Perceptions of Teachers and Supervisors on Barriers to Teaching English in Jordanian Public Schools

Abstract

English instruction has developed into a crucial component of the educational system, requiring specific attention to provide a high-quality education. This significance necessitates a high level of attention from policymakers and researchers. The current study investigates the impact of the English teaching experience, the teaching-learning environment, and the availability of teachers' resources on the quality of English instruction in Jordanian public schools. Additionally, the research examines the moderating effect of institutional support on the relationships between the teaching-learning environment, the availability of teachers' resources, and the quality of English instruction in Jordanian public schools. Questionnaires collected primary data, and the data were processed using smart-PLS. The findings indicated that English teaching experience, the teaching-learning environment, and teacher resources are all positively associated with the quality of English instruction. Additionally, the findings indicate that institutional support considerably modifies the relationship between teacher resource availability and the quality of English instruction in Jordanian public schools. This page serves as a reference for policymakers as they develop legislation to increase the quality of English instruction.