Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 2 (2025)

Instructional Competence and Teaching Performance of Non-English Major Teachers towards the Proposed Action Plan

Lance Yuan Vergara | Erin Nadine Capalad | Jonel James Narito | Christine Redondo | Sweet Dominae Renon

Discipline: Education

 

Abstract:

Teaching English is vital for developing communication skills; yet, it remains a challenge for teachers who do not specialize in the Language. This study assessed and explored the abilities of non-English major teachers in private secondary schools in proposing an action plan aligned with their improvement. Using a convergent parallel mixed-method design, both survey results and interview responses from the 17 participants were collected and analyzed separately, then merged to provide a comprehensive understanding. The quantitative data showed a 41.2% positive correlation, described as "very satisfactory," between teaching capability and the performance outcomes. The qualitative findings highlighted three key areas: the difficulties in language delivery, the value of peer collaboration, and the need for continuous professional growth. The integration of both data sets confirmed that enhancing teacher support and development can positively impact classroom effectiveness. Based on these findings, the proposed action plan includes the targeted training workshops to strengthen English instruction, peer mentoring programs to encourage collaborative learning, and regular classroom observation for ongoing feedback. This study recommends formal implementation of this plan in the private secondary schools to ensure the continuous support, improve teaching strategies, and foster sustained professional growth for non-English major teachers.



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