Primary School Teachers’ Perceptions and Impediments in using 5th Year English Language Textbook The case of primary schools at Bordj Bou Arreridj

Abstract

A textbook represents valuable teaching material that is of paramount importance in the teaching-learning process. In primary schools, textbooks serve as the backbone of language teaching, shaping both pedagogical strategies and learning outcomes. However, the success of these materials depends not only on their content but also on how teachers perceive and utilize them in a real classroom setting. This study explores the teachers' perceptions and impediments in using the 5th year English language textbook. this study adopted a qualitative method by observing and interviewing eight teachers. The investigation took place in different primary schools in BBA. to collect data and answer the research questions. The data collected was analyzed using thematic analysis. The study revealed that teachers held predominantly negative perceptions of the 5th year English textbook, citing issues with its content relevance, linguistic complexity, and lack of adaptability to diverse classroom needs.