CHAPTER I - Thesis Joseph 2010

7/31/2019 CHAPTER I - Thesis Joseph 2010

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CHAPTER I

BACKGROUND OF THE STUDY

The worlds thrust today is towards the creation of a collaborative,

cooperative and communicative global community. Although this is a gigantic

task and process, the thrust is not that difficult because of the presence of a

universal, global language communication, English. This is even more

facilitated with the access to advanced information technology where the

world is able to connect at one click with the use of a computer. The use of

English as a global language does not only reflect a cultural heritage but more

as bridge to growth, progress and development. (Batang, 2010).

In the Philippines, the goal of education nowadays is quality and

globally competent. One indicator of quality in the elementary education is

the competence of the teaching workforce, who should manifest desirable

personal qualities and high level of professionalism. The competent teachers

who possess the appearance academic preparation and qualification to

handle classroom teaching would affect quality pupils and these could be

manifested by the multi-faceted skills exhibited by them not only inside the

school premises but also in the world of work. In fact, schools realize that

their system could not function successfully unless they were staffed with

competent as well as efficient and effective teacher (Castetters, as cited by

Pira 2010).


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Canada (as cited by Bravo, 2010) of the University of the Philippines

commented: Our language teaching program seems to have failed to define

and achieve their programs and goals. Consequently, the high level of English

proficiency of our students has declined tremendously. The blame has been

laid on us language teacher. Concerned citizens in the country and authorities

in education bewail over the poor quality of our students nowadays because

our language teachers do not touch as well as they used to. Canada was

pointing to instructional competencies of the language teachers.

Furthermore, teachers need to improve knowledge and skill to

enhance, improve and explore their teaching practices. Many of the studies on

competencies of teachers focus on the teaching role of teacher in the

classroom rather than teachers competencies. Teachers competencies have

been broadening with respect to reform studies in education, development of

teacher education, scientific results of educational science and other fields.

Teaching English subjects requires the rich skills and knowledge of the

competent English teachers. The four macro skills (listening, reading, writing

and speaking) should be enhanced and developed among the learners so they

are prepared in the field of work they would be directed to as application of

the theories they have learned in the classroom.

Thus, the call to uphold the quality of Filipino English reaches out to

educational institutions where it plays a vital role in learning. We need to


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brace our English to project intelligibility, communicability and acceptability

even as a great number of educated Filipinos opt for passive English,

understand English in oral and written form, respond accordingly but still

communicate in their native tongue or the national language. The challenge to

make the teaching of English as a second language (TESL) operational

confronts teachers to contend with the inherent interlanguage of their

multilingual words and facilitates the acquisition of grammatical awareness,

phonological awareness and discourse awareness through communicative

approaches. (Santos, 2010).

Consequently, to understand and to be aware of such competencies are

significant not only for researchers but also for teachers of English teaching.

From this cognizant where teachers who are the key factor of knowledge in

the classroom can also apprehend of their present competencies and

practices are with engaging or not.

In view of the foregoing, this attempts to assess the competencies of

public elementary school teachers

STATEMENT OF THE PROBLEM

This study aims to assess the competencies of public elementary school

English teachers in the Ilagan East District, Division of Isabela. Specifically, it

seeks to answer the following questions:


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1. What is the profile of the public elementary school English teachersof Ilagan East District in terms of:

a. ageb. genderc. educational attainmentd. number of years in servicee. number of trainings attended for the past five (5) years

2. What are the competencies of the public elementary school Englishteachers of Ilagan East District in terms of:

a. instructionalb. knowledge of theories, principles, methods and techniques of

teaching English as a second language.

c. assessment skillsd. classroom managemente. guidance skillsf. personality and professional qualities

3. Is there a significant relationship between the profile of publicelementary school English teachers of Ilagan East District and their

perceived competencies?


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SIGNIFICANCE OF THE STUDY

The primary reason that encourages me in conducting this study is to

analyze teachers competencies in teaching English, as mentioned that

teachers play a vital role in the delivery of language instruction and are also

accountable for encouraging their pupils to learn. It is essential that teachers

themselves should have the knowledge and competent in their teaching

practices they are applying. Thus, it is hoped that the result of this study will

provide insights into the competencies of Public Elementary School English

Teachers in Ilagan East District, Ilagan, Isabela. And serve the following

purposes:

For Students

This study may provide an overview to what the learners are

experiencing inside the classroom through their teachers in English. Pupils

will benefit from this study as they will be guided and taught properly the

skills needed to help them come up with better academic records.

For Teacher

The findings will reflect the competency of the English teachers and

eventually expose the teachers strengths and weaknesses in terms of their

competencies. These will be given the proper attention for remediation or

improvement. Furthermore, teachers of the Ilagan East District especially

those who are teaching English, will be provided vital data and information


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on their performance as to their strengths and weaknesses, and, therefore,

through this study, they can improve themselves in the various aspects of

teaching.

For Policy and Curriculum Makers

Policy-makers will also benefit from this study which may serve as one

input in coming up with policies for the benefit of teachers and pupils.

Likewise, curriculum makers can make use of the findings of this study to

enrich the English programs for better English learning.

