The Most Common Educational Difficulties in Teaching English in 5th and 6th Grades as Perceived by English Language Teachers in Northern Districts of Palestine

The main purpose of this study was to investigate the most common educational difficulties in teaching English in 5th and 6th grades as perceived by English language teachers in northern districts of Palestine in public primary schools. This study tried also to investigate the effect of the respondents, gender, experience, qualification, supervisor’s annual evaluation and methods of teaching English on teachers’ perceptions of some of educational difficulties. The study population consisted of 160 subjects: male and female English language teachers in the school year 2001/2002. The number of English language teachers who responded to the questionnaire was 145. The questionnaire consisted of 52 items distributed among the six main domains. The validity of the instrument was established for each of the six domains by referring it to a jury of professional educational experts. The reliability of the instrument was tested by using Chronbach Alpha formula. To answer the questions of the study, the means, standard deviations and percentages of the responses were calculated and analyzed. The findings of the study indicated the following: The study revealed that English language teachers faced educational difficulties in teaching English on all domains.