B487 ELTRP Emery Research Paper FINAL Web V2

8/2/2019 B487 ELTRP Emery Research Paper FINAL Web V2

1/37

Ag

lobalstu

dyofprimaryEnglish

tea

chersqualifications,train

ing

and

careerdevelopm

ent

Helen

Emery,UniversityofEssex

ELTResear

chPapers1208


2/37

AglobalstudyofprimaryEnglish

teachersq

ualificat

ions,training

an

dcareer

develop

ment

Hele

nEmery,UniversityofEssex

ELTResearchPapers1208


3/37

ISBN978-0

-86355-689-0

British

Council2012BrandandD

esign/B487

10SpringG

ardens

LondonSW

1A2BN,UK

www.britishcouncil.org

Thisresear

chpaperwasproducedinc

ollaborationwiththeUniversityofEssex


4/37

Abo

uttheauthor

Dr.Helen

EmeryisaSeniorLectur

erinthe

Departme

ntofLanguageandLing

uisticsatthe

University

ofEssex.Shehastaugh

tinthefieldsof

Englishlanguage,EducationandA

ppliedLinguistics

inBrunei,

Egypt,HongKong,Nigeria,Omanand

theUAE.SheisAssistantDirectorofpostgraduate

researchintheDepartment,andd

irectsseveral

undergraduateandpostgraduate

programmesin

TEFL.Her

researchinterestsfocus

onL1andL2

readingandspellingdevelopment

ofyounglearners,

L2TeacherEducationandTeache

rDevelopment.

Sheisthe

jointco-ordinatorofthe

IATEFLYoung

LearnersandTeenagersspecialin

terestgroup.


5/37

1

|

Contents

Con

tents

Abstract

...........................................

...........................................

...........................................

...........................................

.....2

1Introdu

ction

...............................

...........................................

...........................................

...........................................

.....3

2Literaturereview..............................................................................................................................................................4

3Researchdesign...............................................................................................................................................................7

4Mainfindingsanddiscussion.......................................................................................................................................9

5Ageof

startingtolearnEnglis

h.................................................................................................................................12

6Teache

rsqualificationsandtraining.......................................................................................................................13

7Opport

unitiesforpromotion......................................................................................................................................15

8Teache

rsatisfactionandattitudestowardstheprofe

ssion...............................................................................16

9Conclusionsandrecommenda

tions.........................................................................................................................18

Referenc

es..........................................................................................................................................................................20

Appendix

1Surveyresponden

ts................................................................................................................................22

Appendix

2Respondentsteac

hingcontexts.........................................................................................................24

Appendix

3Initialteachertrainingandqualifications

held................................................................................26

Appendix

4Professionaldevelopmentsincequalifyin

g......................................................................................29

Appendix

5Teachersatisfaction................................................................................................................................32


6/37

2

|

Abstract

Abs

tract

Thisresea

rchreportsaglobalstudyofprimary

Englishte

achersqualifications,training,teaching

experienc

eandcareerdevelopme

nt.Datawere

collected

viatheuseofanelectro

nicsurvey,which

gathered

almost2,500responses

andin-depth

face-to-faceinterviewswithclassroomteachersand

headteac

hersinninecountriesaroundtheworld.

Subjectsrepresentedruralandurbanteacherswho

workedin

stateandprivateinstitutions.Thefindings

indicates

omeglobaltrendsinareassuchasthe

widespreadnatureofEnglishLang

uageTeaching(ELT)

andthedrivetointroduceEnglish

toeveryounger

learners.Onthepositiveside,findingsindicatethat

classsizesaresmallforthemajorityofteachers

(under35

children).Howeveracauseforconcernis

thelownumberofteacherswitha

degree,andthe

numbero

fteacherswhohaveund

ergonespecific

trainingto

teachtheagethatthey

currentlyteach,

ortoteac

hEnglish.Thesefindings

arebalancedby

thefactth

at85percentofteache

rsreporttheyhave

undertake

nsomesortofprofessio

naldevelopment

trainingsincestartingtoteach.Te

acherswere

overwhelminglypositiveintheirattitudestowards

theprofession,andmostsaidthey

wouldrecommend

primaryE

nglishteachingtoothersasacareer.

Thestudy

raisesissueswhichitis

feltshouldbe

takenupbyELTproviders,anddescribessome

solutionstoproblemswhichhave

beendeveloped

incertain

contexts.


7/37

3

|

Introduction

1Intr

oduction

Withthep

rogressanddemandsofglobalisation,

Englishis

beingtaughttoeveryou

ngerlearners

theseday

s.Inmanycasesthishas

beenasuccess

forexam

pleinMaharashtraState

inIndiawhere

Englishwasrecentlyintroducedto

allchildrenfrom

Grade1.Reportsstatethatchildre

nwithnoprevious

backgroundinEnglish,nowspeak

thelanguage

andthec

hildrenofmaidservantsandworkersnow

useEnglis

h(Mukund,2009:page

50).However,in

somecasestheimplementationofEnglishintothe

curriculum

(ortheloweringofthe

agewhereEnglish

istaught)

hashappenedveryquickly,withinadequate

preparatio

n.Arecentlydocumentedcaseisthatof

Rwandaw

here,until2009French

wasthelanguage

ofinstructionin95percentofprimaryandsecondary

schools.In2009Englishwasintroducedsuddenly

intothecurriculumasthelanguag

eofinstructionfor

coresubjectsincludingMathsand

Sciencealthough

fewteach

erscouldspeakit.Teach

erpreparation

consisted

ofamonthofintensiveEnglish,butitisnot

clearwhe

thertheyalsoreceiveda

nyinstructionin

appropria

temethodologiestouse

,particularlywith

younglea

rners(McGreal,2009;Ve

sperini,2010).

Withoutadequatetraining,theseteacherswillnotbe

abletoteachtheirsubjectsinsuchawaythatthe

learningp

otentialsofstudentsare

maximised.

T

heBangaloreconferenc

eonTeachingEnglishto

Y

oungLearners(Enever,Moon&Raman,2009)

e

mphasisedsomeofthe

problemsoccurringasa

r

esultofinadequateprep

arationforteachingatthis

level:forexampleteache

rsinabilitiestodealwith

p

roblemsthatoccurredintheteachingcontext

b

ecauseoflackoftrainin

g,employersacceptanc

e

o

flowlevelqualifications

toteachyounglearners

,

t

eachersinadequateEng

lishlanguageproficiency

a

ndthefactthatsomete

acherswererequired

t

oteachEnglishwhenthiswasnottheirsubject

s

pecialism(Chodijah,200

8;Eneveret.al.2009;

G

raddol,2006;2008;Kgwadi,2008;Wang,2002;

2

007;2009).Theinclusio

nofteacherswhoare

n

otfullypreparedtoteac

hEnglishatprimaryleve

ls

w

illhaveanimpactonwh

atcanbeachieved.

T

hisresearchstudythere

foreaimedtofindout:

Q

howprimaryEnglishte

achersinvarious

countriesaroundthew

orldweretrained

Q

thequalificationsthey

have

Q

thesupportforprofessionaldevelopment

theyreceive

Q

theopportunitiesforp

romotionopentothem

Q

whethertheyarehapp

yintheirchosencareers.


8/37

4

|

Literature

review

2Lite

raturereview

Theage

factorandteachinglanguages

toYoun

gLearners

Theseday

sforeignlanguageprog

rammesinschools

arestartin

gatanincreasinglyearlyagearoundthe

world(Nik

olov,2009)andEnglishhasbecomethe

mostpopularsecondorforeignlanguagetostudy.

Inasurve

ycarriedoutbyPapp(2011)42percent

ofrespondentssaidthatEnglishw

asintroducedinto

formaleducationintheirinstitutionattheageoffive

oryounge

r.Oftheremainder,25p

ercentstarted

learningE

nglishatagesix,and16

percentbythe

ageofsev

en.Itwouldappearfrom

theresultsof

thisstudy

thatchildrenwhostartt

olearnEnglishafter

theageofsevenarebecomingtheexception.

Oftenthe

pressuretostartlearningaforeign

language

earlycomesfromparents,whoarekeenfor

childrentoprogress.Hsu&Austin

(2012)reportthat

thistrend

isveryprevalentinTaiwan,whereparents

regularlyenrolyoungchildrenina

fter-schoolEnglish

programm

es.Vago(2005;citedin

Nikolov,2009a)

reportsth

atwhileYear4isthecompulsorystartfor

foreignlanguagelearninginHungarianstateschools,

overhalfoflearnerschoosetobeginwellbefore

thisage.N

ikolov(2009b)inacomparativestudyof

youngHungarianlearnerstakingE

nglishorGerman

asaforeig

nlanguage,foundthatt

hestudentstaking

Englishweremoreambitious,tend

edtostrivehigher

andagreaternumberoptedtotak

eexternallanguage

proficienc

yexaminations.However,notallstudiesof

age-relate

dmotivationhavecome

outinfavourof

youngerlearners(e.g.Williams,Bu

rden&Lanvers,

2002);andastudybyDjigunovic(

2009)foundthat

youngCro

atianlearnersweremor

emotivatedbythe

learningc

onditionsthanbyagefactorsalone.

