Teachers’ Perception of their Pedagogical Needs for Teaching English Language in Secondary Schools

Abstract

This study looked on teachers' perceptions of their pedagogical needs for teaching English Language in secondary schools in Olorunda Local Government Area, Osun State. The study investigated the pedagogical demands of English language teachers, identified effective teaching methodologies, and established if teachers' perceptions varied by gender and school type. A descriptive survey research design was used. The survey included 159 teachers from selected public and private secondary schools. Data were gathered using a self-created questionnaire called the Pedagogical Needs for Teaching English Language Questionnaire (PNTELQ) and analyzed using frequency, percentage, and independent t-tests. The findings revealed that teachers considered effective teaching methods, adequate instructional materials, language laboratories, sufficient teaching time, teachers’ pronunciation skills, conducive classroom environments, and students’ reading and listening abilities as essential pedagogical needs for effective English language teaching. Teacher qualification, teaching experience, motivation, well-equipped libraries, positive student attitudes, and supportive school leadership were also identified as important strategies for improving English language instruction. Teachers' judgments differed significantly depending on school type, but not by gender. The study concluded that effective English language teaching is dependent on adequate pedagogical resources, qualified teachers, and supportive learning environments, and it advocated for teachers' continuous professional development, improved instructional facilities, and supportive educational policies.