Challenges in English Language Teaching in District Gilgit: A study of Elementary School-Teachers’ Perceptions

Abstract

This study undertakes a quantitative investigation into elementary school teachers’ perception about the challenges in teaching English language in District Gilgit, GB, Pakistan. The population of the study consisted of elementary school English language teachers from Danyore region, District Gilgit. Out of a total of 36 elementary schools, there were, on average three teachers teaching English in each school. All the teachers were requested to give informed consent to participate in the study. Out of 108 teachers 91 teachers (46 males, 47 females) sowed willingness to voluntarily participate in the study. A self-made questionnaire, which was validated by experts, was used to collect data. Five-point Likert scale, ranging from strongly disagree to strongly agree, was used to capture teachers’ opinions towards the influence of the challenges in teaching English. A conceptual framework was developed around various reported challenges in previous studies. SPSS software V-26 (trial version) facilitated a comprehensive analysis of the collected data. The findings of the study showed that teachers faced social challenges the most followed by the psychological and pedagogical challenges. School system was playing a significant role while no significant difference was found based on gender of teacher.