Author: Soma Jash
Abstract: This study investigates the relationship between teacher beliefs and instructional choices in secondary English classrooms across two Midnapore districts in West Bengal, India. Employing a comparative mixed-methods design, data were collected from 40 teachers through a Teacher Beliefs Questionnaire (TBQ), structured classroom observations, and semi-structured interviews. Quantitative findings indicate that teachers in Paschim Medinipur exhibited stronger beliefs in communicative and student-centered approaches, which corresponded with higher implementation of interactive methods, group work, and technology integration. In contrast, teachers in Purba Medinipur showed a reliance on grammar-translation and lecturebased instruction, despite expressing favourable beliefs toward communicative teaching. Qualitative analysis revealed contextual constraints—including large class sizes, limited resources, and exam-oriented pressures—that mediated the enactment of teacher beliefs, particularly in Purba. Correlation analysis demonstrated a strong positive relationship between belief in communicative methods and instructional practice (r = 0.72, p < 0.01). The study underscores the importance of contextual support, professional development, and resource availability in bridging the belief–practice gap and promoting effective English language teaching. The findings have implications for educational policy, teacher training programs, and curriculum design in semi-urban and rural contexts.
Keywords: Teacher Beliefs, Instructional Choices, English Language Teaching, Secondary Education, Comparative Study, West Bengal, Pedagogical Practice, Mixed-Methods Research.
Page No: 117-127