Teaching Challenges of English Second Language Teachers in Senior Secondary Schools in the Ohangwena Region, Namibia

Haufiku, Isidor; Mashebe, Percy; Abah, J.

doi:10.4236/ce.2022.136121

Cited by 5 publications

(12 citation statements)

References 21 publications

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“…Thomas and Xu assert that education will face the same proportion of problems because education is not only a national issue but also inextricably linked to international issues. F. According to Haufiku et al (2022), an educator is an actor with genuine influence on teaching and learning systems and settings, even through pedagogical approaches and training courses. Furthermore, studying a foreign language as a language of instruction is explored in broad areas of development and should be fostered, such as learning how to communicate effectively and constructively.…”

Section: Discussionmentioning

confidence: 99%

The Axiology Aspect should be Encouraged, Not the Jargon as Kampung Inggris Sawai

sarbunan¹

2022

JPP

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The Kampung Inggris study aimed to pinpoint distinctive features of the conceptual and methodological underpinnings of the English course. This article's chronology was primarily based on information on incentives for community service in Sawai village and the inability that preceded the service. It was demonstrated that the expansion of organizations that provide English language courses was not only reliant on the objectives and linguistic skills of the initiator.

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Section: Discussionmentioning

confidence: 99%

The Axiology Aspect should be Encouraged, Not the Jargon as Kampung Inggris Sawai

sarbunan¹

2022

JPP

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“…ESL materials closely linked to the teacher's attitude and the learner's attitude toward language learning have a greater chance of creating an affective learning environment and yielding successful results (Hamid & Honan, 2018). Thus, in an environment such as the Ohangwena Region, where the earlier study has reported diverse ESL teaching challenges (Haufiku et al, 2022), it is crucial to investigate ESL teachers coping strategies and compare them with the global best practices in a similar context. Wubbles, 2000, as cited in Fatiloro, 2015.…”

Section: Challenges Of English Second Language Teachersmentioning

confidence: 99%

Strategies Used by English Second Language Teachers to Cope with Teaching Challenges

Haufiku

Mashebe

Abah

2023

ELER

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The main aim of the study is to investigate the strategies used by English Second Language (ESL) teachers to cope with their specific teaching challenges in Senior Secondary Schools in Ohangwena Region, Namibia. The study used the phenomenological qualitative research design to collect data from a purposively selected sample of 33 ESL teachers who have taught for at least two years in the Ohangwena Region. Data were collected using focus group discussions and analyzed using the thematic analysis method. The study found that ESL teachers in Ohangwena Region mainly use strategies such as motivating learners, a learner-centered teaching approach, a group work teaching approach, teachers’ teamwork, and different sources of teaching materials to cope with their respective teaching challenges. While the coping strategies teachers use have been reported to be helpful in ESL teaching, there is still a need to build the teachers’ capacity on the good practices in using such strategies to mitigate their teaching challenges.

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“…Consequently, teachers of ESL tend to be more vulnerable to increased stress due to reduced professional resources ( 24 – 26 ), poor professional development ( 27 ), and poor salaries ( 28 ). A survey study ( 25 ) found that 80% of ESL teachers in Namibia lack teaching materials and resources that create the learning environment. Nigerian-based studies ( 29 , 30 ) found similar challenges, exacerbated by little or no contact with first-language English speakers and with no background knowledge to enhance communication in English ( 31 ).…”

Section: Introductionmentioning

confidence: 99%

“…Nigerian-based studies ( 29 , 30 ) found similar challenges, exacerbated by little or no contact with first-language English speakers and with no background knowledge to enhance communication in English ( 31 ). Such conditions tend to increase teachers' responsibility to build learners' communication skills in English, thereby increasing teachers' job stress ( 19 , 25 ).…”

Section: Introductionmentioning

confidence: 99%

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Online cognitive-behavioral intervention for stress among English as a second language teachers: implications for school health policy

Eze,

Anyebe,

Nnamani

et al. 2023

Front. Psychiatry

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IntroductionStress is one of the highest-ranked work-related injuries worldwide and has become almost universal among the Nigerian workforce. English as a Second Language (ESL) teachers face enormous work-related threats that lead to occupational stress. When ESL teachers are stressed, students' language development and entire educational progress are at risk. This is mostly underscored as English, though a second language, serves as the language of instruction in Nigerian schools. As a result, managing occupational stress is particularly important for ESL teachers, as it is among the definitive ways of improving ESL learning and overall educational outcomes. This study examined the effectiveness of online cognitive behavioral intervention (o-CBI) in lowering occupational stress among ESL teachers.MethodESL teachers with at least 1 year of experience were among the participants (N = 89). Participants were divided into two groups: the intervention group (N = 44) and the control group (N = 45). For 9 weeks, the experimental group engaged in nine sessions of 2 h of the o-CBI program. The Single Item Stress Questionnaire (SISQ), the Satisfaction with Therapy and Therapist Scale-Revised (STTS–R), and the Teachers' Stress Inventory (TSI) were the measures used to collect primary and secondary data. Four sets of data were collected at baseline, post-test, and follow-up 1 and 2 evaluations. The data were analyzed using mean, standard deviation, t-test statistics, repeated measures ANOVA, and bar charts.Results and discussionCompared to the control group, the o-CBT group had significantly lower TSI scores at the post-test (Time 2) and follow-up evaluations (Times 3 and 4). Between pre-, post-, and follow-up 1 and 2 measurements, there were no significant differences in occupational stress index scores in the control group. It was concluded that o-CBI is effective in job-stress treatment among ESL teachers. In addition, implications for school health policy are discussed. The o-CBI for occupational stress was well received by the participants, showing high acceptability among ESL teachers.

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Teaching Challenges of English Second Language Teachers in Senior Secondary Schools in the Ohangwena Region, Namibia

Cited by 5 publications

References 21 publications

The Axiology Aspect should be Encouraged, Not the Jargon as Kampung Inggris Sawai

The Axiology Aspect should be Encouraged, Not the Jargon as Kampung Inggris Sawai

Strategies Used by English Second Language Teachers to Cope with Teaching Challenges

Online cognitive-behavioral intervention for stress among English as a second language teachers: implications for school health policy

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