Djigunovicliststhelearningconditionswhichmay

affectmotivationasbeing:classsize,numberofhours

ofEnglish

instructionperweek,ha

vingateacherwho

wasspeciallytrainedtoteachthesubjecttoyoung

learners,andthetypeofactivities

thattheywere

given.Beingtaughtinaverylarge

group,foronlytwo

periodsa

weekwasfoundtobeoneoftheleastlikely

factorsto

leadtomotivationtolea

rnthelanguage.

Overall,wecanseethattherearecertainconditions

tobemet

ifchildrenaretosuccessfullylearnasecond

language

atthislevel:teachersmu

stbeadequately

trained,classsizesmustbesmalla

ndactivitiesused

mustenhancethelearningenvironmentandappeal

toyounglearnersatthesametime.

Differentteachingc

ontextsandthe

impacttheymayhave:Teachershortag

es

andovercrowdedclassrooms

A

frequentlycitedproblemencounteredbyprima

ry

E

nglishteachersisthato

flargeorovercrowded

c

lassesandtheimpactth

issituationcanhaveon

t

eachingandlearning.La

rgeclasseshavebeen

d

efinedasconsistingofa

rangeofpupilnumbers

indifferentcontexts.SmithandWarburton(1997)

d

efinelargeclassesintheUKasthoseconsisting

o

f2530learners;OSullivan(2006)statesthatlarge

c

lassesintheUSAconsis

tofmorethan35learne

rs

a

ndNakabugo,Opolot-Okurut,Ssebbunga,Maani

a

ndByamugisha(2008)d

efinethesituationin

U

gandaasbeingmoreth

an70learners.

V

erylargeclasses(forex

ample,morethan65

learners)areusuallyfoun

dindevelopingcountrie

s

w

herethereisnotenoug

hmoneyavailabletopay

f

oradditionalteachersan

dbuildmoreschools.

T

eachershavereportedlargeclassesashaving

a

negativeimpactontheirteachingandstudents

learning.Baker&Westrup(2000,p2)listsome

o

ftheproblemsofteachinglargeclasses:

Q

desksandchairsarefi

xedordifficult

tomove

Q

studentssitclosetoge

therinrows

Q

littlespacefortheteachertomoveabout

theclassroom

Q

notenoughspaceforstudentstomove

duringthelesson

Q

wallsbetweenclassroo

msarethin,noisewill

disturbotherclasses

Q

notenoughtextbooks

forallstudents

Q

otherteachingresourc

esmaybelimited

aswell.

T

othislistwemayaddth

atpairandgroupwork

m

aywellbedifficult,nois

elevelswillbehighand

m

anystudentsmaynoth

earwhattheteacheris

s

aying(andlearningwillbeaffected)andteachers

m

aynothavetimetodoallthemarkingnecessary.

O

verall,motivationlevels

ofstudentsandteacher

w

illsuffer.


9/37

5

|

Literature

review

Manycountriesareexperiencinga

nacuteshortage

ofprimary

schoolteachers,particularlyEnglish

teachers.

Formanythishasresultedintheir

employing

teacherswhomaynotbefullytrained

toteachy

ounglearners,ormayhaveinadequate

Englishthemselves.Graddol(2010

)believesthat

thescaleoftheproblemisgreaterinIndiathan

inothercountries,however,itisnotcleartowhat

extentthissituationexistsaround

theworld.

Teachersqualificationsand

training

InitialTea

cherTraining

Thenecessityofadequatetraining

forteachershas

beenemp

hasisedinseveralreports(e.g.:Garton,

Copland&

Burns,2010;Papp,2011

;Rixon,2000)

however,differentcountriesmayv

iewthetraining

requireme

ntsofteachersdifferently.Insome

countries

abasiceducationalqualificationisprovided

bythegovernmentwhichisdeemedsufficientfor

allteachersregardlessoftheagetheywillbe

teachingorthesubjectarea.Inothercountries,

teachersaregivenamorespecialisedtrainingaimed

atequippingthemwiththespecificrequirements

oftheirfuturecareer.

Cameron(2001)believesthereare

twocommon

misconceptionsrelatedtoteachingEnglishtoyoung

learners:thatteachingEnglishisa

straightforward

processthatcanbeundertakenbyanyonewitha

basictrain

inginELT,andsecondly,thatthelanguage

taughttochildrenonlyneedstobesimpleas

cognitively,theyarenotasdevelopedasadultor

teenagelearners.Cameronspointsemphasisethe

necessity

ofspecifictrainingforprimaryschool

teachers.

Howard(2012)statesthatintheUAE

someteacherscomingintoprimaryeducation

haveaqualificationtoteachEnglishtoadultsand

subseque

ntlyadaptpedagogiesa

ndtechniquesto

suittheparticularrequirementsof

younglearners

(page71),althoughshedoesnotm

entionhowthis

grouplearntoadapttheirteaching.Shegoeson

tosaythatotherteachersaretrain

edasprimary

teachers,

butwithoutspecificqualificationsor

trainingto

teachEnglishlanguage.Wecanseethen

thatincertaincontexts,teachersmayenterthe

profession

withdifferentqualifications,specialisms

andtrainingexperiences.

InitialTeacherTrainingprogrammesfrequently

includeasupervisedTeachingPra

cticeelement,

wheretea

chersarescoredontheirperformanceand

receivepost-teachingevaluation.IntheUKallprimary

schooltea

chersarerequiredtoha

veundertaken

TeachingPracticeinordertogain

QualifiedTeacher

Status(SkillsFundingAgency,2010).However,this

isnotthe

caseineverycountry.

TeacherDevelopme

nt

M

aley(quotedinSpratt,1

994)differentiatesTeacher

T

raining,referredtoasIn

itialTeacherTrainingorITT

a

ndTeacherDevelopmen

t,orTD.ITTisusuallyrelated

t

otheneedsofaparticularcourse,hasterminal

o

utcomeswhicharepre-empted,involvesinforma

tion

a

ndskillstransmission,hasafixedagendaandis

d

irectedinatop-downmanner.TDontheotherhand

isacontinuingprocess,isrelatedtotheneedsof

t

heindividualteacher,ha

sopenendedoutcomes

,

involvesproblemsolving,hasaflexibleagenda,

ispeer-orientatedandtakesplaceinabottom-up

fashion(Spratt,1994,p5

4).ITTisusuallyaimedat

s

tudent-teacherswithlittleornoteachingexperie

nce,

w

hereas,TDaimstofurth

erdevelopthosewith

s

everalyearsexperience

inthefield.

Insomecountriesitiscompulsoryforteachersto

u

ndertakeregularin-serv

icetrainingaftertheyha

ve

q

ualified,inothercountriesthisisprovidedbut

isnotcompulsory.Inyetothercountries,continuing

t

rainingissimplynotavailableforteachers.

M

oh(2009)reportsthatinNigeria,afterinitial

t

rainingtheteacherisleftalonetorecyclewhate

ver

k

nowledgetheyhadacqu

iredatthetrainingcolle

ge,

c

ompletelyoblivioustow

hateverresearchorpractice

m

ightsubsequentlyhave

beencarriedoutinthe

fi

eldofstudy(page197).Furthertrainingmaybe

m

oreeasilyavailableifateacherworksinamajor

c

ity,whereasruralteache

rsmaygoawholelifetim

e

w

ithoutattendingasingletrainingcourse.

A

steacherscareersdevelop,theymaynotreceiv

e

a

nyfurthertrainingbutthisiswhenitbecomes

importantforthemtodevelopthemselvesandtheir

t

eaching,topreventbeco

mingstale(Harmer,200

7).

T

hisdevelopmentusually

takesonareflectivenature;

t

eachersareencouraged

toidentifyaproblem

o

ranareaoftheirteachingwhichcouldbenefit

fromadifferentapproach

,andtoseekoutwayso

f

d

oingthis.Harmer(2007

)listsseveralwaysinwhich

t

eacherscanseektodev

eloptheirskills:

Q

beingareflectiveteacher

Q

keepingateachinglog

orjournal

Q

observingpeersteach

ing

Q

recordingthemselvestowatch(orlistento)

andreflectonlater

Q

engagingwithprofessionalliterature

Q

throughprofessionalo

rganisations

Q

carryingoutactionres

earchintheclassroom.


