PERANAN PEMIMPIN SEKOLAH DALAM MENINGKATKAN PENGAJARAN GURU BAHASA INGGERIS BUKAN OPSYEN DI SEKOLAH RENDAH KEBANGSAAN: SATU KAJIAN AWAL

Abstract

The obligation of non-option English teachers to teach English as a Second Language (ESL) has become a critical challenge for educational leadership in primary schools experiencing shortages of specialist teachers. Despite growing concern, limited research has examined how school leadership supports and enhances the instructional practices of non-specialist teachers. This study explores the instructional practices of non-option English teachers in Malaysian national primary schools and investigates the role of school leadership in improving teaching effectiveness. A qualitative study was conducted involving four non-option primary English teachers assigned to teach English. Data were collected through semi-structured interviews and classroom observations and analysed using thematic analysis. The findings reveal that non-option English teachers adopt adaptive instructional practices to support pupils’ foundational understanding, particularly among low-proficiency learners. These practices include instructional simplification, first-language support, structured lesson delivery, flexible activity adjustments, and the use of interactive strategies to enhance engagement. The study further finds that school leadership plays a critical role in shaping teaching effectiveness. Supportive leadership practices, including pedagogical guidance, collaborative culture, mentoring structures, and flexibility in instructional supervision, enable non-option English teachers to refine and adapt their classroom practices. In contrast, inconsistent or limited formal support may constrain pedagogical innovation, particularly in lower-ability classes. The study concludes that improving the teaching of non-option English teachers depends not only on individual capability but also on the strength of instructional leadership and organisational support structures within schools. The findings underscore the strategic role of school leaders in fostering collaborative environments and building teacher capacity to sustain instructional quality in primary schools facing shortages of specialist English teachers.