For the Researcher

This study will put the researcher in a better position to provide

maximum help to pupils with difficulties in learning English. Moreover, with

her findings, she could be of help to parents and other teachers who have

problems in developing the pupils interest in English learning.

For Parents

With the result of this study, parents will be provided vital data and

information as regards the English skills/English learning of children

reflected in the competencies of the teachers; so that they can help the school

by following-up their childrens learning at home.

For Future Researchers

The findings of this study may assist future researchers who will

conduct studies pertaining teaching competencies and teacher effectiveness.


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SCOPE AND LIMITATION

This study involved all public elementary school English teachers of

Ilagan East District, Ilagan, Isabela for the school year 2010 2011 namely:

Alinguigan 1st E/S, Alinguigan 2nd E/S, Alinguigan 3rd E/S, Balla P/S, Batong

Labang E/S, Capellan E/S, Fuyo E/S, Ilagan East Central School, Ilagan North

Central School, Manaring Integrated School, Marana 1st E/S, Marana 2nd E/S,

Marana 3rd E/S, Minabang E/S, Morado E/S, Nanaguan P/S, Pasa E/S, Rang-

Ayan E/S, San Andres E/S, San Juan Rugao E/S, San Lorenzo Integrated

School, San Rodrigo P/S, Sta. Catalina E/S, Sta. Victoria E/S, Talaytay P/S,

Tangcul San Isidro E/S,

The competencies of English teachers particularly their teaching skills,

knowledge of skills, methods and techniques, assessment skills, classroom

management, guidance skills, and professional and personal qualities in

relation to the perception of the teacher-respondents as well as the profiles of

the English teachers are the variable involved in this study.

These competencies will be assessed together with the profiles of each

participant. The degree of competence will be rated by the public elementary

school English teacher-respondents.

Moreover, this study is only limited to determine certain competencies

of English teachers of Ilagan East District that are perceived by public

elementary school English teachers themselves.


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DEFINITION OF TERMS

To facilitate understanding of the present study, the following terms

are defined operationally.

Assessment Skill. Entails the skill or ability of the teacher to employ

and choose assessment strategies appropriate for English language learners.

Classroom Management. Is the process of ensuring and maintaining

the smooth flow of classroom lessons despite disruptive behavior of students.

It also entails the prevention and control over undesirable behavior through

effective supervision, referring, facilitating and academic discipline

(Wikipedia 2009; Rodriguez, 2009).

Competency. As used in the study, refers to the teachers ability to

apply teaching principles to practical situations. It pertains to the sufficiency

and adequacy of abilities or skills to perform a task in accordance with the

proper ethical and legal qualifications and standards.

In the online dictionary, competency means quality of being

adequately or well qualified physically and intellectually. (http://dictionary.

reference.com)

Curriculum. Refers to all elements of teaching-learning process that

work in convergence to help pupils understand the curricular goals and

objectives, and to attain high standards of learning defined in the curriculum.

These elements include the teachers now.


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Degree of Competency. Refers to the numerical representation of

each of the items in the six (6) dimension of competencies identified in this

research. This degree is represented by 1, 2, 3, 4 and 5 which stand for very

incompetent, incompetent, competent, moderately competent, very

competent.

English Language Teaching. Refers to the processes involved in the

teaching of the second language (L2) to second language learners by the

English teacher.

Guidance Skill. Refers to describe the teachers ability, attitudes and

values towards responding to students emotional needs in learning the

second language.

Instructional Competence. Refers to the skills, attitudes and values of

teachers towards English language instructions.

Method. Is the systematic process of conducting a class in order to

achieve measurable and relevant objectives of a particular lesson skill. This is

anything that the individual has learned to do with ease and precision.

(Warren, 2000)

Personal Qualities. Refers to the conduct, behavior, mental capability

and personal judgment of the teacher.


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Principles. Refers to the fundamental norms, rules and values

representing the desirable, positive and essential conditions and factors

which affects student learning (Business Dictionary, 2009).

Professional Qualities. These are the attributes of the teacher

established through formal schooling, trainings, seminar and the like.

Second Language (L2). Refers to the target language being used by

English teachers, the so-called lingua franca of the Philippines which is

English.

Second Language Acquisition. This refers to the automatic leaning of

a certain language learners. For instance, the ability to learn the mother

tongue is called language acquisition.


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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

There have been significant articles, views and related studies

concerning this study. Among others, the following shed light to this.

Teachers are the forefront of the educational system. Their calling is

for the acquisition of important skills and competencies that will contribute

to the attainment of relevant and effective education among the youth. Thus, a

teacher must possess the necessary competencies to functionally and

effectively create a productive teaching-learning process. Teaching is not a

job easy to perform, it is a complex and complicated responsibility.

For an English teacher, the importance of teaching the second language

(L2) to learners is quite a responsibility to handle. To do this, the teacher

must be equipped with the competencies required to effectively teach the

second language to students.

Reyes study (1997 as cited by Batang 2010) sought to identify and

describe the language learning strategies of college freshmen in a state

university. Her study dealt with language learning strategies. It employed

techniques like think-aloud protocol. The results of the think-aloud task

described a good reader and a good language learner as interactive and risk-

taker. The good reader combined strategies such as selection, attention,


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inferencing, elaboration, imagery, summarizing and monitoring. Reyes called

the combined strategies spiral or strategy chain or understanding. Her study

contributed to the present study for it provides a great help in uplifting

English teachers in their teaching instructions.

