Teachers' English Language Proficiency and Its Effect on Students' Language Performance

Abstract

INTRODUCTION

The English proficiency of teachers is always assured when they apply for ranking and as they enter formal teaching practice in the Department of Education. While this has been assured at their entrance, there are varied changes along the years of teaching practice. Teachers' English proficiency seems to be as important as the subject they are teaching with English as the medium of instruction. This study dealt with correlating the English proficiency of teachers in San Miguel National Comprehensive High School to their students.

METHODS

A correlation research design was used. The instruments used to determine the Level of Teachers' English Language Proficiency was Department of Education's designed English Proficiency Test. To get the Students' Language Performance, the study made use of the Division's Achievement Test and the National Achievement Test result. Data were subjected to data analysis such variables as mean percentage score and linear regression.

RESULTS

The level of Teachers' English Proficiency was high; the level of Students' Language Performance was moderate; Students' Language Performance and Teachers' English Proficiency did not correlate; and based on the findings and related readings, the intervention fitted to enhance Students' Language Performance was a Proposed Language Arts Remedial Class via Reading Short Stories.

DISCUSSIONS

It was found out that it is not the teachers' English proficiency that can attribute to students' language performance. It was related instead to the lack of students' engagements in in-depth reading where the language is extensively manifested. It is therefore recommended that a Language Arts Remedial Instruction via Reading Short Stories will be explored in improving students' language performance.