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

Document Type : Original Article

Authors

1 Head of the English Department Al-Waha International School, Egypt

2 English Instructor, Education Department , Magdi Yacoub Heart Foundation, Aswan Heart Centre, Egypt

3 Lecturer 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.

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References

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