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HomeUE Research Bulletinvol. 23 no. 1 (2021)

Pedagogical Beliefs and Practices as Indicators of Teacher Competence among Senior High School English Teachers in Selected CAMANAVA Public High Schools

Ma. Victoria Z. Godinez



The primary objective of this mixed-method study is to assess the teacher competence of Senior High School English teachers in selected public high schools in CAMANAVA using five competency indicators - knowledge of Communicative Language Teaching (CLT), use of Information and Communication Technology (ICT), teaching approach, self-concept, and socio-affective skills. Fifty-seven (57) teacher participants in the study from twenty (20) public high schools in CAMANAVA were grouped into two based on years of teaching experience e.g., advanced and expert teachers. Quantitative data were obtained through a 30-item survey questionnaire and qualitative data were gathered through narrative essays. Analysis of quantitative data confirms the hypotheses that there are no significant differences in the competence level of advanced and expert teachers concerning the five competency indicators. Qualitative data corroborate these findings and provide more insights into teachers’ notions of competence. Finally, as hypothesized, positive correlations were obtained between teachers' beliefs and practices concerning knowledge of CLT, use of ICT, and socio-affective skills.