Christ (1987) (as cited by Bravo, 2010) came up with a question as

regards what good language teacher is. With this, he came up with the

following suggestions:

1. He knows and loves surely his subject. He can communicate thatknowledge to others;

2. He is firm but fair, frank, honest, dynamic and sympathetic. He isinterested in his student as individual. He is a teacher however, not

just a good pal;

3. He is well prepared and finds intellectual challenge of his subject;4. He sets high standards and leads to do their best, and5. He is flexible and encourages independent thinking, even

disagreement with his point of views.

Moreover, Christ suggested that in order to ensure good teaching, a

teacher must at least consider the following:

1. Plan carefully;2. Let the pupils know in the first week the plan to cover during the

semester, no matter how tentative the plan is;


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3. Jot down on a piece of paper, general terms, the work expected tobe covered in the next month or in the next quarter;

4. Do not expect classes at given time and level to act alike;5. Be realistic in jobs assigned to students;6. See that the students go to work will in advance in a report or

speech;

7. Always become aware of the teaching strategy to be used inteaching English language; and

8. Plan the frequent test.The same idea on the function or job of the English teacher was pointed

out by Weiss (1981)(as cited by Bravo, 2010). He said that an English teacher

should set a good example to students and fellow teachers by his own

effective communication. According to him the macro skills (listening,

writing, reading and listening) should be thoughtful clear and fair minded in

order for L2 teaching to be effective.

Richards (2001) (as cited by Bravo, 2010), enumerated the

components that consist the skills and expertise in teaching English as a

second or foreign language. These are:

1. Practical knowledge: the teachers repertoire of classroomtechniques and strategies,


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Dickenson and Westbook (2004) assumed that teaching English

involves skill knowing, planning, preparing materials, being coherent with a

class, explaining well both tasks and concepts, leading by example, assessing

work intelligently and encouragingly and sustaining high expectations about

progress. Thus, effectiveness of the teacher teaching English depends on

his/her mastery in all things mentioned.

Brauer (2001) (as cited by Bravo, 2010), highlighted the issues and

technology in teacher preparation. Using the innovative degree program for

Japanese teachers as subjects for his analysis, he mentioned the urgent need

for extensive and effective preparation of future teachers to use and create

technological approaches and supports for learning a language. In teaching

L2, he believed that ample merging of technology and language teaching

competencies of the language teacher produce astounding results in teaching

language. Furthermore, he emphasized the need for new teachers to

understand how they must vary their approaches according to the

background of the students, the goals of the program and the students

themselves and the teaching context and its resources; so that, teachers may

apply these understanding in language teaching.

In the science, the affective domain of the learner has been a center of

satisfying the objectives of learning. The affective domain is one of the three

major classifications of objectives, proposed by Bloom (1956). It is concerned


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with attitudes, interests, appreciation and mode of adjustment. As Ramaneck

(1956) (as cited by Bravo, 2010) finds, the classroom behaviors of teachers

have an impact on learning of the learners. Hence, he presented the following

characteristics of an effective teacher:

1. Willingness to be flexible, to be direct or indirect as the situationdemands;

2. Ability to perceive the world from the students point of view;3. Willing to experiment, to try out new thing;4. Skills in asking questions (as opposed to seeking help as a kind of

answering service);

5. Knowledge of subject matter and related areas;6. Provision of well-established examination procedures;7. Provision of definite study helps;8. Reflection of an appreciative attitude (evidence by nods, comments,

smiles) and

9. Use of a conversational manner in teaching informal, easy style.In order to produce quality products (learners), there should be

quality teachers (Hidalgo, 1995) (as cited by Bravo, 2010). This is because

society demands a paradigm shift to education. As a result, teachers should be

prepared with respect to knowledge and practical experience in teaching.

Hidalgo further share the following aspects of quality teachers: (1)


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pedagogical knowledge, (2) subject-area content knowledge, (3) skills and

attitudes necessary for effective teaching, (4) a strong understanding of

human growth and child development, (5) effective communication skills, (6)

a strong sense of ethics, (7) a capacity for renewal and on-going learning.

Patrick and Smart (1998) believed that there is a multidimensionality

nature of determining the components that make up the competencies of a

good and effective teacher, hence, the list of characteristics remain long and

varied. Nonetheless, researchers and authors, through qualitative analysis,

came up with the following most evident competencies or categories of

competencies (Cruz, 2007).

1.) Dynamism/Enthusiasm,2.) Instructor-Group Interaction,3.) Instructor-Student Interaction,4.) Self-Assessment/Improvement,5.) Student-Centered Learning,6.) Analytic/Synthetic Approach,7.) Facilitation/Presentation Skills,8.) Organization/Clarity,9.) Resources Management and10.)Student Assessment


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In relation to the issues of teachers competencies in English teaching,

Tan (1999), in her study of the teaching performance of the elementary

school teachers in relation to pupils academic achievement found out that

the teachers performance and teacher competence were significantly

correlated to pupils academic achievement.

