Classroom Time Management Obstacles in EFL Classes : The case of 1MS Teachers of English

Abstract

The purpose of this study is to explore and analyze classroom TM obstacles that 1MS EFL teachers in Tebessa encounter. By adopting a descriptive method, through employing a survey design; the data were collected using a questionnaire which was administered to a total number of 40 teachers. The obtained data from the questionnaire confirm the two research hypotheses. First, due to the fact that having just one hour per session; the majority of 1MS English teachers in Tebessa middle schools face arduous obstacles concerning TM. Second, they use some strategies to overcome those obstacles. The research findings also revealed both the main reasons and effects that are attributed to those obstacles. Based on the research findings, the following are the main recommendations which address this issue: supplying teachers with the sufficient time they need to teach either by having extra sessions or adding half an hour to the official session (90 minutes instead of 60 minutes), reducing both the length of the curriculum and the class size, designing training programs to enhance teachers professional development concerning TM.