ENGLISH AS A SECOND LANGUAGE (ESL) TEACHERS’ PREPAREDNESS TOWARDS STUDENTS’ ACHIEVEMENTS

Authors

  • Thiiruchelvi Gunasagaran Department of Entrepreneurship and Business, Universiti Malaysia Kelantan, Malaysia
  • P.Yukthamarani Permarupan Malaysia Graduate School of Entrepreneurship and Business, Universiti Malaysia Kelantan, Malaysia

DOI:

https://doi.org/10.35631/IJEPC.956008

Keywords:

Pedagogical Knowledge, Student Achievement, Self-Efficacy, Subject Mastery, Teacher Preparedness

Abstract

This study investigates the impact of ESL teacher preparedness on student achievement, focusing on key areas such as teacher subject mastery, pedagogical knowledge, and teacher-student relationships. The research aims to explore how these elements of teacher preparedness contribute to students' academic success in English as a Second Language (ESL) settings. Additionally, the study examines the moderating role of student self-efficacy, proposing that students who believe in their ability to succeed are more likely to benefit from well-prepared teachers. By integrating these variables into a comprehensive framework, this study seeks to fill gaps in existing literature and provide practical insights for enhancing ESL education. The findings are expected to inform teacher training programs and educational policies, offering strategies to improve teaching effectiveness and student outcomes. Ultimately, this research contributes to the broader understanding of how targeted teacher preparedness can foster academic success in diverse educational contexts.

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Published

2024-12-05

How to Cite

Thiiruchelvi Gunasagaran, & P.Yukthamarani Permarupan. (2024). ENGLISH AS A SECOND LANGUAGE (ESL) TEACHERS’ PREPAREDNESS TOWARDS STUDENTS’ ACHIEVEMENTS. INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC), 9(56). https://doi.org/10.35631/IJEPC.956008