VOCABULARY TEACHING DIFFICULTIES OF SECONDARY ENGLISH TEACHERS

Abstract: Many secondary teachers face challenges in teaching English vocabulary in the classroom. Learning the different factors affecting the vocabulary teaching difficulties of the teachers could lead to possible solutions and interventions. This study aims to assess the level of difficulty of secondary English teaching in teaching vocabulary, particularly in the areas of content knowledge and pedagogy, assessment, personal growth and professional development. A descriptive, qualitative research was conducted and used a 30-item survey questionnaire that passed the rigorous validity and reliability test. The assembled information was dealt with using the mean and Mann-Whitney U-tests. Results revealed that teachers had a low level of difficulty in the areas of content knowledge and pedagogy, assessment, and personal growth and professional development. A difference was found in the teachers’ level of difficulty in the areas of content knowledge and pedagogy and personal growth and professional development when compared according to highest educational attainment and plantilla position, and a difference was also found in the assessment area when compared according to highest educational attainment and length of service. The result provides evidence that teachers have less difficulty in vocabulary teaching; however, their vocabulary teaching difficulty varies based on the highest educational attainment, length of service, and plantilla position. This study calls for a continuous, high-quality training program in all regional secondary schools to address the vocabulary teaching difficulties of secondary English teachers. Keywords: Vocabulary, Teaching Difficulties, Secondary English Teachers, Negros Oriental