The Role of School Administration in Teaching and Learning Process of English Language at Primary Level

Abstract

English is an international language. It is important for everybody to know English to communicate each other specially to communicate with foreign partners. Primary school builds a foundation of a students‟ learning as well as English language learning. As (ELT) is vital issue in contemporary world, we have to emphasis on ELT especially at the primary level. English Language Teaching depends on various aspects like teaching techniques, teaching materials, school environment, teaching abilities of English teacher, head teacher as well as school administration. In this respect, the role of school administration plays a vital role to ensure the good teaching learning environment. The aim of the study is to explore the role of School administration in teaching learning at primary level.

This study is qualitative in nature. Data has been collected from both primary and secondary sources. The target populations of the study are all Head teacher, all English teacher, SMC members, AUEO and UEO of Nalchity Upazila in Jhalokathi District, 20 English teachers, 10 head teachers and 20 SMC members from EIA intervention schools at Nalchity upazilla, 2 AUEOs and UEO of Nalchity constituted the desire sample size. Purposive sampling was done for this study. Researcher interviewed Head teachers, English teachers, SMC members, AUEOs and UEOs for collecting data. Data was collected between 1 July to 15 October, 2012 (during the pilot phase of EIA). Four set of Interview schedule was prepared for taking interview from teacher, SMC members and AUEO/UEOs.

Major findings showed that English in Action (EIA) intervention teaching techniques were more effective than traditional techniques. The role of Head teacher was very much important to engage all English teachers in their English classes to make all students participate widely by using EIA techniques and materials like pair works and group works. Head teacher also gave support to use audio materials, poster, charts and block rockers during the English class which make English language teaching very realistic to students. Head teachers took special steps for improving English language learning by providing extra classes for English languages while some of them increased time period of the classes. Findings also showed that various types of meeting was held in school compound by the initiativeness of a head teacher, like mothers meeting, yard meeting or SMC meeting who were involved to improve the condition of English Language teaching. Although most of the cases, number of student of a class was high; classroom and school environment were favorable towards English language teaching and learning. AUEO and UEO visited the school on monthly basis and Some of them were very helpful to the teacher and some of them were not supportive to the teachers. Sometimes they arranged training to provide proper guidelines through URC. On the other hand, uneducated and unaware guardians, traditional assessment system (i.e. writing and reading based assessment) and dropped out students were challenging issues to ensure a better English teaching learning environment of a school. In some cases, classroom space was not enough according to the ratio of the students and some school had no opportunities to get electricity support. Thus it was very challenging for the teacher to use modern ICT based materials or participatory approach for English language learning.