English Language Teachers’ Involvement In English Language Teaching

Abstract

The present study investigates the level of English language teachers’ involvement in English language teaching (ELT) with respect to selected variables such as gender and teaching experience. English language teachers play a vital role in the successful implementation of curriculum reforms and learner-centred pedagogical practices. Hence, understanding the extent of their involvement is essential for improving the quality of English language education. The study adopted a normative survey method and was conducted among 456 English language teachers. Data were collected using a standardized Teachers’ Involvement Scale. Statistical techniques such as Mean, Standard Deviation, t-test, and Analysis of Variance (ANOVA) were employed to analyse the data. The findings revealed that the overall level of English language teachers’ involvement in English language teaching is high. Further analysis showed that there is no significant difference in teachers’ involvement with respect to gender and teaching experience. The results indicate that teacher involvement in ELT remains consistent across demographic categories. The study provides useful insights for educational planners and policymakers in designing effective professional development programmes aimed at enhancing teacher engagement and instructional quality.