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Effect of Poor Personality in Learning It cannot be denied that the teachers’ state of mental health influences the behavior of pupils under his care. Likewise, teachers who are friendly, enthusiastic, and well adjusted can contribute much to the well-being of students. On the other hand, the irritable, the depressed, hostile and neurotic teacher can create tension which are disturbing to pupils, and which permanently alter their outlook on life. Sometimes stringent demand by the administrators and supervisors fro strict codes of conduct, low salaries, poor materials and teaching facilities, and the pressures of handling the emotionally tense activities of students are among the many conditions which also disturb teachers. Some teachers are able to handle these pressures, but some succumb and vent their insecurity and emotion upon children. No teacher is free from some peculiarities and eccentricities. The
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Page 1: Effect of Poor Personality in Learning

Effect of Poor Personality in Learning

It cannot be denied that the teachers’ state of mental health influences the

behavior of pupils under his care. Likewise, teachers who are friendly,

enthusiastic, and well adjusted can contribute much to the well-being of students.

On the other hand, the irritable, the depressed, hostile and neurotic teacher can

create tension which are disturbing to pupils, and which permanently alter their

outlook on life. Sometimes stringent demand by the administrators and supervisors

fro strict codes of conduct, low salaries, poor materials and teaching facilities, and

the pressures of handling the emotionally tense activities of students are among the

many conditions which also disturb teachers. Some teachers are able to handle

these pressures, but some succumb and vent their insecurity and emotion upon

children. No teacher is free from some peculiarities and eccentricities. The

successful teacher, however, should strive to maintain as high as level of personal

adjustment as possible. Suggestions for doing this include the development of

appropriate personal and professional goals, and a philosophy of life which gives

direction and meaning to teaching and learning.

The effects of mentally and emotionally imbalanced teachers upon students

is to be found in instability, anxiety, the dislikes, and feeling of inferiority which

are found among students who are unfortunately enough to have a maladjusted

teacher. Since there are many causes of maladjustment among teachers, there are

also many ways in which their personal and emotional difficulties may be

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alleviated. The following principles are suggested for consideration to maladjusted

teachers, administrators and supervisors:

1. Children will always behave like children are an accepted fact. The

teacher must try to develop love and understanding for them.

2. Children are by nature aggressive due to their surplus energy.

Aggressiveness can be used as motive to learning. Right conditioning are

necessary.

3. Recognize the principle of individual differences. Students in the same

grade have different interest and needs. Do not aspire ideas beyond their

ability to think. Their needs and interest must be recognized.

4. Express your hostile feeling to your close friends. Repressing them may

lead to emotional tension. Tensions of all kinds will kill individuality and

will lead to unhappiness.

5. Bear in mind that good teachers are not born but made or trained. There

is always room for improvement in personality. Be yourself and try to

develop the necessary traits to make you a good teacher and friend of your

students.

6. Develop love for service and devotion to the teaching profession.

Teaching is the most Christian profession in terms of service to humanity.

Work actively to elevate the teaching profession in this country.

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Student’s Rating of Teachers

The writer made a study to find out what Normal and Education students

consider to be good qualities of teachers. The results of this study regarding the

traits of the good teacher are summarized in the list below.

A. Personality:

1. He is neat in appearance and orderly in his teaching habits.

2. He is strict, but kind, and approachable.

3. He is enthusiastic, interesting, simulating, and encouraging.

4. He is tolerant, polite, and mature in his ways.

5. He has a sense of humor.

B. Scholarship:

1. He knows his subject-matter very well

2. He is progressive-always studying and learning.

3. He is interested in his work and in his profession.

C. Handling of the Class

1. He organizes his subject-matter and makes a good lesson plan or

an outline of it.

2. He is always prepared for his class.

3. He is devoted to his work; he does things in an orderly-manner.

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4. He uses different methods and techniques of teaching, adjusting

them to the degrees of physical and mental growth of the students,

and to the subject-matter under consideration.

5. He makes review or drill work a part of his daily teaching

procedures.

6. He uses many instructional devices or illustrations to supplement

the method used.

7. He sets up definite aims to be accomplished and holds his class or

students responsible for their accomplishment.

8. His assignments are clear and varied. He states the purpose of the

work and suggests of doing it.

9. He conducts the class in an informal, easy, natural way, giving his

students enough time to think and freedom to express themselves

freely.

