Home⇛International Journal of Research in Advanced Studies and Graduate Education⇛vol. 1 no. 1 (2025)

English Language Competence Of Private Basic Education Teachers

Kristine Mae Auayang

Discipline: English Language

 

Abstract:

Language competence is required among teachers for effective professional practice because they use language as both a medium and an object of instruction. This study aimed to determine private basic education teachers' language competence and develop a proposed intervention program. A mixed-method approach was utilized to gather data. The study revealed that basic education teachers have an overall basic level of language competence. This is attributed to insufficient knowledge of grammatical rules, workload, lack of awareness of the language’s social rules, lack of seminars and training for professional development, use of code-switching, a weak foundation in sensitivity, culture, behavior, and non-verbal communication, and anxiety in using English. Furthermore, English teachers and those with higher educational attainment have an advanced level of overall language competence, while teachers with longer years of teaching and those with higher educational attainment have an advanced level of sociolinguistic and strategic competence, respectively. This implies that teachers who do not specialize in English, who are new to the teaching profession, and those with a bachelor's degree must undergo more training and seminars to enhance their language competence. Hence, there is a necessity to propose and implement a differentiated developmental program.



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