RUAHA CATHOLIC UNIVERSITY

This paper examines the effectiveness of teachers' adherence to English language guidebooks on the development of pupils' writing skills. This study employed a qualitative approach using a cross-sectional research design. The data were collected from fifteen English language teachers at public primary schools in Iringa Municipality who were purposively selected. Data collection methods included classroom observations, structured interviews, and documentary reviews. Thematic analysis was used to identify key themes within the data, revealing insights into how guidebook adherence influenced teaching practices and writing skills. The study findings revealed that English language teachers effectively used guidebooks for writing schemes of work, lesson plans, and teaching writing skills. Teachers consistently adhered to the recommended guidebooks, incorporating key writing skills such as spelling, vocabulary, and sentence structure. The study recommends implementing structured training sessions to enhance teachers' understanding of English language guidebooks and introducing feedback mechanisms to help teachers gather student input on writing instruction.

English, adherence, language, guidebooks, writing, skills, development