10. He analyses error and weaknesses, does remedial work, and

sometimes individualizes his teaching to meet individual differences.

11. He adjusts the activities in the learning capacities, interests, and

comprehension of students.

From this list, one can see clearly the picture of a good teacher. He is a good

scholar; he is serious and efficient in his work; he is orderly and objective; and he

is human and democratic. Because of his mastery of the subject matter, he has

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something to teach; because of his seriousness and efficiency, he presents his

lesson well; because of his personality, he is always considerate with his students.

Of course, few teachers are superior in every possible trait, but the best teacher

stands well above the average in all and are outstanding in some.

Student’s Attitude toward Teachers

Since students rate the teacher’s personality and teaching methods and

techniques as the most important factors in their enjoyment of classroom works,

teachers should know that children like and dislike about them. Based on the study

in Siliman University High School, the traits of well-liked teachers and most

dislikes teachers are below:

A. The most-liked traits

1. Cooperative, democratic attitude

2. Patience

3. Kind and considerate for the individual

4. Personal appearance and pleasing manner

5. Fairness and impartiality

6. Stimulate students to think

7. Wide interest

8. Good disposition

9. Sense of humor

10. Proficiency in teaching a subject

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11. Flexible standards

12. Use of praise

13. Serious in accomplishing his aims

14. Approachable

15. Interest in student’s problems

16. Shares planning and decision making with the group

17. Encourage group participation

Most disliked traits:

1. Bad temper

2. Always scolding

3. Unfair and inclined to have favoritism

4. Show little interest in the student and to take time to help him

5. Unreasonable demands

6. Gloomy and unfriendly

7. Sarcastic and ridicule

8. Unattractive appearance

9. Impertinent and inflexible

10. Talk excessively

11. Inclined to talk down to students

12. Self-conceited and overbearing

13. No sense of humor

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14. Most of the time unprepared

15. Seldom give test

These may not be the chief characteristics of good and bad teachers but

they do represent what the youngsters deem important. The wise teacher might as

well use such a list to partially gauge his own effectiveness in teaching and in

promoting growth of the students.

Besides the qualities suggested by the students, it is worthwhile to mention

the answer given by Horace Mann to the question “Who Should Teach?” His

answer to the question was:

“…a young man or a woman, whose education is sound; whose language is

well selected; whose pronunciation and ones of voice are correct and attractive;

whose manners are gentle and refined; all of whose topics of conversations are

elevating and instructive; whose benignity of heart is constantly manifested in acts

of civility, courtesy and kindness; and who spreads a nameless charm over

whatever circle may be entered.”

Dr. Jose Rizal stated essential requisites for a good teacher in the following

word:

“…the ideal teacher should be professionally trained, should be able to pass

the required examination, should be master of the subject-matter he is going to

teach, should continue to grow and love his profession, should be kind and

sympathetic to his students, and should posses’ initiative resourcefulness.

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Furthermore, he should be given some degree of freedom, a certain security in his

tenure, and adequate compensation which shall be increased automatically from

year to year until it reaches the maximum salary.”

Former Governor General Frank Murphy, speaking of the character of the

teacher said:

“If there is a phase of public service which calls for unspotted private and

personal life: for character strong and fine; add for a mode of life that is an open

book to read-it is that a teacher whose every thought and act becomes a signboard

for the budding intelligence of the child. In others we may look to reputation; in

teachers, we search for character.”

Other Rewards of Teachers

When one thinks of the hard work, self-sacrifice, and the consecration

required, one may seriously ask, “Does it pay to be a teacher?” It certainly does

for those who possess the qualifications which the worker has tried to show to be

essential. There are rich and certain rewards which in the end fully compensate for

the investment.

Let us look at these rewards:

1. The salary-It is true that the “laborer worthy of his hire”; it is also true of

the teacher. In general. He is the poorest paid of al vocations requiring

thorough preparation, yet it is so exacting in its demands, so taxing upon

the vitality, so isolating from ordinary opportunities for accumulating an

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economic competence. With the teaching profession, service is primary

and pecuniary reward is secondary.

2. Improvements of his students, a reward – it is a great joy to see children

grow, to witness their development in physical, mental or intellectual, and

in moral bounty. It is the keenest delight of the teacher to find that his

students can do today what they could not do yesterday, to see them grow

and expand through his assistance. Thus, in the very life of the school the

teacher is reaping daily rich rewards for his labor and love.

