The Effect of Teacher’s Beliefs on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan

Abstract

The researchers in this study aimed to explore the impact of teacher’s beliefs on the implementation of English language curricula in public schools in Aqaba governorate. The study was directed by the Rand change Agent Theory of curriculum implementation. the study used a descriptive survey design to achieve the above objective,. The study population consisted of 240 English language teachers. The sample of the study was selected using purposive sampling technique. A questionnaire survey was distributed to (167) respondents in order to collect information. The questionnaire consisted of (85) items of close ended response type. Validity was improved by ensuring that the items in the instrument were adequate, appropriate and relevant to the objective of the study by taking into consideration the opinions and comments of the arbitrators. The results of piloting study, which was performed on a sample picked from outside the research sample using the test-retest methodology, were used to assess reliability. Descriptive statistics were used to analyze data . The key findings of study revealed that teacher’s beliefs affect the implementation of English language curricula. Based on the findings, the researchers recommend that the Ministry of Education should organize in–service training and professional development programs to modify teachers’ negative beliefs and reinforce their positive beliefs. In addition to that the Ministry of Education should take into consideration teachers’ views and ideas when building and developing curricula and pay attention to teacher’s beliefs since the teacher is the major implemental of the curricula.