10/37

6

|

Literature

review

MembershipofaTeachersAssociation

Membershipofalocalteachersas

sociationcan

bebeneficialtoateachersperson

aldevelopment

(Edge&G

arton,2009;Harmer,2007;Scrivener,

2009)astheyoftenprovideworks

hops,conferences

andpublic

ationsatlowcosttome

mbers.Teachers

Associatio

nscanbedividedintoth

osethatoperate

globallysuchasTESOL,basedintheUS(current

membershipfigure12,137in152countries),TESOL

Arabia(cu

rrentmembership1,188

in30countries)

andIATEFL,basedintheUK(curre

ntmembership

figure3,763in127countries)and

localteachers

associatio

nswhichoperatemainly

atthelevelofa

particular

countryanditsimmedia

teneighbours.

Teacher

satisfaction

Spratt(1994,p80)asksteacherstorankthe

followinglistoffactors,according

tohowimportant

theyconsiderthemtobeincontributingtotheir

jobsatisfa

ction:

Q

securityoftenure

Q

access

togoodschoolequipme

ntandresources

Q

agood

salary

Q

agood

pension

Q

asense

ofachievementthrough

work

Q

longho

lidays

Q

well-mo

tivatedstudents

Q

apleasantschoolbuilding

Q

asupportiveheadteacher

Q

other(pleasespecify).

A

lthoughthereisnorightorwronganswerforthis

a

ctivity,thetaskrequires

teacherstoassesstheir

c

urrentpostandtodiscu

sswhytheyareorarenot

h

appy,andwhichofthec

riteriamentionedprevio

usly

a

reimportantfortheirjobsatisfaction.Beingable

toclarifywhatisimportantforjobsatisfactionis

importantinanycareer,n

otleastteachingwhich

isoftenregardedasastressfuloccupation.

S

prattslistoffactorscon

tributingtoteachers

h

appinesscanbesaidto

applyingeneraltoall

teachers,howeverinsom

econtextsadditional

c

riteriamayalsoplayapart.Asmentionedprevio

usly,

o

vercrowdedclassescan

leadtohighlevelsofstr

ess

forteachers,andresearc

hsupportsthefactthat

r

uralteachersoftenexpe

riencelowerlevelsofjob

s

atisfactionthanurbante

achers(Farrel&Oliveira,

1

993;Rozenholtz,1985;S

argent&Hannum,2003

).

A

studybyAbdullah,Uli&

Parasuraman(2009)found

thatgraduateteachersw

eremoresatisfiedthan

n

on-graduates,higher-rankingteachersweremor

e

s

atisfiedthanordinaryteachersandolderteachers

w

eremoresatisfiedwiththeirjobsthanyounger

teachers,howeveritisno

tclearwhythismightbe

.


11/37

7

|

Research

design

3Res

earchdesign

Thestudy

consistedofasurvey,deliveredforthe

mostpart

inelectronicformat,and

in-depthpersonal

interviews

withteachersandhead

teachersaround

theworld.

Surveydesignandanalysis

Questionn

airesareawidelyusedm

ethodof

collecting

datafromalargepopula

tionandthis

hasbeenmadeeasierthroughthe

development

ofelectronicsurveytools.Thecurrentstudyused

Qualtrics(www.qualtrics.com)forthispurpose.

Anonline

surveywasdevelopedanddistributed

toteachersaroundtheworldwith

thehelpofthe

BritishCouncil,localteachersasso

ciationsand

localuniversities.Hardcopiesofth

esurveywere

providedtoteachersinSudanand

Cubabecause

ofproblem

swithinternetaccess.Theresultsof

thesesurv

eyswereloadedintothesystem

manuallybytheresearcher.

Questions

weregroupedintofivebroadareas:

informatio

nrelatingtotherespond

ents;respondents

currentte

achingcontext;InitialTeacherTraining;

ContinuingProfessionalDevelopm

entandattitudes

towardsth

eprofession.Mostques

tionswereofa

fixedresponsenature,althoughso

measkedteachers

togivead

ditionalinformationrelat

ingtoaparticular

question,e.g.Arethereanyproble

msthatyou

experienc

einyourteachingwhich

youfeeltraining

couldhelp

with?Ifarespondentan

sweredyesa

follow-upquestionaskedwhattypeoftrainingcourse

theywouldlikeandwhy.

Thesurveywasdesignedinsucha

waythat

respondentsdidnothavetoanswereachquestion

inorderto

proceedtothenext,an

dsoresponse

numbersvarybetweenquestions.

Thisinitselfwas

notthoughttobeaproblemasthe

numbersinvolved

werelarge

(2,478teacherstookpartinthesurvey).

Thesurveyresultswereanalysedthroughtheuseof

descriptiveandwhereapplicable,inferentialstatistics.

T

hesurveyreturnedresp

onsesfrom89countries

,

a

lthoughthenumberemanatingfromeachcountry

v

ariedconsiderably.Tencountriesreturnedover

6

0responses:Argentina(311),Croatia(240),

G

ermany(318),Italy(295

),Lithuania(74),

R

omania(90),Serbia(65)

,Spain(96),Taiwan(88)

a

ndUkraine(69).

Interviewswithteac

hersandheadteachers

In-depthpersonalintervie

wswerecarriedoutwith

c

lassroomteachersofEn

glishandheadteachers

a

tprimaryschoolsin9co

untries:Bangladesh,

C

ambodia,Cameroon,Cu

ba,Egypt,India,SriLanka,

T

hailandandtheUnitedA

rabEmirates.Additionally,

inIndiaTibetanrefugeeteacherslivingandworking

inexilewereinterviewed.Thesecountrieswere

c

hosenastheyrepresenteddifferentgeographical

regionsandeconomiesa

ndhaddifferenthistorical

a

ndpoliticalreasonsfort

heteachingofEnglish.

Ineachcountryteachers

andheadteacherswere

s

electedtointerviewfrom

bothstateandprivate

institutions.Someheadte

achers(andsometeach

ers)

h

adtobeinterviewedthr

oughtheuseofatransla

tor

a

sEnglishwasnottheirm

ainsubject.

Intotal,85interviewswererecordedand

s

ubsequentlytranscribed

andanalysedusinga

c

onversationanalysisme

thod.Eachinterviewlast

ed

b

etween20and45minutes.Someteacherschos

e

tobeinterviewedinafoc

usgroup,butthemajority

o

fparticipantswereinterviewedindividually.With

the

e

xceptionofinterviewscarriedoutinCameroon,all

interviewswereconducte

dbythesameresearcher.

Interviewquestionssoughttoprobedeeperinto

issuesraisedbythesurve

y.Althoughnotallthe

teachersinterviewedhad

completedthesurvey

thiswasnotjudgedtobe

important.Itwashoped

thattheirreplieswouldhelpshedlightonsomeof

themajorissuesraisedbythesurvey,andprovide

o

pportunitiestoaskopen

-endedquestionswhich

c

ouldnototherwisebeaired.


12/37

8

|

Research

design

Teacherin

terviewsfocusedon:

Q

whyor

howtheyhadcomeinto

theprofession

Q

theirqu

alifications,trainingand

careerdevelopment

Q

attitude

stowardstheprofession

Q

theirteachingcontext.

Interviews

withheadteachersfocu

sedon:

Q

whyor

howtheyhadcomeinto

theprofession

Q

theirtrainingandqualifications,

andanyspecific

training

theyhadundergoneto

preparethemto

becomeaheadteacher

Q

issuesc

onnectedtothemanagementand

running

oftheirschool,includingnumbersin

classes,teacherssalaries,relea

singteachers

forin-servicetraining

Q

attitude

stowardstheprofession

,including

futuree

ducationaldirections.


13/37

9

|

Mainfindingsanddiscussion

4Mainfindingsanddiscuss

ion

Surveyparticipantsandthe

ir

teachingcontexts

Surveyparticipants

Eightyper

centofparticipantswor

kinstateschools

and20pe

rcentinprivateinstitutions.Thiscontrasts

withother

recentsurveysofprima

ryteachers,

forexamp

lePapp(2011,p2)wherealmosthalf

ofrespondentsworkinlanguages

choolsandare

presumab

lyworkingintheprivate

sector,andthe

surveyofGarton,CoplandandBur

ns(2011)where

32percentofrespondentsworkintheprivate

sector.Itc

anbedifficulttocollect

datafromthestate

sectorthroughonlinesurveysasin

somecountries

governme

ntschoolsarenotaswe

llresourcedas

thoseinth

eprivatesector,andtea

chersdonot

haveacce

sstocomputersandthe

internet.Thisis

particularlyapparentwithteachersinruralschools.

Byfarthe

largestgroupofrespond

entsarefemale

(91perce

nt)whichisinlinewithresponsedatafrom

theGarton

etal(2011)survey80

.4percentfemale

respondents,indicatingthatgloballyprimaryschool

Englishteachingisajobthatappealstowomen.

