A. Degrees of Agreement
It is clear from the perspective of the participants that the amount they agree on, regarding their points of view on the extent of the participation of teachers in development of materials, is, for the most part, similar. This adheres to the perspective of the majority of educationalists like McCulloch (1997), Christophoruo (1994), Tyack (1993), and others, who are of the idea that teachers form a fundamental part of the issues linked to the requirements of students, their strengths, weakness and the factors, which foster the knowledge acquisition and progress towards a good future in education.
This complied with the statement from PT4, which posited that this kind of participation assists in progressing forward the cycle of education:
“I believe that teachers are the most important part for materials development as they are who push the education cycle forward for better education environment.”
B. Reasoning
Every participant agreed on the main point of supporting the engagement of teachers in materials development as depicted in the review of literature, which affirms, with clarity, that teachers understand the concerns of their students, their likes and dislikes and their strength and weaknesses (Christophoruo, 1994).
PT1 claimed that he feels teachers are able to use the regime of self-evaluation of the current learning setting, which confirms how vital it is for teachers to participate in the development of materials:
“As a teacher, and because of the strong relationship with my students and being close to them, I think I could design suitable materials to my own students. For example, I have been teaching in several schools and each school has different students with different levels; therefore, sometimes I try to give more explanation about a particular subject and sometimes do not”
The other participants, including PT2 and PT3, also included in the statement that they are of the same view as PT4, PT5 and PT6, as described by PT1 who affirmed the relevance of teachers’ participation in the process of materials development. He regards it as the main aspect in the development of education - to be able to edit the existing design made by the developers of the textbook.
PT2: “It helps to push forward the educational cycle which is also a major factor to develop the EFL teaching and materials”
Additionally, PT3 responded: “The answer is yes, the teacher is the most important person who can change, add, find mistakes or even edit the textbook, because he is the one who teaches and takes control of the textbook and knows the students very well”
C. Teachers’ Perceptions
As stated initially in the literature review, the use of textbooks and the manner in which they were applied in teaching is significant. It also known that textbooks present materials in a way that may adjust well in the classroom reality, or alter the requirements of the learners.
Instructors always understand their learners very well compared to other people, including the writers of textbooks (Haycroft, 1998, O'Neill, 1990). Hence, PT1 states that the textbook is more suited to more able students than to the present level of the students, so he made efforts to make the textbook much simpler as best he could, and to avoid some rules of grammar, which needed more comprehension and information:
“if the teacher is taking part in the materials development and agreed for all their requirements for taking part, they will have insightful encouragement and enhanced performance.”
Additionally, PT3 affirmed that there were some mistakes in the new textbook that was recently offered to schools all over the country. This new textbook forces each class to be taught at the same level, country-wide. Teachers are the only people who are able to personalise this uniform ability level that is set by the new text book. Relating to his (PT3) obligation, PT3 found it necessary for a teacher to do some alterations. This affirmation is similar to the statements made by PT5 and PT6. Hence, PT3 inquired if the alterations in textbooks would be considered in terms of being acted upon alone or with help:
PT3 “they will equalise every class in the country and apply the same textbook, even in one school you will find different levels among classes, I should present myself and explain the mistakes I found in the book, but the question is; is there anybody that will cooperate with me?”
The previous statement made by PT3 involving a question on teachers’ cooperation, which may be required by teachers, which complies with the PT4’s statement -he wanted the application of the recommendations from the teachers about a textbook to be recognised for it to be used with excellence in class:
PT5: “If the teacher is taking part in the materials development and has their agreement on all of the recommended requests, they will have insightful encouragement and enhanced performance.”