Exploring the Challenges Faced by EFL Primary School Teachers in Urban Peripheries: Insights from Telafer District

Abstract

Teaching in urban peripheral setting presents notable challenges. As English is currently recognized as a medium of communication and proficiency on a global scale, it is one of the specific subjects taught in school which undoubtedly has its own issues. This study investigates the difficulties facing EFL teachers in urban peripheral primary school. Employing a quantitative method approach, the research combines quantitative data gathered from a close-ended questionnaire administered to a sample of 100 EFL teachers. The results indicate that a significant number of teachers feel inadequately trained for their roles. Cultural barriers posed by diverse student backgrounds and varied teaching methods are also highlighted, showcasing that teachers often struggle with effective communication and classroom strategies. Furthermore, issues such as insufficient student motivation, lack of adequate support from school administration, limited integration of technology, unmanageable classroom sizes, and the perceived lesser impact of students’ home environments were identified as critical challenges. These findings underscore the complex landscape of EFL teaching and the necessity for targeted interventions to enhance teaching quality and student engagement.