Teachers’ Beliefs about English Textbooks and Their Pedagogical Decision-Making in Teaching Writing Skills at Intermediate Level

Abstract

English textbooks remain a central instructional resource at the intermediate level in Pakistan, but teachers’ beliefs, professional knowledge, institutional expectations, and classroom constraints mediate their use. This article presents an explanatory sequential mixed-methods protocol for investigating how intermediate-level English teachers in Bahawalpur District interpret prescribed textbooks and make decisions when teaching writing. The proposed quantitative strand uses a multidimensional questionnaire, followed by purposively sampled interviews and classroom observations; integration is planned through connected sampling, explanation building, and a joint display. To demonstrate the intended statistical workflow not to report field evidence the manuscript includes an explicitly labelled synthetic dataset of 40 teacher records. In that demonstration, perceived writing-support adequacy was the strongest unique predictor of adaptive decision-making (β = .43, p = .006), whereas process-writing beliefs, agency, and constraints were not statistically significant after simultaneous adjustment. Because no documented recruitment, consent, interviews, or classroom observations underpin the supplied dataset, the numerical outputs and illustrative qualitative themes must not be interpreted as findings about teachers in Bahawalpur. The protocol’s contribution is a transparent framework for linking textbook beliefs, writing pedagogy, agency, contextual constraints, and observed pedagogical decisions. Empirical claims should be made only after ethics approval, field data collection, instrument validation, and preregistered or otherwise documented analysis.