Teaching Competence of English Teachers in Public Secondary Schools in the Division of Pampanga: Baseline to a Proposed Instructional Capability Program

Abstract

Introduction

With the implementation of the K12 curriculum, the competence of teachers in public schools is questioned by many people. Can they adapt to its standards especially that utilization of modern technology is included among the skills which a student should acquire? Every day teachers face different individuals with different behavior. Oftentimes, they are featured on the internet wherein their patience is lost due to some students who are discipline deficient and those who are not following classroom routines like the passing of the assigned task on time, attendance and non-performance.

Methods

This study was conducted to assess the competence of teachers in terms of diversity of learning, curriculum, content, and pedagogy and assessing and reporting students' progress: baseline to a proposed instructional capability program. The study involved 152 English teachers from the selected secondary public school in the Division of Pampanga. The descriptive type of research was used to describe the level of teaching competence. The data were treated using the Statistical Package for Social Sciences.

Results

This research revealed the following findings and conclusions; that the English teachers are proficient, however, most of the respondents were new teachers it appeared that their academic rank, educational attainment and years of teaching English have a great relationship with their competence in the diversity of learning, curriculum, content and pedagogy and assessing and reporting students’ progress which only implied that they still need further development of their competence through an instructional capability program.

Discussions

The majority of the teacher-respondents has the rank of Teacher I; are Bachelor of Science in Education degree holders; a great number of them have only attended a seminar, and have only a maximum of 10-12 years of teaching experience in English. The teacher-respondents are proficient in teaching English in terms of diversity of learners, curriculum, content and pedagogy, and assessing and reporting.