Thelarges

tgroupofrespondents(35percent)

wereaged

3140andonlyfivepercentwereaged

under25,

whichmightreflectthelengthoftimeit

takestocompleteteachertraining

.Alternatively,the

lownumbersofrespondentsaged

under25might

bepartiallyattributabletothehigh

erproportionof

inexperien

cedteachersworkingin

ruralschools.

Asmentionedearlier,ruralschools

oftendonothave

thecomputerandinternetfacilitiesthaturbanschools

have,mak

ingsurveyresponsemoredifficult.

Intermso

frespondentsexperienc

e,thelargest

group(40

percent)hadbeenteac

hingformorethan

15years.Only14percenthadbee

nteachingfor

lessthant

hreeyears.Thisisintere

stingdatainthat

itappears

toindicatethatteaching

isalong-term

career:pe

oplewhoembarkonthe

professiontend

tostaywit

hit.Thedatainresponsetothequestion

Howmany

yearshaveyoubeenteachingEnglish?

Islessclear-cutwithroughlyequalnumbersof

teachersa

nswering48years,91

4yearsandover

15years.Thesefiguresindicatethatmanyteachers

probablys

tartedtheircareerteachingsubjectsother

thanEnglish,butmorerecentlyhavetakenonELT

.

T

hismaybeareflectiono

fthecurrentglobaltrend

forEnglishteaching,and

thefactthatEnglishisbeing

taughttoeveryoungerandyoungerlearners.

W

henaskedwhytheyhad

chosentobecomea

p

rimaryEnglishteacher(seeTable12forfullresults)

7

7percentrepliedIlike

childrenand68percen

t

Itsinterestingworkthe

rearemanyvariedactivities

d

uringtheday.29perce

ntofrespondentssaidthey

h

adchosenthisfieldbecauseItsarespectablejo

b;

2

0percentrespondedth

atprimaryteaching

Offerssecureemployment,butonly2percent

s

aidtheyhadchosenthe

careerbecauseitoffere

d

g

oodpromotionopportunities.

W

henaskediftheytaughtothersubjectsinaddition

toEnglish,44percentof

respondentssaidyes.

S

omeofthesubjectstheyalsotaughtincludea

v

arietyofotherlanguages(toonumeroustomention

a

llofthemhere),maths,s

cience,history,geograp

hy,

P

E,religiousstudies,art,healthstudies,music,

s

ocialstudies,cookery,IC

T,humanrightsand

foreignliterature.

Participantsteachin

gcontexts

Intermsofclasssize,92percentofteachers

reportedthattheytaught

classesofunder35

c

hildren.Onlyeightpercentofteacherstaught

c

lassesofmorethan50.Twopercentofteachers

reportedtheytaughtclas

sesofmorethan65.

T

heseteachersworkedin

Bahrain,Bangladesh,

B

arbados,Cameroon,Cro

atia,CzechRepublic,Egypt,

G

ermany,Italy,India,Rom

ania,Poland,SouthAfrica,

S

riLanka,Sudan,Uruguay

,theUSAandYemen.

Ineachcountry,onlyone

teacherreportedthey

taughttheselargenumbe

rs,withtheexceptionof

India(6teachers),Sudan

(5),SouthAfrica(3)and

Italy(2).However,during

interviewsadifferentpic

ture

e

merged:manyteachers

reportedthattheyorother

teachersintheirschoolshadclassesofover65,

a

ndoneteacherinBangladeshsaidhehad150

c

hildreninoneofhisclas

ses.Hoque(2009)states

thattheaverageteacher:studentratioinBanglad

eshi

s

tateprimaryschoolsis1

:56andassuch,every

c

lasswouldbeclassifiedaslarge.Itmaywellbeth

at

1

50studentsisanexceptionalcase.


14/37

10

|


Whenthe

researchervisitedruralprimaryschools

inCambod

iatointerviewteachers,sheobserved

severalcla

sseswithupto80childreninthem.

Someweresittingonthefloorina

lineunderthe

blackboardastherewerenodesks

orchairsfor

them,and

theteacherleanedover

themtowriteon

theboard.TheteacherinBangladeshsaidthatthe

schoolwo

uldnotbeappointedan

ewteacherifthere

werefewe

rthan80childrentotea

ch.Inthiscasethe

additional

studentswouldbedistributedamongthe

otherclasses.Itbecomescleartha

twhileinsome

countrieswetalkofthemaximumnumberofpupils

allowedin

aclass,inothercountriesitistheminimum

numberallowable.

Onereaso

nfortherelativelylownumbersofteachers

whosaidt

heytaughtlargeclasses

inthesurvey

mightbed

uetothefactthatthese

teachersworkin

schoolswithcomputersandintern

etaccess,whereas

schoolswithverylargenumbersofpupilsinclasses

arelikelyt

obeunder-resourcedan

dtheirteachers

maynothavebeenabletoparticip

ateinthesurvey.

Ininterviews,teachersreportedmanyproblems

connected

withteachinglargeclas

ses:oneofthe

mainissue

swascrampedconditions.AnIndian

teacherwithmorethan50studentsinherclasssaid:

Icannotmoveabouttheclassto

checkwhatthey

aredoingasthedesksaretooc

losetogetherand

Imaycatchmysari.Ihavenoideawhatthoseat

thebac

karewritingintheirbooksasIcannotsee

them.Ihaveanoperatingspace

ofabouttwoor

threesquarefeetatthefrontof

theroom.

Othercom

monlyreportedproblem

scausedbylarge

classsizewerethebreakdownind

iscipline,noise

levels,resultingteacherstressleve

lsandfinally

thelackoflearning.Largeclasssiz

esareoften

attributabletoaschoolsfinancialsituation,andin

privateschoolsthismaybedeterm

inedbyhowmuch

availablec

ashtheschoolhastopa

youtinsalaries.

Theheadteacherofaprivatescho

olinIndia,where

allclasses

numberedmorethan50

said:

Wehave2,700pupilsatthissch

oolandoutofthat

250stu

dentsarenotpayingany

feesbecausethey

cannot

affordit.So92percentofthetuitionfees

aregoingonlyforthesalariesoftheteachers

weareinaveryhardposition.If

youwantto

maintainthequality,youwantth

egoodteachersto

stayitsaveryoldschoolsoteachersareonvery

highsalaries.Itshardtomakeendsmeet.

T

heshiftsystemins

chools

Ininterviews,severalteac

hersreportedthattheir

s

choolsoperatedmorningandafternoon/evening

s

hifts.Thissystemenable

saschooltoeducatedo

uble

thenumberofpupils,and

isseenasaneconomical

s

olutiontotheneedforn

ewschoolstobebuiltas

thepopulationgrows.Usu

allytheprimarysection

or

lowerprimaryinalargep

rimaryschoolwillbetau

ght

intheearlymornings,from7a.m.tillafterlunchtim

e,

a

ndtheupperprimaryor

secondaryschoolfromearly

a

fternoononwards.Some

teachersinterviewedsa

id

thattheyworkedbothshifts,butnotnecessarilya

tthe

s

ameschool.Fiveofthe1

1teachersinterviewedin

E

gyptsaidtheyundertookthisworkastheycould

not

s

upporttheirfamilieswith

outtheextraincome.

T

eachershortages

C

ambodiahaslongexper

iencedashortageof

p

rimaryschoolteachers,

andfrom19962002the

g

overnmentdealtwiththisproblembyhiringcontract

teachers(Geeves&Bredenberg,2005)however

theschemewaseventuallywoundupasithad

r

aisedawkwardquestionsaboutteacherqualitya

nd

e

ducationalefficiency(op.cit,page4).Oneimpac

t

o

ftheteachershortageinCambodiainrecenttim

es

isthatNGOsandgap-yearholidaycompaniesare

e

mployinglocalteachers

andwesternexpatriates

toteachinstateinstitutio

ns.AnAmericanteacher

w

hohadcometoCambodiaforatwoweekteaching

v

acationsaid:

Imnotacertifiedteachernomyday-to-dayjob

isinthecorporateworld.InfactIhaventreceived

anyteachertraining,butIlovethework.Ienjoy

teachingEnglishinparticularbutIthinkits

importanttogiveback

tothecommunityinany

way

youcan.Iliketodomy

bittohelp.

A

Cambodianteacherwhowasinterviewedsaidth

at

h

ewasemployedbyanN

GOtoteachEnglishinlo

cal

s

tateprimaryschools,andwaspaidbythehour.

Itwastohisadvantageto

teachasmanylessonsin

a

dayashecould,andhe

managedtoearnupto

$

400amonthdoingthis.

Thismaybecomparedt

o

the$50amonththatastateprimaryschoolteach

er

p

aidbyalocaleducation

authoritymightearn.

