Self-Assessment of English Proficiency and Self Efficacy Among Science, MAth and English Teachers in the Selected Public Secondary School of Rosario District: Basis for action Plan

Abstract

INTRODUCTIONThis study was undertaken to find out the self-assessment of English proficiency and self-efficacy of Science, Math, and English teachers in the selected public secondary schools in Rosario West District with the end view of proposing an action plan.

METHODS

The study utilized the descriptive method of research. The respondents of the study are 56 content subject area teachers in Rosario West District. The instruments used were lifted from a study already conducted in the past. Data were gathered through a survey personally conducted by the researcher. The statistical measures used included the frequency count, percentage, weighted mean, Chi-Square Test, and Linear Correlation Coefficient or Pearson's r.

RESULTS

Findings revealed that the majority of respondents are aged 31-40 years old, female, have served for 2-10 years, and with master's degree units. Their assessment of their English Language Proficiency in terms of attitude toward English Language, classroom activities, teacher motivation, classroom environment, and learning resources, was moderate level. In terms of instructional self-efficacy, disciplinary self-efficacy, efficacy to enlist parental involvement, efficacy to enlist community involvement, and efficacy to create a positive school climate was to a quite a bit level. In addition, there is a significant relationship in the level of English Proficiency and Self-Efficacy when grouped according to profile variables. There is also a significant correlation between the level of English Proficiency and self-efficacy in teaching.

DISCUSSIONS

The study revealed that they have a quite a big influence on the students, school, and community based also on their self-assessment which reflects their self-efficacy in teaching. The profile of the respondents in terms of age, gender, years of service, and educational attainment have a significant relationship with their English Language proficiency and self-efficacy; hence, they shall be considered in the implementation of the proposed action plan in terms of groupings during the seminars given to them. Therefore, the plan of action could be implemented without taking into consideration the level of English language proficiency or self-efficacy level of the content area teachers. Last, the proposed action plan aims at improving the areas with low ratings based on the respondents' self-assessment.