In understanding teachers competencies, a foreign study about

competency about competency disparity between pre-service teacher

education and in-service requirements in Taiwan conducted by Jon-Chao

Hong, et. al. (2008) of the National Taiwan Normal University aimed to

explore whether pre-service teacher education in Taiwan equips in-service

teachers with the necessary knowledge and competency to meet the demands

of the professional career. The respondents were individuals who

participated in the 2005 GreaTech Award and 2005 Excellent Teacher Award

in Taiwan. They were asked to indicate the level of competency disparity they

experienced between pre-service teacher education and in-service job

requirements. Results showed that out of the five most important

competencies at work, three are interpersonal skills-related, and two are

professional capability-related. This result suggests that samples believe

that social/interpersonal skills are among the most important competencies

that help them to execute teaching plans.


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On the other hand, the least important competencies at work as

reported by samples are English proficiency, depth of domain-general

knowledge, meeting management, ability to use information technology and

innovative ability. The results above could imply that among six dimensions

mentioned in this present study of English teachers competencies;

knowledge of theories, methods, strategies and principles of teaching and

personal and professional qualities are likely to be rated the least among the

competencies.

According to Han Hui (2009), an investigation of teachers perception

of culture teaching in secondary schools in Xinjiang, China, English Language

education in China has gone through several stages of development in the past 30

years. The early method of language learning was centered on grammar

acquisition but this has since moved to the current approach of communicative

competence development. Although the Official Document in 2001 laid down

cultural awareness as one of the language teaching objectives, there seems to be

a gap between the new curriculum and what goes on in classrooms. The aim of

this study is to investigate teachers perspectives on cultural teaching in terms of

the teaching objectives of language and culture; teachers understanding of

culture; the cultural topics they favor to teach in the classroom; the techniques

they use to teach culture; time allocation to culture teaching and finally their

attitudes towards intercultural communicative competence so as to design courses


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at the teacher training college to meet the needs of the teachers. The method of my

research involves a survey: questionnaires were sent to the schools as well as

trainers in the teaching college after a pilot run and group discussion in refining

the questions. The returned survey is then categorized and analyzed based on

Byrams intercultural communicative competence model. The analyzed results

show encouraging signs of teachers and college trainers willingness to engage in

cultural teaching, but the results also reflects teething problems to fully engage

cultural communicative competence in the classrooms. The highly examination-

oriented environment, the practical approach of teachers and students and the

academic qualification/experience of teachers are some of the current problems in

teaching culture in the classroom. The teachers college plays an important role in

changing the perception of cultural teaching of teachers and the results show a

need for courses to build the understanding and confidence of teachers in the

classrooms.

There has been considerable public concern in the media about the

standard of English language teaching in Malaysia and it is not uncommon to

find comments in the newspapers about various inaccuracies in teachers use

of English in the classroom. One of the related issues is the language

awareness of teachers, i.e. the explicit knowledge that teachers have of the

underlying systems of the language that enables them to teach effectively.

Andrews (1999) argues that this explicit knowledge about language is

an important part of any second language (L2) teachers language awareness.


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The importance of having grammatical awareness among English language

teachers has been emphasized by many scholars for various reasons. Denham

and Lobeck (2002), for instance, states that many English education

textbooks point out that teachers must be aware of certain grammatical

fundamentals in order to help students recognize patterns of errors.

Azar (2007:24) states that it is the teachers job to clarify grammar

information for students. Andrews (2005:74) argues that both initial and

continuing teachers should have access to grammar knowledge. According to

him, a teacher with a rich knowledge of grammatical constructions will be in

a better position to help young writers. Despite the high importance of

having grammatical awareness various scholars such as Beard (1999), as

cited in Cajkler and Hislam (2002), have noted that regardless of years of

experience in English teaching, many teachers still lack grammatical

awareness or knowledge about language. The situation appears to be similar

in Malaysia.

Studies such as Mohd, Sofi Ali (2002) have demonstrated that ESL

teachers lack sufficient English language proficiency to teach the subject. The

aim of this paper is to report on a study of Malaysian primary school teachers

grammatical awareness. In particular, the study seeks to examine the English

language teachers nature and level of grammatical awareness. Questionnaire

and interview techniques were used to elicit data from primary school


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teachers who were following their B. Ed TESOL program in University Saints

Malaysia. Findings of the study would help to shed light on an important facet

of primary school English language teachers metalinguistic awareness in

Malaysia and contribute towards the improvement of teacher education in

the country. While there have been many studies on grammatical awareness

of learners of English as a second language, there have been very few studies

on grammatical awareness of English language teachers.

One related study is Nurazila Abd Aziz (2007) which looks at

grammatical awareness of prospective English language teachers in a teacher

training institution. There have been no studies to date on grammatical

awareness of practicing English language teachers in Malaysia at both

primary and secondary school level.

CONCEPTUAL FRAMEWORK

Every English teacher has its own level of competency as he enters in

the classroom. These competencies reflects his teaching styles and

instructions whether he or he is not effective and efficient.

The idea of competence in teaching and training is both new and not

new. People have long said, Hes a great teacher, or She cant teach. These

intuitive judgments, based on observation of people in the act of teaching or

memory of classes in which one has been, goes on every day (Purves, 2010).


