Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 37 no. 4 (2025)

English Proficiency as a Correlate of Effective Teaching

Jazmine Hidalgo

Discipline: Education

 

Abstract:

This study was conducted to describe the English proficiency, and teaching effectiveness of teachers teaching English in the public secondary schools of the Division of Zambales. Specifically, it examined the teacher respondents’ socio-demographic characteristics, and the relationship among teachers’ level of English proficiency, and teaching effectiveness along pedagogical knowledge, instructional strategy, classroom management and socio-affective skills. Also, implications related to the teaching of English as a second language were drawn. The study utilized the descriptive-correlational method using survey questionnaires. Data were taken from the public secondary schools in the division of Zambales. Results of the study reveal significant relationships among teachers’ English proficiency, and teaching effectiveness. It can be concluded that once teachers have improved the level of their English proficiency, they will be able to teach effectively. Evidence in this study about the relationship among the variables highlights the importance of enhancing and sustaining English proficiency among teachers in the secondary schools. The results of this study illustrate the importance of language proficiency as the foundation of teachers’ ability to teach the language. It is recommended that the school system identify a professional development plan which will improve and sustain teachers’ English proficiency and their level of teaching effectiveness. This can be considered as a means to address issues and problems in language teaching.



References:

  1. Abadines, A. (2014, April 13). The One Thing Every Educator Must Do. Retrieved from http://thefilipinoteacher.com/tag/classroom-management-2/
  2. Alberta Learning. (2002).  Health and Life Skills Guide to Implementation (K–9). Instructional Strategies. Alberta, Canada
  3. Al-Issa, A. (2005). The implications of the teacher educator’s ideological role to the ELT system in Oman. 16, 337–348. Education, 21, 279–296.10.1080/10476210.2010.498579
  4. Al-Issa, A., & Al-Bulushi, A. (2010). Training English language student teachers to become reflective teachers. The Australian Journal of Teacher Education, 35, 41–64. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1430&context=ajte[Crossref]
  5. Chen, Y. (2017, October 13). The Application of Effective Teaching Theory in Higher Education. EURASIA Journal of Mathematics, Science and Technology Education. Retrieved from http://www.ejmste.com/The-Application-of-Effective-Teaching-Theory-in-Higher-Education,80781,0,2.html
  6. Coskun, A., & Daloglu, A. (2010). Evaluating an English language teacher education program through Peacock’s model. Australian Journal of Teacher Education, 35, 24–42. Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1461&context=ajte[Crossref]
  7. Darwish, S. (2006). An investigation of teachers’ perceptions of the English language curriculum in Kuwaiti elementary schools (PhD dissertation). University of Denver, Denver, CO.
  8. English Proficiency in the Philippines. (2011, July 29) Retrieved from http://www.tesdacoursesoffered.com/english-proficiency-in-the-philippines/
  9. Jones, J., & Jones, K. (2013). Teaching reflective practice: Implementation in the teacher-education setting. The Teacher Educator, 48, 73–85. doi:10.1080/08878730.2012
  10. Kömür, Ş. (2010, September). Teaching knowledge and teacher competencies: A case study of Turkish preservice English teachers. doi: 10.1080/10476210.2010.498579
  11. Muthanna, A. (2011). Exploring the beliefs of teacher educators, students, and administrators: A case study of the English language teacher education program in Yemen Middle East Technical University, Ankara. Retrieved from https://etd.lib.metu.edu.tr/upload/12612859/index.pdf
  12. Ochieng’ Ong’ondo, C., & Borg, S. (2011). ‘We teach plastic lessons to please them’: The influence of supervision on the practice of English language student teachers in Kenya. Language Teaching Research, 15, 509–528. doi:10.1177/1362168811412881
  13. Oder, T. (2014). English language teachers’ perceptions of professional teaching. Teacher Development, 18, 482–494. doi:10.1080/13664530.2014.953253
  14. Richards, J. (2017, February 9) Teaching English through English: Proficiency, Pedagogy and Performance. doi:10.1177/0033688217690059
  15. Shishavan H., & Sadeghi. (2004, December). Characteristics of an Effective Language Teacher as Perceived by Iranian Teachers and Learners of English. Vol. 2 No. 4. doi: https://doi.org/10.12973/ejmste/80781
  16. Tol, C. V. The effects and implications of implementing oral presentations in an Omani ICLHE classroom. Asian EFL Journal Quarterly, 18, 113–155.
  17. Varlas, L. (2009, September). Highly Effective Teachers: Defining, Rewarding, Supporting, and Expanding Their Roles”, a research, Association for Supervision and Curriculum Development. Retrived from http://www.ascd.org/publications/newsletters/policy-priorities/vol15/issue3/full/Highly-Effective-Teachers@-Defining,-Rewarding,-Supporting,-and-Expanding-Their-Roles.aspx
  18. Washburn S. (2010, May). Center on Education and Lifelong Learning. Classroom Management Self Assessment Tool.  Indiana University. 

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic