Influence Of Teachers’ Competence On Learning English In Primary Schools In Zanzibar: The Case Of West District

ABSTRACT

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.