TEACHERS’ ATTITUDES TOWARDS COMPETENCY BASED APPROACH (CBA) CASE STUDY TEACHERS OF SECONDARY SCHOOL AT KHENCHELA

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dc.contributor.authorHamitouche Leila
dc.contributor.authorMahfoudh Asma
dc.date.accessioned2026-01-18T14:07:26Z
dc.date.available2026-01-18T14:07:26Z
dc.date.issued2016
dc.description.abstractAbstract The present study aims at observing the different attitudes of teachers at Khenchela secondary schools, the main objectives are to see if teachers understand what is meant by the competency based approach, to deduce the different attitudes of teachers about the competency based approach, and to know the reasons behind choosing or avoiding the implementation of CBA. A questionnaire is used with English‟teachers at Khenchela secondary schools. Also an interview is done with inspectors from different regions. Results showed that the majority of English teachers of secondary school at Khenchela understand the concept of “competency based approach” but unfortunately they did not find the suitable conditionthat can help them apply it, then we found that teachers of English have different aspects and views towards the competency based approach, some teachers claimed that it cannot be applied in the Algerian schools since it contain a huge number.in other hand there are teachers who affirmed that competency based approach is so useful, successful and effective. Then, teachers who prefer to use competency based approach justify that to make the learner more independent and active to improve her/himself without relying on the teacher. While others assumed that they avoid using it because of various reasons as learner‟s level, numbers of classrooms, lack of many conditions. Key words: CBA, Teachers’ attitudes.
dc.identifier.citationOunis Salim
dc.identifier.urihttp://dspace.univ-khenchela.dz:4000/handle/123456789/9962
dc.language.isoen
dc.publisherUNIVERSITY OF ABBES LAGHROUR-KHENCHELA
dc.titleTEACHERS’ ATTITUDES TOWARDS COMPETENCY BASED APPROACH (CBA) CASE STUDY TEACHERS OF SECONDARY SCHOOL AT KHENCHELA
dc.typeThesis
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