3. Success of his students in life, a reward – One of the greatest satisfactions

that can come to an old teacher is to note the prosperity of his former

students, some far more successful than he, and to be conscious that in

some measure he has contributed to their success. Rich memories of

bygone days, of lives inspired, of encouragement given, of men and

women, are surely a great reward for the teacher when the feeble men of

old age creeps upon him.

4. Reward in the consciousness of having done good – The noblest reward of

all is the sublime consciousness in the teacher’s own soul that he has done

his duty to his country and that he has been a blessing in his fellowmen. It

is the creative work that gives satisfaction to the individual. President

Roosevelt, in his inaugural address, emphasized this fact by saying,

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“Happiness lies not in the mere possession of money; it lies in the joy of

achievement, in the thrill of creative effort.”

5. Teaching, a model of learning – Frequently new and young teachers assert

that they never really understood certain branches of study until the time

they had to teach them. There is a great truth in his statement. Teaching

and study react upon each other. The effort to make point clear to others

helps the teacher to see it more clearly himself. It has been said that

knowledge, stored away, spills; shared with other, it increases. Sir William

Hamilton says: “Teaching, like the quality of mercy, is twice blessed,

blessing him that fives and him that takes.” Likewise, a wise Jewish

teacher once declared. “I have learned much from my master, more from

my equals. But most of all from my pupils.” One of the most interesting

features of the teacher’s work is that there is no limit to the improvement

which is possible for him to make; hence, the teacher does not leave the

training school a finished product but most expect to improve with

experience.

The Teacher’s Growth

It is not sufficient to be a graduate of normal school or college, or to stand

high in the profession of teaching. Like the students, the teacher must grow, and

this growth must be along line both professional and general. The teacher must

have knowledge of educational movements and a familiarity with the progress in

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educational thought and research. Hence, he should educational literature and new

educational textbooks, and adopt the new ideas that are sound. The zeal with

which the teachers take up and test them is one of the most helpful features of

educational work. The teacher should be an earnest searcher and investigator in his

own professional field. His ability to create effective learning situations should

grow with everyday he speaks on the classroom. He should supplement his

classrooms experience with a regular reading of professional magazine, frequent

attendance in summer schools, and careful evaluation of his own teaching effort.

It cannot be denied that professional growth invariably heightens the teacher’s

sense of security and self-esteem. Otanes1 and Sibayan presented facts that should

be considered in the selection of Native languages as medium of instruction.

1. Adequacy of vocabulary. Many minor languages simply do not have the

vocabulary needed for the curriculum. Even Filipino has to borrow heavily

from English for its intellectualization so that it may be used for teaching.

2. Availability of educational materials. This is one of the greatest stumbling

blocks in the use of the native languages as medium of instruction.

UNESCO observes that the difficulty “is to find competent authors or

translators; to attain supplies and materials in days of general shortage and

above all to find the money”.

1 Otanes, Fe and Sibayan, Bonifacio., “Language Policy Survey of the Philippines, Manila.” Language Study Center, PNC, 1999.

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3. Multiplicity of a language in a country. UNESCO insists that the native

language should be used as long as possible before moving on to the second

language.

According to Gonzales2, only .07percent speak English in their homes, 33

percent speak Tagalong and 27 percent speak Cebuano. The Tagalog-based

Pilipino is used by a larger number of household even in 1980. Since then, it must

have grown because of the current mass media use of Pilipino in their broadcasts.

In a recent publication of the United Nation comparing different countries

(Fiji, Philippines, Korea), Tagalog is clearly favored by most of the respondents of

the nationwide survey conducted by the Social Weather Station (SWS).3 Tagalog

is spoken and better understood by a clear majority of the respondents. Tagalog is

clearly the favored language also for reading and writing.

In 1983, the Philippines took part in the Second International Science

Achievements Study along with 23 other nations. The Philippines was third from

the lowest, followed by Israel and Nigeria. The countries that performed well

were: Japan, Finland, Sweden and Hungary. This is argument enough to shift the

medium of instruction in elementary and high school to Filipino.

