| dc.description |
The major aim of this study was to assess the influence of teachers‟ competence on
learning English in primary schools in Zanzibar. Specifically, the study addressed
three objectives which are (1) assessment of teachers‟ competence in teaching
English to standard VI and V11 learners; (2) assessing the learners‟ communicative
ability in English; and (3) establishing the relationship between teachers competence
and learners performance in terms of language proficiency. The study mainly
employed the qualitative approach. In particular, it employed a case study design.
Two schools categories, one with more competent teachers (MCT) and another with
less competent teachers (LCT), were selected for comparison. A total of 88
respondents were involved in this study. All groups of respondents were selected
using purposive sampling technique. Data was collected through interviews,
observation, and through setting a test that was done by learners to measure their
ability in English language skills. The qualitative data was analyzed and presented
descriptively. However, in some qualitative elements simple statistics like numbers
and percentages were used to draw some inferences.
The findings of this study, generally, revealed that the incompetence of English
language teachers in both MCT and LCT schools was found to have a relationship
with learners‟ deficiencies in core language skills. Basing on the findings, the study
recommended that English language teachers at primary level should be provided
with qualifying training and preparation so that they can be more competent to assist
learners to improve their core language skills. This requires a combined effort of all
stakeholders in the education sector in Zanzibar such as curriculum planners, English
language coordinators in the TRCs, text book writers and English language teachers. |
|