Professional competency of secondary school English language teachers in Southern Ethiopia Region: Pedagogical content knowledge and oral proficiency

Research findings suggest that English language teachers have difficulty using the language effectively in the classroom. Consequently, this study aimed to examine whether English teachers were proficient in delivering daily lessons and possessed adequate pedagogical content knowledge (PCK). Sixty-one English language teachers who were selected through convenience sampling completed a questionnaire. Of these, 18 were involved in classroom observation and interview. To collect data, a questionnaire, observation, and interview were used. Descriptive statistics, specifically frequencies, percentages, and mean scores, were used to determine English teachers’ PCK and proficiency levels. Bloom’s and Likert Scale cut-off points were used to delineate knowledge and proficiency levels. The classroom observation result showed that 53% had moderate proficiency, whereas the interview ratings indicated that only 47% had moderate proficiency. In addition, the overall PCK assessment showed that 59% had moderate PCK. Furthermore, qualitative data from ineterviews showed that the teachers participating in the study were less fluent and deficient in vocabulary and grammar. They never used body language, fillers, and simplifications. Therefore, universities should provide pedagogical training for teachers, the Ministry of Education should improve working conditions by providing resources and employing more teachers to reduce workload, and teachers should continually update their PCK through reading and Internet use.