Teachers’ Perspectives on the Competency-Based Approach: Are We Ready for a New Educational Reform?

Abstract

This study re-evaluated the competency-based approach (CBA) in Algerian schools, focusing on teachers' perspectives and attitudes towards this teaching methodology, initially implemented over eighteen years ago. Previous research suggested that the abrupt shift to CBA left many teachers needing help to grasp its core principles and deliver effective lessons. The study adopted an explanatory sequential mixed-method design. To assess the current situation, a questionnaire was distributed to 45 English language teachers across Algerian middle schools in diverse regions. The results indicated pervasive dissatisfaction with the CBA, with a preference for traditional teaching methodologies better suited to the Algerian educational context. Identified obstacles fell into six main categories: absence of clear competency performance criteria, lack of practical training, washback effect, heaviness of the curriculum and time constraints, overcrowding of classrooms, and scarcity of resources. Despite significant investment from the Ministry of Education in professional development seminars and in-service training, the desired outcomes for a better understanding and implementation of the CBA have yet to be achieved. Given the shortcomings of the current methodology, this study posited the need for a new and more strategic approach to reform.