H

owever,thispracticewa

snotwithoutitsdrawbacks,

a

ndoneheadteachercomplainedthatteachersw

ho

w

ereemployedtoteachinmultipleschoolsoften

h

adnotimetoplanlessons,staytotalktopupils

a

ftertheclass,setormar

khomeworkandwerenot

a

vailableforstaffmeeting

sortomeetparents.


15/37

11

|


Aninnovativeresponseto

teacher

shortages

Asmentionedearlier,manycountriesdealwith

teachersh

ortagesbyincreasingth

enumbersof

learnersin

aclass.HoweverinCub

aadifferent

approachhasbeenadopted.Carnoy,Goveand

Marshall(2

007)reportthatclasssizesinprimary

schoolsin

Cubaaresmall:currentlyabout20pupils,

howeverthecountrystillhasanac

uteshortage

ofteacher

sinruralareas,particula

rlyEnglish

teachers.Ininterviews,teacherssaidthatthe

Cubangov

ernmentsresponsehas

beenthe

implementationofTVEnglish,Englishlanguage

lessonswhicharebroadcastaroun

dthecountry,

andcanbeshowntochildrenbya

teacherwith

minimalEn

glish.Theseprogramme

saredelivered

bilingually,andseparateseriesbro

adcastlessons

foradultsbeforetheyleaveforworkinthemornings

andforschoolchildrenduringthe

teachingday.


16/37

12

|

Ageofsta

rtingtolearnEnglish

5Age

ofstarting

tolearnE

nglish

Inrespons

etothequestionWhata

gedochildrenstart

learningEnglishinyourschool?54

percentreplied

atagesix

(Grade1)oryounger.On

lyfourpercent

responded

childrenstartedlearnin

gatagetenor

older.Again,thisreflectsthegloba

ltrendforlearning

Englishat

everyoungerages.

Thelarges

tgroupofteachers(74percent)teach

childrenaged910yearsold,58p

ercentteach

childrenaged78yearsoldand56percent1112

yearsold.

Onlysixpercentofteac

hersteachchildren

underfive

yearsold.Firstimpressionsofthesefigures

mayseem

odd,giventhatthemajo

rityofrespondents

saidchildr

enstartedlearningEnglishattheir

schoolsbe

foretheageofseven.H

owever,ifthese

figuresare

viewedinrelationtothenumberofyears

experiencethatteachershave,atrendbecomes

clear:moreexperiencedteachersareteachingolder

learnersandinexperiencedteache

rsareteaching

youngerle

arners.Thistheoryisbo

rneoutbyacross

tabulation:(X=35.83,df=16,p


17/37

13

|

Teachers

qualificationsandtraining

6Teachersqualificationsa

ndtraining

Qualificationsheldandinitial

teacher

training

Inmanyco

untriestherearesevera

ltraining

pathwaysopentoprimaryteachers,andavariety

ofqualifica

tionsaredeemedaccep

tableto

employers

.Inrespectofqualifications,38percent

ofteacher

sreportedthattheyheld

adegreeand

25percentthattheyheldaMastersDegree;

35percentsaidtheydidnothave

aqualification

toteachprimarylevels,and21per

centreported

thattheyw

erenotqualifiedspecificallytoteach

English.Th

esefiguresareworrying

giventhetrend

indevelop

edcountriestoensurethatteachingis

anall-grad

uateprofessionandtofi

ndsomany

teachersw

hoarenotadequatelyq

ualifiedfor

theteachingtheyarecurrentlyund

ertaking.

However,thesefigureshavetobebalancedwith

thefactthat77percentreportedtheyhaddone

TeachingP

racticeaspartoftheirinitialteacher

training,and26percentsaidthishadlastedformore

than20weeks.Again,thishastobebalancedbythe

factthat26percentsaidtheirTeachingPractice

lastedless

thanfourweeksintotal.While20per

centoftea

cherssaidthathardlyanyornoneoftheir

TeachingP

racticewasdevotedtotheagegroup

thattheyc

urrentlyteach,53percentreportedthat

allormostofitwas.Fromthesefig

ures,wecansee

thataglob

alpictureisbeginningtoemerge,showing

distinctdif

ferencesbetweenthose

teacherswhoare

well-qualifi

edandwell-trained,and

thosewhoarenot.

InThailand

oneteacherreportedthatshehadnot

undertakenthestandardteachertrainingrouteinto

theprofession:

Iworkedina[Buddhist]temples

choolfortwoyears,

teachingEnglishtopoorboyst

heyaretraining

tobem

onks.AtthistimeIhadnoqualifications,

butthis

experienceenabledmetopasstheteachers

training

test,todoaBEdandtogetthisjobina

[govern

ment]school.

In

onecountry,eightoutofninestateprimary

teachershadtobeinterviewedthroughatranslator

astheyhadinsufficientEn

glishlanguagetobe

in

terviewedotherwise.AlltheseteachershadELT

asadesignatedsubjectin

theirschool,andallsaid

theirinitialteachertrainin

ghadincludedaspecific

focusonELT.Itisnotknowntowhatextentthis

situationexistsinotherar

easofthecountry,or

in

factinothercountriesaroundtheworld.

C

ontinuingprofessio

naldevelopment

In

termsoftheirdevelopm

entsincequalifying,

8

5percentreportedthat

theyhadundertaken

somesortoftrainingcourse.Mostteacherssaid

thecourseshadbeenorg

anisedbytheirMinistry

o

fEducation(54percent

),withlocalteachers

associationscomingseco

nd(2percent).Of

theteacherswhohadnot

undertakenanypost-

q

ualificationtrainingcour

ses,79percentrespond

ed

thattheywouldliketoattendfurthertrainingcour

ses

o

rworkshopsshouldthey

b

eavailable.Someofthe

reasonstheysaidthey

w

ouldlikefurthertraining

include:

Q

tolearnaboutclassroo

mmanagementand

dealingwithdisciplineissues

Q

newmethodsofteaching

Q

tofocusongroupwork

andgroupmanagement

Q

learnhowtousetechnology

Q

childrenspsychologya

ndhowtheylearn

atdifferentages

Q

tokeepuptodate

Q

Ineedextrapracticew

ithprimaryclassroom

Q

teachingmethodsforlargeclasses

Q

itisgoodtomeetotherteachersatworkshops

toshareexperiencesandideas


18/37

14

|

Teachers

qualificationsandtraining

Q

training

sometimeshelpsmefindsolutions

tomyproblems

Q

tosusta

incontactwithrealEnglishlanguage

Q

tolearn

howtomotivatestudents

Q

torefreshideas

Q

Iwanttolearnhowtodealwithparents

Q

Iwould

liketoimprovemyspeak

ingability

Q

IwanttoknowaboutCLIL

Q

tohelpmeenrichmyknowledge

Q

mystud

entsarealwayschangingIneedtoknow

howtoteachthem

Q

without

trainingIcouldbeleftbehind

Q

agoodteacherisalife-longlear

ner.

Only30pe

rcentofteacherssaidt

heywerea

membero

fateachersassociation,

and67percent

werenotc

onvincedthattherewereclearcutbenefits

tojoining.

Thisseemsstrangegiventhefactthat

29percen

toftheirteacherdevelo

pmentcourses

andworkshopshadbeenprovided

bylocalteachers

associations,withonlytheMinistry

ofEducation

providingmore.Onepossiblereaso

nforthe

difference

inopinionrelatingtotea

chersassociations

maybedu

etocost.Aprimaryschoolheadteacher

interviewe

dinCameroonsaidthat

hewouldloveto

beamemberofhislocalteachersassociation,but

thatjoiningwouldcosthimtwoweekssalaryandas

hehadafamilytosupport,joiningwasnotpossible.


19/37

15

|

Opportuni

tiesforpromotion

7Opp

ortunities

forpromot

ion

Thirty-sixp

ercentofrespondentsbelievethereare

opportunitiesforcareerdevelopmentasaprimary

schoolEng

lishteacherintheircountry.Thisisafairly

lowfigure,

butmightnotinitselfbe

anissueforthe

profession

.Duringinterviews,manyteacherssaid

theywere

happytoremainintheclassroomasthis

iswhytheyhadchosentogointotheprofessionin

thefirstplace.

Becoming

aschoolprincipalonedayappealedto

21percen

tofteachersinthesurvey.Nearlyall

teachersinterviewedsaidtheywou

ldnotliketo

becomea

principalorheadteache

rbecauseof

theadministrativeburdentherolewouldinvolve.

Mostsaidtheylovedteachingandwantedtostayin

theclassro

om.Somesaidtheywou

ldliketobecome

aHeadofDepartmentifitwaspossible,butothers

saidthatp

romotionfortheminvolv

edmovingout

ofprimary

teachingandintothese

condarysection

oftheirschool.


