CHALLENGES AND READINESS OF PRIMARY SCHOOL TEACHERS IN TEACHING GRADE 5 ENGLISH TEXTBOOKS: EVIDENCE FROM GOVERNMENT SCHOOLS OF PAKISTAN

Abstract

This study examined the problems encountered by the primary school teachers and their preparation to teach Grade 5 English textbooks in government schools of Pakistan. A quantitative correlational research design was used. A total of 200 primary school teachers were randomly sampled based on stratification, and data were collected from these teachers. A Likert-scale questionnaire was used to assess teaching challenges and the readiness of the teachers. Descriptive statistical methods, correlation, t-test and ANOVA were used to analyze data. The findings showed that English language proficiency, pedagogical capabilities, and resources are moderately to highly demanding for teachers. The teacher’s readiness was determined to be at the moderate level. There was a strong negative correlation between the teaching challenges and teacher readiness (r = -0.62, p < .01). The study underscores the importance of teacher training for English that is aligned with the curriculum and tailored to specific teachers to increase teaching effectiveness in the primary level.