Investigating teachers attitude toward adequacy of teacher training programs and CBA-related instructional

TL;DRAbstract

The present, dual-focused descriptive-interpretive study purports itself to invest igate the attitudes of the middle school teachers of English in the aftermath of the implementation of new school reforms that aim to introduce a new, interdisciplinary approach (viz., Competency-Based Approach) as a medium of instruction. This research evolves from and revolves around a prevailing assertion: namely, that is the teaching-learning process has a firm attitudinal footing. Different ly stated, the aim of the study is to explore teachers’ attitudes and the extent to which these may affect their engagement in the teaching-learning process. It should be noted that teachers’ attitudes, beliefs, cognit ion, emot ions, and values appear to be customarily underexplored so much so that psychological aspects are assumed to be ancillary at best or non-existent at worst. The answers provided in the questionnaires (three in all), which are the linchpin of our investigation along wit h the unstructured i

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