20/37

16

|

Teachersa

tisfactionandattitudestowardstheprofession

8Teachersatisfa

ctionandattitudes

towardsthepr

ofession

Whatma

kesagoodprimary

Englishteacher?

Teachersw

ereaskedtorankalistofpersonaland

profession

alqualitiesinresponsetothequestion

Whatmake

sagoodprimaryschoolEnglishteacher?

(seeTable

32)Thelargestnumber

ofparticipants

putGoodEnglishlanguageskillsas

mostimportant,

andHavingchildrenofyourownas

leastimportant.

Otherqualitiesdeemedimportantwere:Teaching

experience,Teachingknowledge,A

kindand

understandingpersonality,andGoo

dqualifications.

Areasthat

teachersregardedasbe

ingofless

importancewere:Knowledgeofthesyllabusand

examsystem,Abilitytokeepdiscipline,Knowing

theruleso

fEnglishgrammarandth

eAbilityto

playgamesandsingsongs.

Teacher

satisfaction

Areteache

rshappy?Lessthantwo

percentof

primarysc

hoolteacherssaidtheywereunhappyin

theirchosenprofession,and44pe

rcentsaidthey

werevery

happy.69percentsaidtheywouldlike

tostayinthisjob,andonly9percentsaidthey

wouldlike

toleaveteachingandtakeupanotherjob.

Duringinte

rviews,oneofthemain

reasonsteachers

gaveforw

antingtoleavetheprofe

ssionwasmoney.

Agreatma

nyoftheteachersinterviewedsaidthey

didnotearnenough,andthiswasparticularlyacute

withmaleteacherswhohadafamilytosupport.

Itwasrepo

rtedabovethatonlyeig

htpercentof

surveyrespondentstaughtclasses

ofmorethan50.

Ofthisgroup,88percentrespondedthattheywere

happyor

veryhappytheyhadbe

comeaprimary

schoolEng

lishteacher;12percentsaidtheywere

notsohap

pyandnobodyrespond

edtheywere

unhappyorveryunhappy.Althou

ghthesample

sizeinthis

caseissmall,iftestedonalargerscaleit

mayindica

tethatlargeclasssizeis

notadetermining

factorinjo

bsatisfactionforprimaryschoolteachers.

Whenaske

diftheywouldrecommendacareer

inprimary

Englishteachingtoyoun

gpeopletoday,

65percen

tsaidyes,theywould.D

uringinterviews,

oneofthe

mainreasonsgivenforn

otwanting

torecomm

endprimaryteachingas

acareerwas

thelowsalariesonoffercompared

tothosein

otherprofessions.

23percentofrespondentssaidtheygaveprivate

tu

itionafterschoolhours;tenpercentsaidthey

w

orkedinmorethanoneschoolandsevenperce

nt

saidtheyhadanotherjob

whichwasnotconnecte

d

to

schoolteaching.Ininte

rviews,themostfrequen

tly

givenreasonfortakingon

additionalworkwasto

supplementateachersin

come.Maleteachersin

particularweremorelikelytotakeonadditionalwork.

H

oweverthiswasnotatre

ndthatwasborneoutb

y

th

esurveydata:achisquaretestdidnotindicate

significantdifferencesbet

weennumbersofmen

andwomenwhosaidthey

gaveprivatetuition

afterschoolshours,orwh

ohadanadditionaljob

(X

=4.74,df=3,p=0.19).

Sometimesteachersfoundthemselvesworkingve

ry

lo

nghourstomakeenoug

hmoneytosupporttheir

fa

milies.Ofthemaleteach

ersinterviewedinEgypt

(a

llwerefromthestatese

ctor)onesaidhehada

fu

lltimejobasaprimaryschoolEnglishteacherand

w

orkedforanadditionalfourhoursaday,sevendays

a

week,asthemanagerofasmallprivatehospital.

O

therteacherssaidtheygaveprivatelessonsafte

r

schoolhoursforuptofive

hoursaday,orworked

at

tw

oschoolsoneinthem

orningsandtheotherin

afternoons/evenings.

T

eacherspayasacontributoryfactor

t

otheirhappiness

Thesurveydidnotaskaboutteacherspayforthe

re

asonthatdirectcompar

isonsbetweencountries

aredifficultbecauseofdifferencesinthecostofliving

andtheperksthatsometeachersreceiveinaddition

to

theirsalary.However,lo

wsalarywasaproblem

that

affectedmanyoftheteac

herswhowereinterview

ed,

andwasthemostcommo

nlycitedreasonfor

dissatisfactionwithinthep

rofession.Anewlyqualified

primaryschoolteacherin

thestatesysteminEgyp

t

w

ouldexpecttoearnLE3

00permonth(33).

In

Cuba,newlyqualifiedte

achersreportedthey

earned400Pesospermo

nth(about$16)andthey

saidtheycouldearnmuchmorebyworkingaswaiters

ortaxidriversinthetourismsector.Thisappeared

to

beanattractiveprospe

ctforsomeoftheyoung

er

te

achersinterviewed,and

accordingtoCarnoy,

G

oveandMarshall(2007)

isbecominganincreasing

problemforCuba.


21/37

17

|

Teachersa

tisfactionandattitudestowardstheprofession

TheTibeta

nteacherslivingandworkinginexilein

Indiareportedtheyearnedlesstha

nathirdofwhat

theIndian

teachersworkinginprivateinstitutions

did.Howev

er,forthisgroupsalarydidnotseem

tomatter:theywerethehappiesto

fallteachers

interviewed.ArecentarticleinThe

SundayTimes

(Oakeshott,2012)reportsonastud

ybytheInstitute

ofEconom

icAffairswhichfoundthatthemost

importantindicatorofhappinessin

thepopulationis

wealth.Howeverthismaynotbetrueforallcultures

andtheTib

etansseemtobuckthe

trendinthis

respect.Th

eDalaiLamabelieveshappinessisinternal

andcanbeachievedthroughtrain

ingthemind

(H.H.TheD

alaiLama&Cutler,1998

).Hebelievesitis

particularlyimportantthatpeoplereachouttohelp

othersby

endowingtheseedofcompassionfor

others,andlesseningtheirself-inte

rest.Theworldof

theTibetanteachersreflectsthisbelief:theyteach

longerhou

rsthanotherteachersa

roundtheworld

(currently6daysaweek)andreceivelesspay,butare

supremely

happy.Theteachersrep

ortedthattheir

happiness

comesfromtheirbeliefintheDalaiLamas

teachings.

Itmayalsobeduetotra

iningtheirminds

ashesugg

ests.

1


22/37

18

|

Conclusion

sandrecommendations

9Con

clusionsan

drecommendations

Thisstudy

hasindicatedthatcertainglobaltrends

existinthe

training,professionalde

velopmentand

teachingcareersofprimaryEnglish

teachersaround

theworld.Sometrendsareextremelypositive,

forexamplethatsomanyteachers

reportedthey

areveryhappytheychosetheprofessionandwould

notwantto

leaveitforanothertypeofjob.However,

notallthetrendsarepositive,andtheprofession

needstog

ettogripswithcertainissuesifhighquality

Englishtea

chingistobeofferedto

alllearners.

Therecom

mendationswhichfollow

havearisenfrom

thefinding

softhestudy.

Recomm

endation1:Conditionsforlearning

Conditions

forlearninginsomeprimaryEnglish

classesare

notideal.Measuresnee

dtobetakento

reduceclasssizeswherepossible,andtodealwith

teachersh

ortages.Thiscouldbedoneby:

Q

Adoptingashiftsystemofteachinginschools,

sothatclassescanbesplit.

Q

Training

andhiringmoreteachers.

Q

Investigatingtheuseoftechnolo

gyinplaceofa

teacher

wherenoneisavailable.

Ideally,sch

oolsshouldonlyhireEnglishteacherswho

areproficientinthelanguage.This

couldbedone

byinterviewingteachersinEnglish,oraskingthem

toprovide

certificatesshowingthattheyhadbeen

specifically

trainedtoteachthesub

ject.

Recomm

endation2:InitialTeacherTraining

Manyteachershavenotbeenspec

ificallytrainedto

teachEnglish,ortoteachthelevel

thattheycurrently

teach.This

willimpactonchildrens

learningand

mayalsole

adtoteachersfeelingstressedintheir

jobs.Ones

pecificfindingthatarosefromthestudy

wasthatyoungerorinexperienced

teacherstended

toteachth

eearlygrades,andmoreexperienced

orolderte

acherstaughttheupper

grades.Insome

contextsp

romotionforateacherm

eansmovingup

theschool

toteachthehigherlevels.Itisstrongly

recommen

dedthateducationprovidersrecognise

thatteachingyoungerlearnersisa

worthyprofession

andnotjus

tastartingpointfornew

lyqualifiedand

inexperien

cedteachers.