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Moreover, the perceived deterioration of the quality of education is

blamed on the educational systems poor quality of education accorded to the

learners. One of the common causes of poor quality learning is due to the lack

of Competency of Teachers (Orden, as cited by Bravo, 2010) means that a

student learns well from a teacher, hence, the success or failure of a school in

educating the youth is determined by many factors. Among these factors is

the teacher (Cuento, as cited by Bravo, 2010). According to Cuento, the kinds

of teacher children have in school determine the kind of school they are in.

The teacher must demonstrate competence in planning; has thorough

knowledge of the subject matter; methods and techniques of teaching,

projects a dynamic personality; exudes sympathy and enthusiasm, sincerity

and devotion to duty and growth and progress.

Virtually, the success of teachers can be measured most obviously, by

how much their students learn. Like learners, all teachers are different; it is a

good idea to recognizing that you are unlikely implies to be good teacher or

great teachers for some people. All right teachers for some and will be poor

teachers to others. The teacher is the most powerful person in the classroom.

There are many ways for the teacher to use their power, the most important

things that needs to be taken care are Organizations, security, motivation,

instruction, modeling, guidance and information, feedback, encouragement

and evaluation. One of the main tasks of competent teachers is to create an


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atmosphere which provides the best condition for learning. We must serve as

means to an end, and be instrumental factors to direct our pupils and see if

learning takes place. (Santos, 2010).

In order to determine the relationship of the variables of the study, the

following framework was used.

RESEARCH PARADIGM

Figure I show the flow of treatment of the variables of the study. The

first box contains the independent variables in the study consisting of profile

of public elementary English teachers of Ilagan East District.

The profiles are composed of age, gender, educational attainment, field

of specialization, number of years in service and number of trainings

attended for the past five years. The second box shows the level of

competencies of the respondents. Furthermore, the profiles of the

respondents would be used to determine the level of their competencies.


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Figure I. The Research Paradigm

HYPOTHESES

The following assumptions about the study are stated in the form of

null hypothesis with a 0.05 level of significance.

1. There are no significant differences in the competencies of thepublic elementary English teachers when grouped according to the

profile variables;

2. There are no significant differences in the competencies of thepublic elementary English teacher as perceived by the teachers

themselves and the administrators.

3. There are no significant relationships in the six dimensions ofcompetencies of the public elementary English teachers.

English Teachers

Profile

Age Gender Educational

Attainment

Field ofSpecialization

Number of Years inService

Number ofTrainings andSeminars attended

Level of Competencies

InstructionalCompetence

Knowledge ofTheories,

Principles,

Methods and

Techniques of

TESL/TEFL

Assessment Skills Classroom

Management

Guidance Skills

Personality andProfessional

Qualities


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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology employed in this

study. It describes the research design, respondents, instruments, data

analysis, and statistical treatment employed by the researcher.

Research Design

The descriptive-correlation method of research will be used in this

study. The descriptive method is meant to determine the instructional

competencies of teachers and their profile.

Respondents of the Study

There are 106 Public Elementary School English Teachers who will

serve as the respondents of the study. The teachers are from the Ilagan East

District, Ilagan, Isabela for the school year 2010-2011 namely:


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Table 1

Number of Respondents per School

Name of School No. of Teachers

1. Alinguigan 1stE/S 42. Alinguigan 2nd E/S 83. Alinguigan 3rd E/S 34. Balla P/S 15. Batong Labang E/S 46. Capellan E/S 47. Fuyo E/S 28. Ilagan East Central School 279. Ilagan North Central School 310.

Manaring Integrated School 8

11. Marana 1stE/S 212. Marana 2nd E/S 213. Marana 3rd E/S 214. Minabang E/S 315.

Morado E/S 2

16. Nanaguan P/S 117. Pasa E/S 1


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18. Rang-Ayan E/S 419. San Andres E/S 220. San Juan Rugao E/S 821. San Lorenzo Integrated School 422. San Rodrigo P/S 123. Sta. Catalina E/S 124. Sta. Victoria E/S 125. Talaytay P/S 126. Tangcul San Isidro E/S 7

Research Instrument

To gather the desired data needed in this study a questionnaire

consisted of two parts will be used. The first part covers the profile of the

respondents such as age, gender, educational attainment, number of years in

service and trainings attended by the respondents while the second part is

the checklist of competencies of English teacher categorized into six

dimensions namely: instructional competence; knowledge of theories,

principles and methods of teaching; assessment skill; classroom

management; guidance skills; and personal and professional qualities.


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Data Gathering Procedure

A questionnaire will be distributed to the respondents to obtain

information about their competencies in teaching English. The researcher will

personally administer the survey. The questionnaire will be collected and

tallied upon retrieval and will be analyzed to draw answers for the research

questions.

Statistical Treatment of Data

Frequency and percent are used to describe the profile of the

respondents. The arithmetic mean is used to determine the competencies of

the teachers.

To describe the Instructional Competencies of teachers, the following

arbitrary levels are used:

Scale Description

5 Very Competent

4 Moderately Competent

3 Competent

2 Incompetent

1 Very Incompetent

The Chi-square test is used to determine the relationship between the

profile of the respondents and their competencies if teaching English.


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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data

gathered from the questionnaire floated to the respondents.

