The influence of teacher’s academic qualifications on the implementation of English Language curricula in public schools in Aqaba governorate, Jordan

Abstract EN

This study aimed to find out the influence of teacher’s academic qualifications on the implementation of English language curricula in public schools in Aqaba governorate.

A descriptive survey design was utilized to fulfill the purpose of the study.

167 male and female English language teachers were purposively chosen from the government schools affiliated to the Ministry of Education in Aqaba governorate where the study population reached 240 teachers.

The researcher used the questionnaire to collect data and the questionnaire consisted of (36) items distributed over six domains.

The validity of the study instrument was confirmed by following the recommendations of the arbitrators.

In addition to the fact that the reliability of the instrument was confirmed by conducting test- retest on a sample from outside the study sample.

To analyze data, descriptive statistics were utilized.

The findings of study showed that there are statistically significant differences at (α≤0.05) in the execution of English language curricula due to teachers' academic qualifications.

The researcher recommends that the Ministry of Education should qualify teachers to pursue their post graduate studies to improve teachers’ quality of teaching.

In addition to that, teachers should be keen on self- development to improve their classroom practices and their ability to carry out English language curricula.