Q

Teachersofearlyyears

needspecifictrainingto

teachthisagegroup.

Q

Teachertrainingneeds

tofocusontheleveltobe

taughtbyateacherwhentheyqualify,andtraining

providersareencourag

ednottocontinuewiththe

currentsystemofprovidingagenericteaching

qualification,whichdoe

snotfocusonaparticular

agerangeorleveloflearner.

Q

TeachersofEnglishlanguageneedtobe

specificallytrainedtoteachthissubject.

Q

Studentsshouldonlybeselectedfortrainingas

an

Englishteacheriftheyhaveagoodknowledgeof

thelanguage,oriftheir

trainingprovidesadequ

ate

instructionforthemtoacquirethisknowledge.

R

ecommendation3:

Professional

D

evelopmentfortea

chers

Teacherslikeprofessional

developmentandseeit

asanessentialpartoftheirjob.Howevermany

te

achersarestillnotreceivinganyin-servicetraining.

In

somecasesheadteach

ershavesaidthattheyfi

nd

it

difficulttoreleaseteach

ersforthesecoursesas

th

ereisnobodytotaketheirclasseswhiletheyare

away.Morein-servicecoursesandworkshopsneedto

bemadeavailableforteac

hers,andtheseneedno

t

costagreatdealofmoney.

Q

Headsneedtorecognisethatin-serviceworksh

ops

providevaluableprofes

sionaldevelopment

forteachers,andthishastobetakeninto

considerationwhenallo

catingstafftimetables.

Q

Alternatively,workshopscouldbeorganisedat

weekendssothatteach

ersdonothavetomiss

classestoattendthem.However,abalancehas

to

befoundbetweenwork

timeandteachershom

e

life.Introducingmorenon-teachingdaysintothe

curriculumcouldbeas

olutiontothisproblem.

Q

Attendanceatprofessio

naldevelopment

sessionscouldbelegitimisedbylinking

participationtopromot

ion.

Q

Experiencedteachersc

ouldbeencouraged

topresentworkshopsa

ttheirschoolwhichwou

ld

beopentoteacherswithintheirdistrict.

1


23/37

9

|

Conclusion

sandrecommendations

Q

Goodte

acherscouldbeidentifie

dandaskedto

teachm

odellessonstoagroupofstudents,sothat

otherte

achersmightwatchand

learnfromthem.

Q

Teacher

sneedtobeencouragedtocarryout

actionresearchprojectsincollaborationwith

others.Findingsandrecommend

ationscould

bebene

ficialtotheschoolorwidereducation

communityasawhole.

Recomm

endation4:Promot

ion

opportunitiesforclassroom

teachers

Onlyathirdofteachersthinkprima

ryEnglish

teachingoffersanysortofpromotionopportunities.

Iftheprofe

ssionwantstoattracthighquality

applicants

andretainthebestthatithas,then

effortshav

etobemadetooffermorepromotion

opportunit

ies.Thismightinvolveor

ganisingtraining

coursesin

educationalleadershipforteachers

selectedbytheirschool.Onceateacherhadtaken

partinthe

leadershipprogrammet

heywouldbe

eligibletoapplyforpostsofrespon

sibilityeither

attheircurrentschooloratanothe

rone.

Leadership

postsshouldcarryadditionalsalary

incrementstoincentivisethem.

Recomm

endation5:Teachersatisfaction

Mostprima

ryEnglishteachersarehappythey

wentintotheprofessionanddonotwantto

changethe

irjob.Inordertomainta

inthislevel

ofsatisfaction,employersaregoing

tohaveto

workhard.

Theprofessionismarkedbypoorlevels

ofpayinsomecases,andtheglobalspreadof

tourismisincreasinglyofferingothermore

lucrativew

orkopportunitiesforpeoplewitha

goodlevel

ofeducationandhighle

velsofEnglish.

Iftheprofe

ssionistoretainitsbest

teachersthen

effortshav

etobemadetokeepteachershappy.

Keepingte

achershappycouldbea

chievedthrough

theimplem

entationoftherecommendationsmade

above.The

currentstudydidnotse

ektofindout

exactlywhichaspectsoftheirjobm

aketeachers

happy,how

everitdiduncoversomeinteresting

findingsin

thisrespect.Accesstog

oodquality

trainingan

ddevelopmentisvalued

highly;earning

enoughmoneytosupportyourfam

ilyisalsorated

asimporta

nt,butmoneyonitsown

isnotthedriving

forcebehindateachersjobsatisfaction.

2


24/37

0

|

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(2009b)Theagefactorincontext.

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Oakeshott,

I.(2012)Sorry,PM,moneymakesushappy.

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surveyonYLassessmen

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S.J.(1985)Effectiveschools:Interpreting

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Sargent,T.

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Scrivener,J.(2009)Learningteaching.

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W

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22


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2

|

Appendix1

App

endix1S

urveyresp

ondents

#

Ans

wer

Response

%

1

Priva

te

428

20%

2

State

1,663

80%

Total

2,091

100%

Table1.W

hattypeofschooldoyouc

urrentlyworkinasyourma

injob?

#

Ans

wer

Response

%

1

Rural

659

27%

2

City/town

1,809

73%

Total

2,468

100%

Table2.Aboutyourmainjob.Isthisa

ruralorcityschool?

#

Ans

wer

Response

%

1

No

1,241

59%

2

Yes

Igiveprivatetuition

490

23%

3

Yes

Iworkparttimeinanother

school(pleasesaywhattypeof

schoolthisis)

213

10%

4

Yes

Idoanothertypeofjob

(plea

sesaywhatthisis)

154

7%

Total

2,098

100%

Table3.Doyoudoanyotherpaidworkapartfromthisjob?

#

Ans

wer

Response

%

1

Male

218

9%

2

Fema

le

2,206

91%

Total

2,424

100%

Table4.Areyoumaleorfemale?

23


27/37

|

Appendix1

#

Ans

wer

Response

%

1

Unde

r25

113

5%

2

263

0

447

18%

3

3140

849

35%

4

4150

643

26%

5

Over

50

384

16%

Total

2,436

100%

Table5.Howoldareyou?

#

Ans

wer

Response

%

1

Less

than1year

67

3%

2

13y

ears

265

11%

3

48y

ears

531

22%

4

914

years

572

24%

5

15+years

970

40%

Total

2,405

100%

Table6.Yo

urteachinghistory.Howmanyyearshaveyoubeena

teacher?

#

Ans

wer

Response

%

1

Less

than1year

102

4%

2

13y

ears

341

14%

3

48y

ears

701

29%

4

914

years

594

25%

5

15+years

663

28%

Total

2,401

100%

Table7.Howmanyyearshaveyoube

enteachingEnglish?

24


28/37

|

Appendix2

App

endix2R

espondent

steaching

contexts

#

Ans

wer

Response

%

1

Unde

r5yearsold

139

6%

2

56y

earsold

654

26%

3

78y

earsold

1,435

58%

4

910

yearsold

1,830

74%

5

1112yearsold

1,374

56%

Table8.Whatagesofchildrendoyou

teach?(youcantickmorethanonebox).

#

Ans

wer

Response

%

1

Less

than20

835

34%

2

2135

1,465

59%

3

365

0

118

5%

4

5165

17

1%

5

668

0

16

1%

6

More

than80

18

1%

Total

2,469

100%

Table9.Howmanychildrenareinthe

mainclassyouteach?

#

Ans

wer

Response

%

1

Unde

r5yearsold

444

18%

2

5

186

8%

3

6

699

28%

4

7

430

17%

5

8

413

17%

6

9

208

8%

7

10

54

2%

8

Olderthan10

39

2%

Total

2,473

100%

Table10.W

hatagedochildrenstartlearningEnglishinyourscho

ol?

25


29/37

|

Appendix2

#

Answer

Response

%

1

No,IteachEnglishonly

1,356

56%

2

Yes,I

teachothersubjects

(pleasesaywhat)

1,050

44%

Total

2,406

100%

Table11.D

oyouteachanyothersubjects(inyourschool)beside

sEnglish?

#

Answer

Response

%

1

It'sa

goodcareer

463

19%

2

Ithas

goodpayorpension

88

4%

3

There

arelotsofteaching

jobsavailable

132

5%

4

Itofferssecureemployment

480

20%

5

Ilike

children

1,868

77%

6

Iwasn'tqualifiedtodo

anyth

ingelse

60

2%

7

Youh

aveashortworkingday

128

5%

8

Thejobisnottoodifficult

28

1%

9

It'sin

terestingworkmany

variedactivitiesduringtheday

1,651

68%

10

There

aregood

prom

otionopportunities

47

2%

11

Ichoseitinsteadofdoing

milita

ryservice

3

0%

12

Oppo

rtunitiestotravel

117

5%

13

Nota

lotofotherjobswere

availa

bleatthetime

121

5%

14

Some

bodyrecommended

teach

ingasacareer

137

6%

15

Youg

etahousewiththejob

10

0%

16

Youh

avelongholidays

304

13%

17

Thetrainingwaseasy

20

1%

18

It'sa

respectablejob

691

29%

Table12.W

hydidyoubecomeateacher?(pleasetickthreereasons).