1. What is the profile of the Public Elementary School English Teachers ofIlagan East District in terms of:

1.1. AgeTable 2.1

Frequency and Percentage Distribution of Respondents

according to Age

AGE FREQUENCY PERCENTAGE

61 - above 4 3.80

56 60 3 2.83

51 55 8 7.55

46 50 17 16.04

41 45 30 28.30

36 40 16 15.09

31 35 10 9.43

26 30 10 9.43

21 25 8 7.55

TOTAL 106 100%


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1.2. GenderTable 2.2


according to Gender

GENDER FREQUENCY PERCENTAGE

Male 19 17.92

Female 87 82.08

TOTAL 106 100%


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1.3. Educational AttainmentTABLE 2.3


according to Educational Attainment

EDUCATIONAL

ATTAINMENT

FREQUENCY PERCENTAGE

Ph. D. / Ed. D. 1 0.94

with Ph. D. / Ed. D. units 19 17.92

Masteral Graduate 30 28.30

with Masteral Units 25 23.58

Bachelors Degree 31 29.25

TOTAL 106 100%


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1.4. Number of Years in ServiceTABLE 2.4


according to Number of Years in Service

Number of Years in

Service


41 above 3 2.83

36 40 9 8.50

31 35 5 4.73

26 30 8 7.55

21 25 26 24.53

16 20 20 18.90

11 15 13 12.30

6 10 10 9.43

5 - below 12 11.32

TOTAL 106 100%


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1.5. Number of Trainings Attended for the past Five (5) years.TABLE 2.5


according to Number of Trainings Attended

for the past Five (5) years

Number of Trainings

Attended


5

4

3

2

1

Total


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2. What are the competencies of the public elementary school Englishteachers of Ilagan East District in terms of:

2.1 Instructional Competence

TABLE 3.1

INSTRUCTIONAL COMPETENCE 5 4 3 2 1

1. Identifies specific English needs, interests and abilities oflearners and provides adequately for those.

2 55 45 4 0

2. Formulates appropriate and behavioral learning goals. 6 48 50 2 03. Selects and organizes English instructional content with

informative, meaningful and purposive social

contexts/situations.

8 32 62 4 0

4. Presents authentic English learning materials in properorder to facilitate learning. 3 72 30 1 05. Show relation of the present lesson to the previous one. 1 31 71 3 06. Demonstrate mastery of the subject matter. 6 80 20 0 07. Applies varied and new teaching strategies most suitable to

the learning task and to the characteristics of the learners.

9 42 30 25 0

8. Adjust method/ strategy of instruction to studentslearning skill based on feedbacks

5 68 30 25 0

9. Communicates ideas clearly in English 45 31 30 0 010.Proficiently conducts the class in an appropriate level of all

students6 31 60 9 0

11.Employs Higher Order Thinking Skills (HOTS) questionseffectively to develop critical thinking and creativity

50 30 26 0 0

12.Introduces new ideas/ concepts within the intellectuallevel of the students

21 55 30 0 0

13.Provides opportunities which require students apply whatthey have learned in real communications situations

7 61 31 7 0

14.Integrates interdisciplinary learning experiences that allowinquiry from other subjects areas

16 36 45 9 0

15.Maximizes the use of English language and provides inputand strategies to facilitate comprehension

15 46 37 8 0

16.Utilizes classroom dialogues to promote self-regulatedlearning 19 50 33 4 0

17.Uses knowledge of subsystem of the language such s syntax(including grammar) lexicon, and phonology to develop

students communication skills

10 59 30 7 0

18.Utilizes students errors to direct and/or improve learning 5 54 40 7 0


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2.2. Theoretical Competence

TABLE 3.2

THEORETICAL COMPETENCE 5 4 3 2 1

1. Recognizes the innate endowment/Universal Grammar ofthe students that suits their level and make themunderstand the lesson easier

11 82 12 1 0

2. Demonstrates understanding of the natural order of, andgradual development sequence of acquisition of English

morphemes and structures.

2 19 80 5 0

3. Distinguishes acquisition (unconscious process) fromlearning (formal knowledge) processes in mastering the

second language in order to meet the needs of the

students

7 39 60 0 0

4. Allows the individual readiness period and provideopportunities for the students to acquire their own

increasingly independent language adequacy and to

understand and produce English utterances

2 50 51 3 0

5. Possesses a thorough knowledge of the new, simple,comprehensible, intelligible, well-formed, and relevant

English utterances and structures through constant and

extensive drills and exercises in the form of translation

activities, language laboratories, tapes and visual

materials; and by giving instructions

18 40 46 2 0

6. Familiar with the philosophy behind translating writtentext from the target language into the mother tongue as

the need arises.

4 52 48 2 0

7. Aware about the use of form-focus and meaning-basedinstruction to encourage accuracy and fluency in the use

of English

3 72 30 1 0

8. Equips oneself with the knowledge of the differentmethods and approaches in teaching English like total

Physical response, Suggestopedia, Commucative

approach, Language Learning, Whole Language Approach,

Audio-Lingual Approach, etc.

