School Leadership and English Language Teachers’ Approaches in Teaching English Language: The Case of Selected Schools in Sidama Zone, Southern Ethiopia
Keywords:
Educational leadership, EFL performance, English Language Improvement, English Language MentorsAbstract
The study was conducted to assess the strategies and
approaches used by school leadership and English language teachers in
handling English language teaching in primary and secondary schools
of Sidama administrative zone, Southern Ethiopia. The study was a
descriptive survey which comprised a total of 40 English language
teachers, 6 English language department heads, 4 School principals and
257 students drawn from randomly selected 11 primary and secondary
school students. The data were collected through questionnaires,
interviews and document analysis. The results disclosed that all the
schools didn’t have functional English Language Improvement Centers
(ELIC) and School Based English Language Mentors (SBELM).
Moreover, the school leadership allocated only limited resources for
English language improvement activities. The findings also revealed
that English as a Foreign Language (EFL) teachers act poorly as role
models in using English and in letting the students use English language
in different contexts. Therefore, it is recommended that school
leadership should be committed not only to establish but also to follow
up English Language improvement Centers (ELICs) and School Based
English Language Mentors (SBELM) providing the basic facilities to the
practical activities. In addition, they should encourage EFL teachers to
carry out their responsibility in helping students improve their English
language ability which is the ideal activity to ensure quality education in
the Ethiopian EFL context.
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Copyright (c) 2016 Eshetu Mandefro, Mebratu Mulatu, Tesfaye Abebe, Yohannes Yona
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