Exploring CLT-Related Pedagogical Content Knowledge Among English Teachers in Bahrain

Abstract

This study examined communicative language teaching (CLT) related pedagogical content knowledge (PCK) reported by Bahraini in-service English language teachers during professional training. PCK was examined through teachers’ perceptions of CLT benefits and principles, their conceptual understanding of CLT, perceived demands on teachers, implementation barriers, and suggested improvements. A quantitative survey design was employed using a 40-item questionnaire rated on a five-point Likert scale. The data were analysed descriptively, with attention to response patterns, central tendencies, variability, and the reliability of the questionnaire dimensions. The findings revealed generally favourable perceptions of CLT, with perceived benefits receiving the highest rating (M = 3.94, SD = 0.80), while the remaining attitudinal and implementation-related dimensions recorded mean scores ranging from 3.63 to 3.78. Despite this favourable orientation, responses to four statements reflecting common misconceptions about CLT indicated areas of conceptual uncertainty, with 44%–52% of respondents endorsing these statements. Intensive training emerged as the most strongly supported improvement (73.5%), while 48.5% of respondents perceived CLT as insufficient preparation for the final examination. These findings suggest that the development of CLT-related pedagogical content knowledge is characterised by a combination of favourable pedagogical orientations, conceptual uncertainty, and contextual constraints. The findings offer an exploratory contribution by describing a cohort's receptiveness to CLT alongside areas of conceptual uncertainty, and by identifying professional-development priorities that support the Ministry of Education's emphasis on systematic needs analysis to inform targeted training in Bahrain.