Esclabanan4 discussed in her article, “Language Teaching, a UP – PES

Scholarship Grantee”, that a competent teacher can help the students in 2 Gonzales, Andrew and Bautista, Lourdes., “Language Survey in the Philippines 1966 – 1984

(Manila: Dela University Press, 1995), p. 86.”3 Felipe, Anbraham., “Introductory Rewards to Science Learning and Teaching: Language in

Faces, 1993”, p. 244 Esclabanan, Corazon C., “Teaching for High School Subjects”. (Manila: Alemar’s Phoenix

Publishing – House Inc., 2005), p. 14.

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communicating ideas found in the selection. They can only communicate ideas for

which they have words to convey meaning. It is when then important for teachers

to provide exercise on vocabulary acquisition that will develop competence and

understanding. The teacher should be careful in selecting words and emphasize

only those words which represent concept and guide students in acquiring the

skills needed. Among the skills a teacher should have is the ability to analyze

word meaning and word recognition and help students use tools fro vocabulary

acquisition on better expression.

Gibson5 also devised a learning procedure called Strip Story. Gibson

considered this interesting because the story of a person about the situation, events

from the beginning and ending is type-written. The copy is cut up and stripped

into one or two or three sentences for each strip. The strips are distributed to

students to memorize the contents after which the strips are destroyed. The

students then are tasks to restructure the story from their memory. Each member

then is forced to speak out and share his part of the story. This is found effective

and interesting.

Castillo6 made his actual observation in 1986, on the use of language in

Metro Manila. She found out that mix language of English and Spanish were used

fro number words and counting while the market both Filipino and Spanish are

5 Gibson, Robert E., “Attitude of Student Languages”, (A Brochure), 19946 Castillo, “Language Policy” (A Brochure), 1997.

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more used. English was reservedly used in banks, bookstore, department store and

drug stores.

Considering the school factors, there were older teachers using Spanish

while the younger ones used more English especially in mentioning time, and in

the areas of finance like percentage rates and interest.

Sibayan - Segovia7 both stressed that in the area of writing technical

reports, English was used which was quite universal but they also considered and

reported the use of code switching variety of English and Filipino for informal –

inter – office memos and communication. All of their findings found that

vernacular8 was used in the market transaction and Filipino was still predominant.

Gonzales9 noted that majority of teacher – respondents preferred English

for radio listening while household head – respondents generally preferred Filipino

and vernacular.

Espiritu10 clarifies that some none – Tagalogs object to the imposition of

Filipino as the second official language of the Philippines. If we assumed that we

discard Filipino as official language and instead use or adopt one of the major

dialects such as Visaya, Ilocano or Bicol, then we start from another zero point.

But if non – Tagalog accept Filipino, there is no such difficulty because we have a

working knowledge of the language already.7 Sibayan – Segovia, “Brochure on the Language Policy”. 1982.8 Ibid., p. 15 9 Gonzales, Andrew, FSC, and Bautista, Ma. Lourdes. Language Surveys in the Philippines.

(Manila: BLSI Press Research Center, De La Salle University, Adrian Printing Co., 1996), p. 16.10 Espiritu, et. al., “Sociology in the Philippines Setting” (Phoenix Publishing House, Inc., 1987),

p. 297.

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Salvosa11 affirmed strongly the push to popularize our national language

and encountered by our regional language with the persistence of foreign language

of educational business and governmental development. Along this line, the

knowledge of English is extensive that it is possible to describe Philippines as the

third largest speaking English language in the world.

Related Studies

Calonia12 revealed that teacher’s teaching performance is affected by many

reasons. These are revealed in the study. The problems encountered by the

teachers and students of College English were lack of time to prepare teaching

aids, insufficient guides and supplies, inadequate facilities/building, attendance to

Seminars is not distributed among English teachers and lack of time to take up

advance course in language teaching through seminars, workshops and refreshers

course.

Enriquez13 conducted a study to appraise English Instruction under the New

Secondary Education Development Program of Public and Private Schools in the

Division of Misamis Occidental during the school year 1992.

His conclusions were the following:

1. In terms of educational competencies, a large number of teachers are

qualified and competent to teach English. They have attended in -11 Salvosa, op. cit., p. 280.12 Calonia, Loida C. “College English Teaching at the Cagayan State University,” (Unpublished

Masteral Thesis, CSU, 1998), p. 51.13 Enriquez, Lone B. “English Instructions under the New Secondary Education Development

Program of Public and Private Schools in the Division of Misamis Occidental”, (Unpublished Masteral Thesis, UST, 1992), pp. 70 – 75.

