نجيب الصوفي

دور مشرفي اللغة الإنجليزية في تعزيز الكفاءة اللغوية والممارسات لمعلمي اللغة الإنجليزية من وجهة نظرهم في المدارس الثانوية الحكومية في الجمهورية اليمنية

دور مشرفي اللغة الإنجليزية في تعزيز الكفاءة اللغوية والممارسات لمعلمي اللغة الإنجليزية من وجهة نظرهم في المدارس الثانوية الحكومية في الجمهورية اليمنية

إعداد/
نجيب عبد الواحد محمد الصوفي

Title in English: 
The Role of The English Language Supervisors in Enhancing The Teachers' Linguistic Competence and Practices as perceived by EFL Teachers in Yemeni Public Secondary Schools
Abstract in English: 
Abstract Al-Soufi, Najeeb Abdulwahid Mohammed. (2010). The Role of The English Language Supervisors in Enhancing The Teachers' Linguistic Competence and Practices as perceived by EFL Teachers in Yemeni Public Secondary Schools: Teachers' Perceptions. Master Thesis, Yarmouk University. (Supervisor: Prof. Fawwaz Al-Abed Al-Haq) Key Words: Yemeni, Role, supervisors, English language, EFL, teachers, practices, competence and linguistic. This study aimed at assessing teachers’ perceptions of EFL supervisors' role in enhancing teachers' linguistic competence and practices in Yemeni public secondary schools based on the perceptions of EFL teachers. The study also investigated the effect of the respondents’ gender and experience on their perceptions. This study attempted to answer the following questions: 1. What is the role of EFL supervisors in enhancing the teachers' linguistic competence and practices as perceived by EFL teachers in Yemeni public secondary schools? 2. To what extent are the EFL teachers' perceptions of the supervisors' roles in enhancing teachers' linguistic competence and practices in Yemeni public secondary schools affected by the teachers' gender and experience? 3. Is there any congruence between the teachers' perceptions concerning the supervisors' role and the supervisors' actual practices when they visit their teachers? 4. What do EFL supervisors and teachers suggest in order to improve EFL teachers' performance in Yemeni public secondary schools? The sample of the study consisted of all male and female EFL teachers of public secondary schools for the scholastic year 2008/2009 in Secretariat of the Capital Sana'a. The number of EFL teachers who responded to the questionnaire was 323 male and female teachers. The subjects of the study responded to a researcher’s designed questionnaire which consisted of 42 items distributed to seven supervisory domains. The same items of the questionnaire are reproduced as an observational checklist used by the researcher to record his observations of the supervisors' performances on visits to teachers, and there is an open-ended question for teachers and supervisors. In answering the questions of the study, the means, standard deviations, ANOVA and percentages of the responses were calculated and analyzed. Findings of the study indicated the following: 1. The EFL teachers ranked the role of the EFL supervisor as "middle" on the total domain which means that EFL supervisors did not follow satisfactory methods in their supervision. 2. There were differences within the teachers' perceptions due to gender in favor of the female teachers. 3. There were differences within the teachers’ perceptions due to experience in favor of teachers of ten years and more experience. 4. There was a high congruence between the viewpoint of teachers and the researcher's observational checklists in all domains except the training sessions domain where it was low. Based on the results of this study, the researcher suggests that there be an urgent need for policy-makers, researchers, supervisors and teachers to reframe their ideas about teaching in a way that serves the development of teaching at all levels. Finally, the researcher recommends that similar studies be conducted in other Yemeni cities.
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