Main Article Content
This study focused on investigating English language instructors’ preparation, effectiveness and profi- ciency in teaching English as perceived by the self, teacher candidates and instructional leaders of Be- gae-Medir Teacher Education College. For data collection purpose, the researcher selected only one of those ten Teacher Education Colleges found in Amhara National Regional State, namely, Begae-Medir Teacher Education College for the study, but the researcher purposefully selected all the respondents (graduating English language students, English language instructors and three college administrators) from that college because he believed that selecting these respondents from this college was vital for the study. In this study, the researcher also explored the types of training and professional develop- ment experiences that English language instructors received from higher education institutions. The study focused on the perceptions of instructional leaders, misunderstandings and less receptivity lev- el among English language instructors and would-be teachers during teaching and learning process in that college. This mixed- approach (qualitative and quantitative methods) included 31 third year English would-be teachers, 8 college English language instructors and three college administrators: one academic dean official, one from instructional leaders, and one English department head. The re- searcher employed data collection instruments: close-ended and open-ended questionnaires, interview questions, and classroom observation to collect data from the participants mentioned above. With re- gard to the observation and training types of teaching -learning process during their stay in the college, these English language instructors and would-be teachers were included in relation to teaching and learning English as a second language and non-native English speakers. The sampling technique of the study was purposive. The findings showed that English language instructors were successful in producing competent would-be teachers that can teach English language for primary schools although English language instructors in the college are not satisfied. The result of this study indicated that there was a great misunderstanding, less receptivity level and perceptions among college English language instructors, teacher candidates and instructional leaders. This misunderstanding and less receptivity level among them were that teacher candidates seem to overrate their competencies and their instruc- tors seem to underrate their competencies and English language instructors perceived that they are ef- ficient and competent enough about their preparation, effectiveness and proficiency in teaching English language. Finally, the researcher recommended that all college English language instructors’ teacher candidates and administrators have to avoid their misunderstandings and carry out their duties and responsibilities.