26


30/37

|

Appendix3

App

endix3In

itialteachertraining

and

qualificationsh

eld

#

Answer

Response

%

1

Secondaryschoolleaving

certificate

727

31%

2

Teachingcertificate

1,248

53%

3

Bachelorsdegree

901

38%

4

Mastersdegree

574

25%

5

Postg

raduateteachingcertificate

ordip

loma

467

20%

6

Other(pleasestatewhat)

321

14%

Table13.P

leasetickthequalifications

youhave(youcantickmorethanonebox).

#

Answer

Response

%

1

Yes

1,530

65%

2

No

815

35%

Total

2,345

100%

Table14.D

oyouhaveaqualificationspecificallytoteachprimary

education?

#

Answer

Response

%

1

Yes

pleasesaywhatthisis:

1,839

79%

2

No

479

21%

Total

2,318

100%

Table15.D

oyouhaveaqualificationspecificallytoteachEnglish?

#

Answer

Response

%

1

Yes

666

29%

2

No

1,664

71%

Total

2,330

100%

Table16.A

reyoucurrentlystudyingforafurtherqualification?

27


31/37

|

Appendix3

#

Answer

Response

%

1

Bachelor'sdegree

110

17%

2

Mastersdegree

152

24%

3

Postg

raduatecertificateor

Diploma

110

17%

4

CELTA/DELTA/Trinitycertificate

31

5%

5

Doctorate

44

7%

6

Otherpleasesaywhat

193

30%

Total

640

100%

Table17.Ifyousaidyes,whatisthis?

#

Answer

Response

%

1

Yes

1,801

77%

2

No

525

23%

Total

2,326

100%

Table18.D

idyoudoteachingpracticeinaschoolaspartofyour

trainingorqualifications?

#

Answer

Response

%

1

2weeksorless

155

9%

2

24w

eeks

291

17%

3

48w

eeks

396

23%

4

812

weeks

272

16%

5

1320weeks

172

10%

6

More

than20weeks

453

26%

Total

1,739

100%

Table19.Ifyouansweredyestothep

reviousquestion,howlong

didyourTeachingPractice

lastfor?

28


32/37

|

Appendix3

#

Answer

Response

%

1

Allof

it

724

41%

2

Most

ofit

368

21%

3

Abouthalfofit

376

21%

4

Hardlyanyofit

149

8%

5

None

ofit

148

8%

Total

1,765

100%

Table20.H

owmuchofyourTeaching

PracticewasdevotedtoteachingEnglish?

#

Answer

Response

%

1

Allof

it

401

23%

2

Most

ofit

523

30%

3

Abouthalfofit

489

28%

4

Hardlyanyofit

160

9%

5

None

ofit

193

11%

Total

1,766

100%

Table21.H

owmuchofyourTeaching

Practicewasdevotedtoteachingtheagegroupthaty

oucurrentlyteach?

29


33/37

|

Appendix4

Appendix4P

rofessionaldevelopment

sinc

equalifying

#

Answer

Response

%

1

Yes

1,939

85%

2

No

342

15%

Total

2,281

100%

Table22.H

aveyoureceivedanytrainingsincequalifyingasatea

cher?

#

Answer

Response

%

1

Yes

277

79%

2

No

11

3%

3

Unsure

62

18%

Total

350

100%

Table23.IfyouansweredNOtothepreviousquestion,wouldyou

liketoattendfurthertrainingcoursesorworkshops?

#

Answer

Response

%

1

MinistryofEducationorother

governmentorganisation

1,029

54%

2

BritishCouncil

429

22%

3

Local

teachersassociation

548

29%

4

Theschoolwhereyouwork

475

25%

5

Other(pleasesaywho)

321

17%

Table24.Ifyouhavehadfurthertrainingsincequalifying,whoprovidedit?

#

Answer

Response

%

1

Nopr

oblems

1,152

52%

2

Yes,I

wouldlikeatraining

cours

ebecause

1,061

48%

Total

2,213

100%

Table25.D

oyouexperienceanyprob

lemsinyourteachingwhichyoufeeltrainingcouldhelpyouwith?

30


34/37

|

Appendix4

#

Answer

Response

%

1

Yes

679

30%

2

No

1,556

70%

Total

2,235

100%

Table26.A

reyouamemberofanEng

lishteachersassociation?

#

Answer

Response

%

1

Yesdefinitely

722

33%

2

Some

times

833

38%

3

NoId

on'tthinktheydo

108

5%

4

Iamu

nsure

535

24%

Total

2,198

100%

Table27.D

oyouthinkEnglishteachersassociationsprovideany

usefulbenefits?

#

Answer

Response

%

1

Yes

410

18.59

%

2

No

1,795

81.41

%

Total

2,205

100%

Table28.H

aveyoueverwonateachin

gawardorprize?

#

Answer

Response

%

1

MinistryofEducation

177

32%

2

Yourschool

171

31%

3

BritishCouncil

35

6%

4

Teach

ersAssociation

49

9%

5

Other

(pleasesaywho)

120

22%

Total

552

100%

Table29.Ifso,whoawardedtheprize?

31


35/37

|

Appendix4

#

Answer

Response

%

1

Yes

781

36%

2

No

804

37%

3

Notsure

592

27%

Total

2,177

100%

Table30.D

oyouthinkthereareopportunitiesforcareerdevelopm

entasaprimaryschoolEng

lishteacherinyourcountry

?

#

Answer

Response

%

1

Yes

451

21%

2

No

1,169

54%

3

Notsure

542

25%

Total

2,162

100%

Table31.W

ouldyouliketobecomeaschoolprincipaloneday?

#

Answer

1

2

3

4

5

6

7

8

9

10

Respons

e

1

Good

English

langu

ageskills

940

435

290

193

116

66

43

23

13

7

2,126

2

Havin

gchildrenof

yourown

39

140

53

65

67

75

112

141

213

1,221

2,126

3

Knowledgeofthesyllabus

ande

xamsystem

19

104

222

172

215

211

291

306

407

179

2,126

4

Good

qualifications

195

272

261

326

1

87

232

215

178

185

75

2,126

5

Teach

ingexperience

234

341

368

342

3

69

200

119

89

51

13

2,126

6

Akind

andunderstanding

perso

nality

314

203

231

228

2

77

360

214

186

86

27

2,126

7

Ability

toplaygamesand

sings

ongs

32

110

128

201

2

48

317

416

303

276

95

2,126

8

Knowingtherulesof

Englis

hgrammar

12

98

118

133

1

57

240

291

494

393

190

2,126

9

Teach

ingknowledge

289

332

308

268

2

52

153

132

145

190

57

2,126

10

Ability

tokeepdiscipline

51

90

147

197

2

38

271

292

262

312

266

2,126

Total

212

52125

2126

2125

2126

2125

2125

2127

2126

2130

Table32.Inyouropinion,whatmakes

agoodprimaryEnglishteacher?Pleaserankinorderofimportance.

1

=mostimportant,10=leastimportant.

32


36/37

|

Appendix5

Appendix5Teachersati

sfaction

#

Answer

Response

%

1

Veryhappy

957

44%

2

Happy

987

46%

3

Notsohappy

191

9%

4

Unhappy

10

0%

5

Veryunhappy

11

1%

Total

2,156

100%

Table33.A

reyouhappyyoubecameaprimaryschoolEnglishteacher?

#

Answer

Response

%

1

Iwouldliketostayasaprimary

schoo

lteacher

1,498

69%

2

Iwouldliketoteachin

anoth

ertypeoforganisation

(pleas

esaywhat)

474

22%

3

Iwouldliketoleaveteaching

andtakeupanotherjob

(pleas

esaywhat)

189

9%

Total

2,161

100%

Table34.In

thefuture,wouldyouliketostayasaprimaryschoolteacher,ormoveintosome

otherkindofwork?

#

Answer

Response

%

1

Yes

1,410

65%

2

No

200

9%

3

Notsure

551

25%

Total

2,161

100%

Table35.W

ouldyourecommendacareerinprimaryEnglishteachingtoyoungpeopletoday

?

ISB

B

The

oft

Are


37/37

BN978-0-86355-689-0

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2012BrandandDesign/B487

eBritishCouncil

createsinternationalopportunitiesforthepeople

theUKandothercountriesandbuildstrustbetw

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egisteredcharity

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