Abstract:
Teachers' beliefs affect not only their teaching, but also filter new input, suggesting significant
implications for the implementation of educational innovations and teacher development. This
research investigate EFL teachers' beliefs of teaching reading skill and their actual classroom
practices focusing on Jimma High Schoolss. And 80 EFL teachers from five Secondary schools
were selected purposefully and conveniently. This study would be significant to students
expecting that the quality of reading lessons will be improved because teachers would work
better and gradually they will become skilled readers. And also teacher are the other
beneficiaries of the study including classroom practitioners. Curriculum developers and syllabus
designers professionally will look into their work and make the text book more welcoming
concerning reading skill. One of the data gathering instruments in this case study was a
questionnaire that asks the participants' beliefs of teaching reading related to the classroom
practices and how these beliefs influence their classroom practices in teaching reading. In
addition to the questionnaire, semi structured interviews were held to examine their beliefs in
detail. Finally, in order to see whether participants ' beliefs of teaching reading matched with
their actual practices in their classrooms or not, the participants were observed and recorded
The classroom observations as well as the recordings were also examined by ·the researcher,
and the data were verified The analysis of responses of participants recorded classroom
observations and interviews were presented qualitatively in the findings section and (the
questionnaire was presented quantitatively though percentage and frequency. Results of the
study showed that EFL teachers hold their own belief on teaching reading; however their belief
was incongruently implemented in the classroom. Finally, the study provides some
recommendations to the subjects which could help to improve their everyday classroom practices
to ongoing critical reflection. So, this can help them to be conscious about their belief and
motivated to reconcile with their practices to provide effective teaching reading.
