Implementation of Learner-Centred Pedagogy by Teachers of English Language Subject to Enhance Teaching in Public Ordinary Secondary Schools

The study aimed to determine whether teachers of the English language subject practice learner-centred pedagogy for Form Two students in Pemba Island, Zanzibar. This study was guided by the Zone of Proximal Development (ZPD) theory, developed by Vygotsky and utilised a convergent design under mixed methods. The target population comprised 585 individuals, including 420 English teachers, 25 subject inspectors, and 140 school heads. Systematic, purposive, and stratified random sampling techniques were used to obtain a sample of 42 schools, 21 school heads, 20 school inspectors, and 126 teachers of the English language subject, making a total sample of 167 respondents. The study used questionnaires, interview guides, focus group discussions, and observation guides for data collection. The researcher determined the validity of the instruments using two research experts from MWECAU. The reliability of Likert scale items was determined through Cronbach's Alpha, and the coefficient for teachers of the English language subject which had out put of 0.78, respectively. Peer review and triangulation were used to assess the dependability of the interview, focus group discussion, and observation guide. Quantitative data were analysed using descriptive and inferential statistics, and qualitative data were analysed thematically. The study revealed that teachers of the English language subject practice learner-centred pedagogy in teaching Form Two students to a high extent. The hypothesis-tested findings showed no significant difference in the mean scores among teachers' working experience categories and the extent of using learner-centred pedagogy. Based on the findings, the study concluded that English language teachers practice learner-centred pedagogy in their instruction for Form Two students. The study suggests that the Ministry of Education, school inspectors, teachers, and students should collaborate to implement ongoing professional development in innovative teaching strategies and peer assessment. This training should continue throughout the academic year, aiming to enhance the practice of learner-centred pedagogy.