An Examination of the Challenges Teachers Face in Teaching the English Language in Rural Schools: A Study of Five Selected Public Schools in Chilubi District, Northern Province, Zambia.

This study examines the challenges teachers face in teaching the English language in rural secondary schools in Chilubi District, Northern Province of Zambia. English is the official language of instruction in Zambia and plays a critical role in learners’ academic success. However, teaching English in rural areas presents numerous challenges that affect both teaching effectiveness and learner performance. The study employed a mixed-methods research design involving 100 respondents, including teachers, pupils, and school administrators from five selected public schools. Data were collected using questionnaires, interviews, and classroom observations, and analyzed using descriptive statistics and thematic analysis. The findings revealed that major challenges include lack of teaching and learning materials, inadequate teacher training, large class sizes, limited exposure to English outside the classroom, and negative learner attitudes. Additionally, infrastructural challenges and language barriers further complicate instruction. The study concludes that these challenges significantly hinder effective English language teaching and learning in rural schools. The study recommends increased government support, improved teacher training, provision of adequate teaching materials, and the promotion of English language use within school environments.