The Effect of Teachers' Principles on Student Performance in English Language A Case Study of Selected Secondary Schools in Uganda

Abstract

A principle is the underlying part (or spirit) of the basis for an evolutionary normative or formative development, which is the object of subjective experience and/or interpretation. (Enacademic, 2015). According to (Gurrey, 1962) the ideal teaching-learning process should involve the following principles: material and equipment, purpose, interest, aim, setting and experience as the main principles. The teacher’s perception of the teaching materials presented to him or her, his interest in them, his aim, his perception of the setting, and his confidence arising from the experience he has will determine the methods he uses. These principles are necessary in order for the teacher to communicate effectively with the students to guarantee foreign language development. Student responsibility is also encouraged through active involvement in the classroom activities. In terms of subsidiary principles the theory suggests the following principles: student confidence, plenty of practice and a sense of responsibly for their present situation and future. ABSTRACT: The term principle refers to beliefs the teachers hold for choosing and sticking to particular methods which in turn affect performance of the students.