The Impact of Teacher’s Teaching Experience on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan

Main Article Content

Eman Saleh Al- Sagier Shaiegy

Abstract

Purpose: This study investigated the impact of teachers’ teaching experience on the implementation of English language curricula in public schools in the Aqaba Governorate, Jordan.


Approach/Methodology/Design: The Rand Change Agent Theory of curriculum implementation guided this study. A descriptive survey design was adopted. The sample included 167 English language teachers who were selected purposively from 240 public school teachers in the Aqaba Governorate, Jordan. A questionnaire was developed as an instrument for data collection. It consisted of 36 items, and it was validated by presenting it to a group of arbitrators. The reliability was assured by carrying out a test-retest on a sample chosen from outside the sample of the study. Descriptive statistics were utilized to analyze data.


Findings: The study findings indicated that there are statistically significant differences at (α≤0.05) between the implementation of English language curricula and the teacher’s teaching experience. This means that the teaching experience of the teacher affects the implementation of English language curricula.


Practical Implications: The study presents certain implications for curriculum development policies. The study recommends engaging teachers in programs that assist them in exchanging experiences, knowledge, and skills to ensure effective execution of the curriculum in addition to the necessity for teachers to pay attention to self-development.


Originality/value: Teaching experience plays a crucial role in curriculum implementation. It enables teachers to gain competence and effectiveness.

Article Details

How to Cite
Shaiegy, E. S. A.-. S. . (2021). The Impact of Teacher’s Teaching Experience on the Implementation of English Language Curricula in Public Schools in Aqaba Governorate, Jordan. Middle Eastern Journal of Research in Education and Social Sciences, 2(4), 75-88. https://doi.org/10.47631/mejress.v2i4.360
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