The Challenges Facing Female English Language Teachers in Secondary Schools in Jordan

Khloud Al-Bdeerat,Basil Alqarraleh,Abdel Rahman Mitib Altakhaineh

doi:10.17323/jle.2020.10185

Abstract

This study aimed to identify the obstacles facing female secondary teachers of English in Al-Qaser Directorate of Education in Al-Karak, Jordan. For the purpose of the study, a quantitative approach was adopted. The sample was randomly selected and included 170 female English language teachers. A questionnaire consisting of 29 items covering five domains was administered and 150 questionnaires were returned. The results showed that these teachers faced many academic challenges and obstacles in various domains, such as in the student, community, and parent domains, as well as teacher skills, curriculum, and school environment domains. The results also revealed that there were statistically significant differences in the challenges and obstacles faced by the teachers in terms of the experience variable. The study, thus, recommends adopting a more effective strategy to improve the school environment and having a suitable psychological context for female English teachers in order to enhance the quality of the students’ learning outcomes.

Highlights

Nowadays, teachers face many challenges, such as the spread of behavioural and academic problems that threaten the educational system in most of the schools
Are there any statistically significant differences (α ≤ 0.05) in the obstacles faced by female English teachers in secondary schools at Al-Qaser Directorate of Education due to the teachers’ experience, age, or qualifications?
Are there any statistically significant differences (α ≤ 0.05) in the obstacles faced by female English teachers in secondary schools in the Al-Qaser Directorate of Education due to teachers’ experience, age, or qualifications?

Summary

Introduction

Teachers face many challenges, such as the spread of behavioural and academic problems that threaten the educational system in most of the schools. These problems have a direct influence on the teaching and learning process. English language teaching is a difficult mission in countries that regard English as a foreign language such as Jordan where the teaching of English has grown quickly in recent years (Alkhawaldeh, 2010) This rapid increase combined with the great diversity of English language learners represent a challenge to English language teachers in this country and in other countries that have a similar situation. Teachers struggle with their beliefs and training, the reality of the classroom, and the requirements of parents and students and all these factors need to improve quickly (Paran, 2012)

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Conclusion