Assessing First-Cycle Primary School English Language Teachers’ Speaking Proficiency

Abstract This research aimed to assess the speaking proficiency of English teachers in the first-cycle primary school, utilizing a convergent mixed design methodology. Employing a sophisticated probability sampling technique, fifteen and ten English teachers from primary schools in East Wollega Zone were randomly selected for Oral Proficiency Tests (OPT) and classroom observations, respectively. Descriptive statistics analysis revealed a significant deficiency in the speaking proficiency of English teachers, with the combined mean of speaking proficiency components (M=2.65) falling below the required standard. Independent sample t-tests indicated poor proficiency levels in OPT outcomes for both male and female teachers, with p-values surpassing .05 for all components except pronunciation. This comprehensive assessment, combining quantitative and qualitative investigations, illuminated consistently below-average in speaking proficiency components among English teachers. The findings underscore the critical need for targeted interventions and professional development initiatives to enhance the speaking proficiency of English language teachers at the primary education level. The research significantly contributes valuable insights by pinpointing specific areas of deficiency in English teachers' speaking proficiency and emphasizing the urgency of addressing these shortcomings through tailored interventions. The identification of pronunciation as a potential area for improvement underscores the intricate nature of language proficiency. In conclusion, these findings serve as a pivotal foundation for future research endeavors and policy considerations directed at enhancing the overall quality of English language instruction during the early stages of education. The identified proficiency gaps underscore the necessity for focused efforts to uplift the capabilities of English teachers, thereby contributing to a more effective language learning environment at the primary education level.