5 75 25 1 0

9. Sensible that different topics call for application ofdifferent theories, methods and approaches in teaching

English

4 80 20 2 0

10.Well-informed of the significance of meaningful,interactive conversations and learning activities which

integrate writing, speaking, listening, thinking, and acting

4 45 55 2 0

11.Obtains updated knowledge about involving students insolving problems, exploring areas of interest, and

designing projects to increase their skills discourse,

sociolinguistic, and strategic competence

10 40 50 6 0


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12.Well- versed in providing communicative tasks such aspracticing readers theater, writing letters to pen pals,

editors, authors, officials, or even the president; and

talking with the administrators concerning rules and

regulations

9 39 52 6 0

13.Recognizes the value of regrouping studentsheterogeneously, considering their own and each othersEnglish learning experiences

7 79 21 2 0

14.Allows the students to take the teachers role and to teachtheir peers in conversation

1 86 14 5 0

15.Acquires knowledge in using computer and other modernfacilities in presenting English lessons and in giving

language test

8 67 23 8 0

16.Recognizes the role of review and wrapping up ideas 10 60 30 6 017.Acknowledges the value of giving positive and effective

reinforcement in the form of praise or successful

communication

6 20 70 10 0

18.Obtains comprehensive background in providingopportunities to the students to monitor and correct their

own language errors prior to or after attempted

communications

13 71 21 0 0


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2.3. Assessment Skills

TABLE 3.3

ASSESSMENT SKILLS 5 4 3 2 1

1. Prepares appropriate communicative test to measure theproficiency and competence of the students considering

their cultural diversity

7 91 8 0 0

2. Chooses and develops useful, administratively convenient,technically adequate and fair assessment methods which

are appropriate for the English lessons

7 9 90 0 0

3. Gives brief, clear and comprehensive instructions whichdirect the students response in answering the English

directions in language tests

10 80 16 0 0

4. Demonstrates skill in preparing and using variety ofassessment methods (e.g. formal tests, quizzes,

individual/group performance, projects, standardized

achievement tests, portfolio, etc.

4 12 90 0 0

5. Construct suitable tests and examinations with correctlevel of difficulty and adequately covering the instructional

objectives for the course, the desired receptive/productive

language , and the intended aspects of communicative

competence

20 60 26 0 0

6. Distributes items based on the different levels ofintellectual efforts such as knowledge, comprehension,

application, analysis, synthesis and evaluation and creation

30 50 16 0 0

7.

Adequately randomize the true/false and multiple choiceresponses so as not to set up a response pattern 20 40 40 6 0

8. Observes appropriate technical arrangements, spacing, andlegibility in printing test items

10 55 41 0 0

9. Indentifies students grammatical error and providescorrective feedback

15 50 40 1 0

10.Skillfully applies the general principles of constructingobjective and subjective type of test in order to ensure the

validity and reliability of the examination

13 49 42 2 0

11.Manifests effective skill in administering, scoring, analyzingand interpreting test results and students performance in

the class

10 52 44 0 0

12.Involves the learners in the continual evaluation of theirprogress including test results

9 50 46 1 0

13.Communicates students progress knowledgeable andresponsibly including test result

6 53 45 2 0

14.Employs desirable principles in using assessmentprocedures to assign or give students grades 7 58 40 1 0


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15.Evaluates and modifies grading procedure in order toimprove the validity of the interpretations of the students

attainments

15 60 30 1 0

16.Utilizes assessment result in organizing sound instructionalplan

10 70 25 1 0

17.Recognizes and avoids unethical, illegal and inappropriateassessment methods (e.g. using grades as punishment) anduses of assessment data

20 75 10 1 0

18.Manifest skills in making language and literature testconsisting of essay writing, translation, grammatical

analysis, communicative language tests, objective tests etc.

18 77 11 0 0


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2.4. Classroom Management

TABLE 3.4

CLASSROOM MANAGEMENT 5 4 3 2 1

1. Starts and ends class on time giving energizers i.e poems,rhymes, jazz chants, language games, songs, etc.

15 81 10 0 0

2. Plans and establishes proper procedure of routinelyactivities

14 31 60 1 0

3. Prepares adequately for the days learning activities 10 34 62 0 04. Guides students in establishing classroom policies or rules

at the beginning of the semester (e.g. speaking English

when reciting, asking questions and conversing with

others, etc. )

24 36 46 0 0

5. Provides a permissive , friendly, democratic andstimulating atmosphere that encourages pupils to raise

questions and suggest alternative solutions to problems in

language class

5 66 35 0 0

6. Assigns organized and comfortable sitting arrangement tomaximize open communication system

21 65 20 0 0

7. Stimulates mutual respects between and among the EnglishTeacher and students by introducing polite formulas,

expressions, etc.

