The Competence Of Teachers Of English In Teaching Learners Effectively: The Case Study Of Kigamboni Ward Public Primary Schools

ABSTRACT

This study assessed the competence of teachers of English in teaching effectively at public primary schools. The study‟s problem evolved around the relation that exists between competence of teachers and their effectiveness to transfer to pupils‟ measurable Linguistic components mastery. The problem was built on known pupils‟ low proficiency in English, but uknown about teachers to teach effectively. The variables that were answered to establish teachers‟effectiveness were academic qualifications, teaching competences, contents mastery, teaching experiences, competence in techniques and pedagogical contents. The study topic leans on the way teachers apply linguistic contents in the pedagogical teaching and learning process. It is a competent based approach in assessing the competence of teachers to teach Englsih effectivey, the effectiveness that are measured by pupils‟ mastery and examinations achievements. This was a case study research which used qualitative and quantitative approaches guided by teaching communicative competence theory introduced by Chomsky, applied by Hymes and adapted by M. Canales and M. Swain. Data were collected by using questionnaires, interview guides, observation schedules and revision of secondary information. The study confirmed the existence of low proficiency of English among pupils and teachers. The study found that teachers failed to transfer competence to pupils during teaching processes. Teachers admitted that their own low proficiency contributed to the low proficiency of pupils. Using Kiswahili in Teaching English, incompetence in teaching methodologies and certificate academic qualifiocations were strongly related to teachers not being effective and produced causal relations to low mastery of pupils. The study recommends regular in-service English language learning programmes for teachers