This descriptive research designed to determine the influence of communicative competency in Britton’s language functions on the academic performance of faculty teaching English discipline premised on out-come- based teaching frameworks and the K=12 enhanced basic education curriculum implementation as a measure of reform to enrich performances level could assist the school administration towards a best-fit for quality assurance. The socio-economic-educational profile of respondents reflected majority age 41-50 years, female, married, received monthly salary of Php3,000-6,000, mostly BSAgEd graduate, teaching based on specialization with appropriate training-seminars.Communicative competency in Britton’s language functions particularly, expressive and transactional were described as very good, except poetic with only good competency. All language functions divulged homogeneous with closely similar competency.Teaching Performance of faculty in English discipline described moderately adequate. The perceptual difference of Communicative Competency and teaching performance between the male and female faculty members in Britton’s language functions, respectively, disclosed T-test for independence/ uncorrelated level, divulged significant did not exist. Hence, the probability of occurrence greater than Alpha level accepted the Null hypothesis. The relationship between communicative competency in Britton’s and teaching performance capability in English, taken collectively among faculty members, disclosed highly significant. Individually, the former variable indicated a directly proportional relationship with the later. The extent of the relationship of Britton’s communicative competency and teaching performance on the socio-economic-educational profile, collectively/ individually, which co-existed not-significant, accepted the Null hypothesis.
ISSN 2449-4399 (Print)
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