The impact of structural support and supervision process of teachers in fostering teacher competence and attitude on global citizenship education through English language education (ELE) in schools
Kumari Ekanayake, Dr. Ali Khatibi, Dr. S. M. Ferdous Azam
The key aim of this research is to investigate how structural support and supervision process of teachers impact on fostering Global citizenship Education (GCE) skills in 350 English Language Teachers from Central Province in Sri Lanka. The first research question examined the structural support the teachers receive in disseminating GCE through English language Education (ELE) in school context. The second research question examined the ongoing supervision process of teachers in terms of GCE through ELE at school level. Overall, the analysis revealed, in contrast to the participants’ desired interest to disseminate GCE ideals through ELE, practicing GCE in school context is statistically insignificant amongst the sampled group of teachers. The descriptive analysis of the study statistically revealed how supervision process of teachers and structural support the teachers receive at school level impact on teacher competence and attitude in practicing GCE through ELE. Moreover, the values of regression analysis indicated the positive impact of structural support and the supervision process of the teachers at school level in fostering competence and attitude on GCE through ELE context. Further, this research intends to shed some light on the importance of fostering teacher competence and attitude on GCE to ensure better practices of GCE in Sri Lankan schools which is less research area in Sri Lankan context.