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service training program in the national level, regional level, division

level, district level, and on school level to help remedy the problems

met in teaching English in the secondary schools.

2. Of the 12 instructional materials in English, 9 were considered as

“adequate” by a majority of the respondents’ textbook, reference

books, charts, flash cards, pictures and cut-outs.

3. The methods and techniques “always” used are drill, appreciation

and inductive “often” deductive, mastery and TESL, “sometimes”

discovery development, lecture demonstration projects.

4. The means of evaluation which are “always” used are giving of

quizzes and checking of themes, “often” giving of assignments,

seatwork, departmental tests, requiring students to solve exercises on

the board and participate in daily activities.

5. The problems encountered by the teachers in teaching English in the

secondary schools is considered as very serious are teachers assigned

to handle English subject who do not have adequate academic

preparation, overloading of English teaching assignments, and lack

of adequate instructional materials, such as teaching guides, course-

outlines and reading materials for English.

6. There is a significant relationship between the respondents’

educational qualification, number of years of teaching experience,

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number of units earned toward the Master of Arts in Education

degree, and levels of in-service training program and their

performance ratings in teaching.

7. English. These variables greatly affect teachers’ effectiveness in

teaching English.

Enriquez recommended the following:

1. Teachers should acquire ability to tell or write something in an

interesting style and develop the power to collect and organize

materials for oral and written work.

2. They should develop the power of the students to speak and write

concisely and forcefully so that they could communicate effectively.

3. In order that the students could understand and assimilate their

explanation in instructions, teachers should use simple English

words suited to the ability of the students.

4. They should provide a variety of activities and teaching aids to

arouse and hold class interest especially since the attention span of

the students is limited.

5. School administrators should provide adequate instructional books;

charts, in order that quality education could be achieved.

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6. School administrators should encourage their teachers to provide

remedial instruction to students who have inadequate background

and poor foundation in grammar.

7. They should encourage their English teachers to attend in-service

training program necessary for the improvement of English

instructions.

8. They should assign teachers with adequate academic preparation

major or minor in English to teach English.

9. Administration should encourage heir English teachers to tale up

graduate course in English. This will be greatly update their

knowledge of the subject matter and maximize their expertise and

perspicuity in the teaching of English.

Tibangay14 stressed that the teachers must possess the necessary

competencies, attitudes, preparations and expertise in all problems the teacher’s

field offers. In other words, she must have the concomitant attitude towards her

profession, her work, her administrators, the parents, the community, the society,

and finally the learners and their dreams and ambitions. The teacher must have

that skill in which he can use whatever present materials to come with a sound

performance.

14 Tibangay, Martina “Proposed Instructional Materials in English I for DEMPHS, Tabuk, Kalinga, Apayao,” (unpublished Masterals Thesis, Saint Louis College, Tuguegarao, 1990), p. 93.

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The following findings in regard to the significant relationship between the

profile of English teachers and their teaching profession competencies came from

the study of Fernando.15

a. Only gender has an effect on communication skills. Female teachers

communicate better that their male counterparts.

b. Age, civil status, and attendance to related trainings affect the

competencies of teachers in using appropriate teaching methods.

c. Age, teaching experience in the subject, overall teaching experience

and civil status affect the professional status of teachers.

In the study conducted by Phoonchusri,16 the characteristics of outstanding

teachers as viewed by their students are: (a) personality and character, (b) ability

to teach; (c) executive ability like the maintenance of good discipline which

include “does not play favorites” and teachers patiently and the like.

The teacher behaviors that were considered and emphasized through

instructional functions were:

a. Causing the learners’ awareness of goal

b. Evoking learning performance including completion of learning task

and provision of learning

c. Assessing learning outcomes

15 Fernando, Lily Ann. “The Teaching Competencies of English Secondary School Teachers in Tabuk: This Implications to the Students’ Profile,” (Unpublished Masteral Thesis, SPU, 1996), p. 73.

16 Phoonchusri, A “Characteristicsof Outstanding Teachers in the Division of Quezon City as Perceived by the Students, Teachers and Administrators,” (A Special Program, University of the Philippines, 2009), p. 52.

