b487 eltrp emery research paper final web v2
TRANSCRIPT
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Ag
lobalstu
dyofprimaryEnglish
tea
chersqualifications,train
ing
and
careerdevelopm
ent
Helen
Emery,UniversityofEssex
ELTResear
chPapers1208
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AglobalstudyofprimaryEnglish
teachersq
ualificat
ions,training
an
dcareer
develop
ment
Hele
nEmery,UniversityofEssex
ELTResearchPapers1208
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ISBN978-0
-86355-689-0
British
Council2012BrandandD
esign/B487
10SpringG
ardens
LondonSW
1A2BN,UK
www.britishcouncil.org
Thisresear
chpaperwasproducedinc
ollaborationwiththeUniversityofEssex
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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.
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|
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
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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.
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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.
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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.
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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.
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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
.
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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.
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|
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.
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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.
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|
Mainfindingsanddiscussion
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.
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|
Mainfindingsanddiscussion
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.
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|
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
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|
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
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|
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.
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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.
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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.
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|
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
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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.
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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.
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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?
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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?
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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?
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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).
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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?
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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?
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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?
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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?
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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?
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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.
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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
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BN978-0-86355-689-0
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2012BrandandDesign/B487
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