16 75 15 0 0

8. Gives rewards and recognition to students who manifestfluency in communication. Likewise, gives special attention

to students who display language difficulty

16 20 70 0 0

9. Provides corrective feedbacks on students communicationskill 2 58 45 1 010.Maintains the language motivation of the students in the

class2 45 59 0 0

11.Provides the learning environment in which the learner settheir own pace for achieving language objective

1 45 60 0 0

12.Demonstrate effectiveness in monitoring student languageactivities

8 41 57 0 0

13.Engages students in individual and cooperative learningexperiences that help them develop communicative

competence

9 51 46 0 0

14.Provides classroom interactions which promote goodcommunicative values

10 50 44 2 0

15.Provides clear and precise directions/instruction forlanguage learning tasks

12 54 40 0 0


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2.5. Guidance Skills

TABLE 3.5

GUIDANCE SKILLS 5 4 3 2 1

1. Shows genuine enthusiasm and interest in students needsand help meet them

11 56 39 0 0

2. Responds promptly to the language problems shared bythe students

11 55 40 0 0

3. Manifest sensitivity to students non-fluency in English 10 60 35 1 04. Shows recognition and appreciation of students strengths

and accomplishment in communicating8 75 20 3 0

5. Shows respect with consideration of students opinionand suggestions while solving problems in English class 1 5 99 1 0

6. Demonstrate understanding and respect of studentsdiverse language and cultural background, attitudes,

interest, skills and abilities and provides suitable

language, experience for them

2 100 4 0 0

7. Provides for the maximum involvement of students in thelearning activities

2 6 98 0 0

8. Stimulates and compliments students to elicit positive andactive interaction

6 10 90 0 0

9. Functions effectively as a member of the English learninggroup

5 85 15 1 0

10.Helps students develop self discipline in and through thelanguage learning process

6 80 20 0 0


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2.6. Personality and Professional Qualities

TABLE 3.6

PERSONALITY AND PROFESSIONAL QUALITIES 5 4 3 2 1

1. Manifest exemplary conduct and behavior using proper andappropriate language when communicating to

administrator, peers and students

13 55 38 0 0

2. Accepts the followership role whenever the needs arisesand assumes this intelligently by being a good English

communicator

12 24 39 1 0

3. Participates actively in cultural, professional, and otherEnglish related activities

6 60 40 0 0

4. Shows evidence of mental health and stability, emotionalstability, language proficiency and self-confidence, and

sound physical health

21 40 45 0 0

5. Initiates and assists in implementing imitative to improvethe quality of English instructions and to meet the

standards of excellence

20 48 37 1 0

6. Demonstrates desirable verbal and non-verbal behavior inclassroom interactions and activities

14 49 42 1 0

7. Demonstrates fairness and impartially to all studentsregardless of language ability

10 50 46 0 0

8. Manifest creativity, resourcefulness and enthusiasm inhis/her communication to others

9 56 40 2 0

9. Open to suggestion and criticisms from the English class 13 52 41 0 010.Has a good sense of humor and finesse in language 10 55 38 3 011.Uses free time to further language and literature teaching

skills14 51 39 2 0


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REFERENCES

BOOKS

Christenburg, L. (2000).Making the Journey: Being and Becoming aTeacher of English Language Arts. (2nd Ed.). USA: Boynton Cook

Publishers.

Richards, J. R. (2001). Curriculum Development in Language Teaching.

Southeast Asian Minister of Education Organization Regional

Language Center, Singapore. Cambridge University Press.

Warren, Howard C., Ed. D., Dictionary of Psychology, p. 74

Westbook J., Stephen C., and Dickenson P. (2004). The complete Guideto Becoming an English Teacher. Columbia University.

Wynne, John F. (2000), The Teacher and the Curriculum, p.99

INTERNET SOURCES

Encyclopedia Britanica, (2009). Guidance Couceling. From

http://www.britanica.com.

Competencies of English Teacher from

http://www.yahoo.com/competenciesofenglishteachers.

Competencies for English language teaching, Secondary School English

Teacher from (http://www.ssenglishteacher.com)

Dictionary.com

(http://conciseenglish.com/browse/competency)

English Teaching Competencies from(http://www.teachingenglish.org.uk/think/article/a-task-

based-approach)

(http://www.unige.ch.fapse/SSE/teachers/perrenoud)

How to be an Effective Teacher (www effectiveteaching com)
http://www.britanica.com/http://www.britanica.com/http://www.yahoo.com/competenciesofenglishteachershttp://www.yahoo.com/competenciesofenglishteachershttp://www.ssenglishteacher.com/http://www.ssenglishteacher.com/http://www.ssenglishteacher.com/http://conciseenglish.com/browse/competencyhttp://conciseenglish.com/browse/competencyhttp://conciseenglish.com/browse/competencyhttp://www.teachingenglish.org.uk/think/article/a-task-based-approachhttp://www.teachingenglish.org.uk/think/article/a-task-based-approachhttp://www.teachingenglish.org.uk/think/article/a-task-based-approachhttp://www.teachingenglish.org.uk/think/article/a-task-based-approachhttp://www.unige.ch.fapse/SSE/teachers/perrenoudhttp://www.unige.ch.fapse/SSE/teachers/perrenoudhttp://www.unige.ch.fapse/SSE/teachers/perrenoudhttp://www.effectiveteaching.com/http://www.effectiveteaching.com/http://www.effectiveteaching.com/http://www.effectiveteaching.com/http://www.unige.ch.fapse/SSE/teachers/perrenoudhttp://www.teachingenglish.org.uk/think/article/a-task-based-approachhttp://www.teachingenglish.org.uk/think/article/a-task-based-approachhttp://conciseenglish.com/browse/competencyhttp://www.ssenglishteacher.com/http://www.yahoo.com/competenciesofenglishteachershttp://www.britanica.com/

CHAPTER I - Thesis Joseph 2010

Documents