Teachers’ Perspectives on Students, Teachers and School Level Factors Affecting English Language Learning at the Primary School Level
DOI:
https://doi.org/10.55737/tk/v5i1.51149Keywords:
English Language Learning, Primary School Education, Teachers Perceptions, School Factors, Students and Teachers Level FactorsAbstract
This study was designed to investigate primary school teachers’ perceptions on the aspect of students, teachers, and school-level factors affecting English language learning in public primary schools of District D.I. Khan. Three research questions focused on teachers’ perceptions of each factor category and null hypotheses were developed to check the differences in perceptions based on teachers’ gender, qualification, and teaching experience. Data were collected from a sample of 399 teachers (253 male and 146 female) through a five-point Likert-scale questionnaire. Questionnaire was made valid and reliable through conducting a pilot study. Reliability value of questionnaire was Cronbach’s alpha = 0.78. Mean, independent samples t-test and one-way ANOVA were employed for hypothesis testing. It was found that teachers rated student-related factors highest, followed by school-related factors and teacher-related factors. All null hypotheses were partially rejected: significant differences emerged for student and teacher related factors across gender (higher among males), qualification (stronger with higher qualifications), and experience (increasing with years), but not for school related factors.
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