English Phonological Awareness Skills for Primary School Teachers in Algeria

Abstract

This study aimed to explore the degree to which first-stage primary school teachers possess
phonological awareness skills in English from their own perspective, as well as the relationship
between this and variables such as professional experience and academic qualification. To achieve the
study’s objectives, an analytical descriptive approach was adopted. A research tool (a questionnaire)
was developed and distributed after ensuring its validity and reliability. The study sample consisted of
(63) male and female teachers from the first stage of primary education under the Directorate of
Education in Tiaret State, Algeria, during the second semester of the 2024-2025 academic year. The
sample was selected randomly, and the data were processed statistically. The study revealed that the
degree to which first-stage primary school teachers possess phonological awareness skills in English
was moderate. Additionally, the results showed no statistically significant differences in the degree of
phonological awareness skills based on the variables of professional experience and academic
qualification. The study recommends implementing specialized training programs to equip teachers
with English phonological awareness skills. It also suggests providing them with a guide or
supplementary document to help them understand these skills, apply them in teaching, and recognize
their importance in reading instruction.