In the education sector, teachers serve as the most important role model in improving learners' English language competency. Due to this, the beliefs of the pre-school teachers initiate a critical indicator in deciding if, given the circumstances, pre-school children can receive adequate English inputs and exposure at their age. In this study, 60 private pre-school teachers were given a set of questionnaires consisting of 14 items to investigate their beliefs towards their abilities of teaching English to pre-schoolers in Pahang, Malaysia. The findings of this study revealed a much more positive view of teachers’ beliefs in pre-school English teachings. This can become a stimulus for the growth of English proficiency among Malaysian children and consequently improve the standard of English in Malaysia in the future.


Teachers’ beliefs; English proficiency; Pre-schools; Self-efficacy; ELT