Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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5. Secondary School Teachers’ Views and Practices Concerning GCD – Presentation of the Results from the Secondary School Context
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5.1. Secondary School Teachers’ Views on Global Competence Development
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5.1.2. Results of the Questionnaire Study
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5.1.2.3. Global Competence Development in Secondary Schools

5.1.2.3. Global Competence Development in Secondary Schools

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In order to enquire into how the teachers see the role of global competence development in secondary schools, they were asked three questions they had to rate on a 5-point Likert scale. In the first question, they were asked about the extent to which they thought it was important for their students to become global citizens. Based on the results of the descriptive statistical test, secondary school teachers think that it is important for their students to become globally competent (M = 4.35; SD = .81). Most of the participants (n = 96) agreed that it was extremely important for them to become global citizens, 32% of them (n = 59) agreed that it was quite important, and only 14.6% of them (n = 27) stated that it was either partially important or not important to become global citizens in today’s world.

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Then, they were asked about the extent to which they thought it was their task as English teachers to develop their students’ global competence. The results of the descriptive statistical tests revealed a 3.97 mean (SD = .82) of the answers, meaning that the participants rather agreed that it was their task to develop their students’ global competence. 28.6% of the participants (n = 52) claimed that it was absolutely their task, 43.4% (n = 79) claimed that it was their task, and 25.3% (n = 46) claimed that it was partially their task to nurture global citizens in their lessons. Only five (7.5%) participants stated that they did not feel it would be their responsibility to deal with developing students’ global competence in their lessons.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Finally, they had to answer a question in connection with the importance of nurturing global citizens in EFL classes. Again, the participants mostly agreed that it was important (M = 4.16, SD = .90) to incorporate global competence development into ELT. 78 participants (42.9%) claimed that it was extremely important, 65 participants (35.7%) claimed it was important and 31 participants (17%) claimed that it was partially important to deal with global competence development in EFL classes. Only eight people (4.4%) stated that the English class should not be the terrain for nurturing globally competent citizens.
 
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