The english language teaching competence of Primary school first-cycle level teachersemphasizing Attitudinal competence
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Date
2008-06
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Addis Ababa Universiy
Abstract
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.
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Keywords
Primary school first-cycle level teachers Emphasizing