Academic Qualifications of ESL Teachers in Government Schools in the Eastern Province, Sri Lanka: Factors and Its Impact

Abstract

This study aimed at investigating the lower academic qualifications of ESL teachers in the Eastern Province, Sri Lanka and its impact on students English language learning. This study was a descriptive survey research and mixed approach was applied in data collection and data presentation. The sample population of this study was 150 ESL teachers in government schools and 6 ADEs – English of 6 education zones in the Eastern Province. The research instruments of the study was a questionnaire and a focus interview. The results-based conclusions show that majority of the participants possess only A/L, NDE and HNDE qualifications whereas a few number of participants possess BA in English and postgraduate qualifications related to English. The reasons put forward by several teachers for possessing lower academic qualifications were: lack of income, remote opportunities and resources in participants’ home city, holding only A/L, NDE and HNDE qualifications and issues in travelling long distance. Particularly, the government of Sri Lanka does not bear the course fee for educational qualifications or grant study leave for teachers and there are no any promotions and salary increment for educational qualifications in SLTS. This is one of the reasons for the failure to complete their basic degree and postgraduate studies related to English. The lower academic qualifications of the ESL teachers negatively impact on students’ English language learning and development to a larger extent.