the questionnaire items. There are also some general questions about their profession, and specific ones about their students English language learning. During the classroom observations, there are six classes observed in the two schools.



Primary school first-cycle level teachers Emphasizing