Does teachers’ knowledge, skill and self-efficacy are important in the implementation of English literacy?

This study was conducted to identify the skills among English teachers in teaching Literacy and Numeracy (LINUS) pupils in primary school. Their skills are being an interesting issue and major factor for pupils’ achievement in the LINUS program at school. English Language proficiency has given effect on the pupils’ achievement in early literacy. In line with the increasingly sophisticated educational technology era, teacher’s skills are very important to improve the best achievement of the pupils. At the end of 2017, the Ministry of Education Malaysia (MOE) introduced a new program known as the Common European Framework of Reference for Languages (CEFR) for year 1 and year 2 pupils in primary schools. CEFR is used to measure the standard level of language proficiency among pupils. There are various problems identified at the beginning of the introduction of this program such as teachers are not competence in implementing the program and pupils are difficult to master the skills required, they also difficult to understand the new syllabus provided and finally, the Ministry’s KPI will not be achieved. To achieve the objectives, this study uses the document analysis through the review of literature. Based on the results of the analysis, this study found that teachers faced the difficulties in implementing the new programs and facing the problematic pupils at the same time. Thus, they need time to adapt with the teaching aids that are supplied and require sufficient mental and physical preparedness to achieve the desired learning objectives. In addition, non-skilled teachers also face job stress as they have to face the on-going monitoring of the superior.