Teachers' Professional Qualifications, English Proficiency and Process Skills in Science and Mathematics in Relation to Pupils' Academic Achievement: Basis for Teachers' Capability Building Program

Abstract

INTRODUCTION

This study seeks to determine the correlation between Science and Mathematics teachers’ professional qualifications, English proficiency and process skills and the pupils' academic achievement.

METHODS

The researcher used the descriptive-correlational analysis method. A documentary analysis, data from Department of Education were examined and interpreted in order to develop empirical data. To seek answers to the problems on teachers' professional qualifications, the frequency and percentage were computed. The English proficiency and process skills levels of the Science and Mathematics teachers were determined using mean and standard deviation. The level of academic achievement of the grade six pupils were found out using frequency, mean and standard deviation.The study found significant differences along English proficiency, process skills and academic achievement across professional qualifications using Kruskal-Wallis. The significant relationship between and among these variables were determined using Chi-square.

RESULTS

Majority of the teachers are pursuing their Master's Degree, teaching for 1 to 15 years and have attended the division/schools seminars and trainings. Majority have moderate ability both in English proficiency and processing skills. Most of the grade six pupils perform well in Science and Mathematics belonging to the Satisfactory academic achievement level.

There are significant differences along English proficiency across teaching experience, attendance to seminars and trainings, and process skills has significant difference across attendance to seminars and trainings.

There is a significant relationship between and among the variables; teachers' English proficiency across teaching experience and attendance to seminars and trainings; and English proficiency across academic achievements.

DISCUSSIONS

Based from the findings, recommendations were offered: continuing professional development through pursuing higher studies, levelling-up seminars and trainings attendance; conducting School Learning Action Cells (SLACs); intensive instructional supervision and monitoring; collaborating with stakeholders and implementing the proposed Schools Division Teacher Capability Building Program.