The Challenges of Teaching English in Algerian Primary Schools

Abstract

Teaching is a profession noted for its complexity and difficulties, especially for new instructors who are just beginning their careers. Many new teachers may second-guess their decision to become teachers after their first year of employment since it may be a demanding experience. This is especially true in the current period of educational innovation and rapid progress, which presents new obstacles for teachers to overcome. This study aims to investigate the challenges faced by novice teachers during their first year of teaching, and whether these challenges impact the teaching process and hinder the achievement of educational goals. It also examines the extent to which novice teachers are adequately trained to cope with these challenges and the strategies they use to overcome them. The study consists of three chapters, with the first providing an overview of the context of teaching English as a foreign language in Algeria and defining novice teachers and their challenges. The second chapter analyzes and discusses data gathered through teacher questionnaires and classroom observations. The findings reveal that novice teachers indeed struggle with student behavior, time management, working with parents and the administration, as they lack adequate training to handle these challenges. While the last chapter was devoted to a set of recommendations that aim to spread awareness and help new teachers by providing solutions and practices that facilitate dealing with different problems, thus improving the quality of education and creating an effective learning environment.