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Factors Affecting Sudanese EFL Teachers’ Teaching Performance at Public Schools Comparing to Their Performance at Private Schools
Author(s) -
Amir Abdalla Minalla Alameen
Publication year - 2019
Publication title -
study in english language teaching
Language(s) - English
Resource type - Journals
eISSN - 2372-9740
pISSN - 2329-311X
DOI - 10.22158/selt.v7n1p51
Subject(s) - quality (philosophy) , psychology , preparatory school , productivity , supervisor , mathematics education , english language , trainer , narrative , pedagogy , medical education , political science , medicine , primary education , economic growth , computer science , philosophy , linguistics , epistemology , law , economics , programming language
Teachers’ performance is a fundamental concern of all educational institutions and is negatively influenced by different dissatisfactions such as financial status and learning environments that impact on institutional productivity. Sudanese English as a Foreign Language (EFL) teachers of Governmental schools that simultaneously work in public and private schools have a different performances. The performance of these teachers in private schools is usually estimated adequate and of very good quality comparing to their performance in public schools where their performance is rated as less than expected or even inadequate. This study is based on a non-systematic narrative overview and the practical experience of the researcher who has been a secondary school teacher, university English language lecturer and teacher trainer and supervisor for secondary English language teachers in Sudan. Moreover, the study describes and reflects on the male teachers’ condition during the year 2018 in Khartoum, Sudan. Results of the analysis suggest that performance variation of EFL teachers in public and private schools in favour of private schools is influenced by poor financial status of teachers as well as inappropriate teaching/learning environments.