Empowering Administrators: Exploring the Perceived Impact of ESP Learning on Private School Efficiency

Safwat, Haitham M.; Wannas, Amr S.; Ghoneim, May M.

doi:10.21608/jsre.2024.314282.1723

	Empowering Administrators: Exploring the Perceived Impact of ESP Learning on Private School Efficiency
مجلة البحث العلمى فى التربية
Article 7, Volume 25, Issue 10, October 2024, Page 174-198 PDF (1.41 MB)
Document Type: المقالة الأصلية
DOI: 10.21608/jsre.2024.314282.1723
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Authors
Haitham M. Safwat ¹; Amr S. Wannas ²; May M. Ghoneim ³
¹Head of the English Department Al-Waha International School, Egypt
²English Instructor, Education Department , Magdi Yacoub Heart Foundation, Aswan Heart Centre, Egypt
³Lecturer of Education, Humanities Department, College of Language and Communication, Arab Academy for Science, Technology and Maritime Transport, Egypt
Abstract
Administrators may need a basic understanding of English to communicate effectively with all the staff members, parents, and a few students identified as foreigners. Additionally, according to their job descriptions, administrators' required English proficiency depends on their specific roles and responsibilities. This study explores the perceptions of administrative staff in a private school on the impact of learning English for Specific Purposes on their assigned tasks and responsibilities. A qualitative exploratory design was used, where 22 administrative staff in a private school in Cairo, Egypt, shared via unstructured interviews their perceptions of the impact of learning English for Specific Purposes (ESP) on their administrative performance. Thematic analysis of the unstructured interviews showed that the responses of the private school administrative staff could be coded into challenges and proposed solutions to overcome these challenges. Participants, including private school employees, shared real-world challenges they encountered based on their professional experiences. Additionally, they proposed pragmatic solutions to address these dilemmas. Notably, this research diverges from existing studies, which predominantly focus on teaching methodologies, student attitudes, and perceptions of learning and teaching strategies. The findings underscore the need for administrators to actively promote, inspire, and facilitate employees’ utilization of English for specific purposes, thereby ensuring future benefits and supporting enhanced performance. Furthermore, institutional policies and leadership principles must evolve to align with the evolving needs of both staff and educational organizations.
Keywords
Egyptian Private Schools; English for Employees; Private Schools Admins; ESP


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