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The experimental involved teachers who received no training and teachers

who received special training in the use of seven teacher behavior. The two main

implications of this study are:

1. When learning environment is controlled in terms of subject matter

content and materials and preparation of time devoted to independent

versus group learning, the group learning situations produce superior

outcome.

2. Measurement of specific set of teacher behavior that defines only a

limited segment of the total teaching act does aid in the prediction of

variance in pupil learning outcomes.

Aranda17 conducted a similar study and she found out that the some

parallelism existed in the subject of conversation among the pupils in two different

communities. The pupils who come in contact with English find the elements

similar to Tagalog easy, but elements which differ from Tagalog are difficult and a

burden to them. This, unless, they know what they can substitute in one language

to another, they continue to base their substitution from what they know in their

native language.

17 Aranda, Lourdes “A Comparative Study of the Structure of Children’s Oral Speech in English,” (Unpublished Masteral Thesis, National University, Manila, 2003), p. 96.

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Gamposilao18 in his study of the Communication Instructional Materials for

College Freshman Communication Arts Students of Binalbogan Catholic College

came out with the following conclusions:

1. There is really an urgent need to prepare socially – relevant and

communicatively-oriented materials to provide freshmen college

students with enough practice in speaking, writing, listening and

reading.

2. The results of needs analysis show that students lack training in the

practice of language function which they have learned during their

elementary to secondary years.

Gamposilao gave the following recommendations:

1. Instructional materials should be revised every three years to update

their relevance.

2. Enough communicative practice like games and the like-game activities

should be infused in the materials to provide intensive drill in reading,

writing, listening and speaking.

3. Teachers should attend in – service trainings, conferences and seminar

workshops.

4. Materials should be tried and evaluated to determine their relevance and

validity; the evaluation can also serve as basis fro revision.

18 Gamposilao, Gerardo B. “Communication Instructional Materials for College Freshman Communication Arts Students of Binalbogan Catholic College,” (Unpublished Masteral Thesis, La Salle University, 1998), pp. 74 – 75.

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5. English teachers should be given the proper incentives and motivation.

6. School Administrators should try to encourage and support teachers

who seek to obtain appropriate materials for the adoption of

communicative English program.

In the study conducted by Cudal,19 she concluded that the elementary

teachers of Titay District are inadequate in language proficiency and their

capability to produce proficient pupils and enhance learning towards competency

is therefore questionable. Teachers need further study in English language

especially in reading, lecture and writing areas where they are found to be weak.

Cudal recommended the following:

1. Administrators must require their teachers to enroll in the graduate

program or must provide a retraining program of refresher course to all

elementary teachers since they are dealing with the young learners who

are in the foundation stage.

2. Elementary teachers must subscribe and read professional magazines in

order to grow professionally.

3. A district level seminar workshop in reading and writing should be

conducted.

4. Majority of the English teachers have attended trainings and seminars

which help them improve their teaching competencies.

19 Cudal, Rebecca E. “The English Language Proficiency of the Elementary Teachers of Titay District,” (Unpublished Masteral Thesis, Zamboanga del Sur, 1994), p. 40.

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5. The English teachers have the mastery of the subject matters.

6. The English teachers are competent English communicators and possess

the teaching skills to teach English.

7. The English teachers use suitable instructional materials to facilitate

teaching-learning process.

8. The English teachers use variety methods, techniques and strategies.

9. All students-respondents have developed the desired learning skills

namely: listening, reading, speaking, and writing.

10. Among the variables correlated with communication skills, only sex

was found to be significantly related to communication skills.

11. Age, civil, status and attendance to trainings are found to be

significantly related with teaching methods.

To further uplift English teachers’ competency and students’ proficiency,

she gave the following recommendations:

A. Administrators

1. Administrators should come up with a staff development program to

further enhance the professional growth and competence of the

English teachers.

2. Administrators should encourage the English teachers to finish their

masteral courses and possibly go on their doctorate degree by giving

them incentives like study leaves, promotion in rank and salaries.

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B. English Teachers

1. The English Teachers should maintain or continue using

instructional materials.

2. The English Teachers should continue to assess their performance as

English instruction.

3. The English Teachers should continue to attend seminars and

workshops on English instructions.

4. The English Teachers should continue to improve their level of

mastery of the subject matter.

5. The school and the English teachers should plan and initiate more

activities to enhance skills development and proficiency of English

among students.