1 CHAPTER I BACKGROUND OF THE STUDY The worlds thrust today is towards the creation of a collaborative, cooperative and communicative

global community. Although this is a gigantic task and process, the thrust is not that difficult because of the presence of a universal, global language communication, English. This is even more facilitated with the access to advanced information technology where the world is able to connect at one click with the use of a computer. The use of English as a global language does not only reflect a cultural heritage but more as bridge to growth, progress and development. (Batang, 2010). In the Philippines, the goal of education nowadays is quality and globally competent. One indicator of quality in the elementary education is the competence of the teaching workforce, who should manifest desirable personal qualities and high level of professionalism. The competent teachers who possess the appearance academic preparation and qualification to handle classroom teaching would affect quality pupils and these could be manifested by the multi-faceted skills exhibited by them not only inside the school premises but also in the world of work. In fact, schools realize that their system could not function successfully unless they were staffed with competent as well as efficient and effective teacher (Castetters, as cited by Pira 2010).

2 Canada (as cited by Bravo, 2010) of the University of the Philippines commented: Our language teaching program seems to have failed to define and achieve their programs and goals. Consequently, the high level of English proficiency of our students has declined tremendously. The blame has been laid on us language teacher. Concerned citizens in the country and authorities in education bewail over the poor quality of our students nowadays because our language teachers do not touch as well as they used to. Canada was pointing to instructional competencies of the language teachers. Furthermore, teachers need to improve knowledge and skill to enhance, improve and explore their teaching practices. Many of the studies on competencies of teachers focus on the teaching role of teacher in the classroom rather than teachers competencies. Teachers competencies have been broadening with respect to reform studies in education, development of teacher education, scientific results of educational science and other fields. Teaching English subjects requires the rich skills and knowledge of the competent English teachers. The four macro skills (listening, reading, writing and speaking) should be enhanced and developed among the learners so they are prepared in the field of work they would be directed to as application of the theories they have learned in the classroom. Thus, the call to uphold the quality of Filipino English reaches out to educational institutions where it plays a vital role in learning. We need to

3 brace our English to project intelligibility, communicability and acceptability even as a great number of educated Filipinos opt for passive English, understand English in oral and written form, respond accordingly but still communicate in their native tongue or the national language. The challenge to make the teaching of English as a second language (TESL) operational confronts teachers to contend with the inherent interlanguage of their multilingual words and facilitates the acquisition of grammatical awareness, phonological awareness and discourse awareness through communicative approaches. (Santos, 2010). Consequently, to understand and to be aware of such competencies are significant not only for researchers but also for teachers of English teaching. From this cognizant where teachers who are the key factor of knowledge in the classroom can also apprehend of their present competencies and practices are with engaging or not. In view of the foregoing, this attempts to assess the competencies of public elementary school teachers

STATEMENT OF THE PROBLEM This study aims to assess the competencies of public elementary school English teachers in the Ilagan East District, Division of Isabela. Specifically, it seeks to answer the following questions:

4 1. What is the profile of the public elementary school English teachers of Ilagan East District in terms of: a. age b. gender c. educational attainment d. number of years in service e. number of trainings attended for the past five (5) years 2. What are the competencies of the public elementary school English teachers of Ilagan East District in terms of: a. instructional b. knowledge of theories, principles, methods and techniques of teaching English as a second language. c. assessment skills d. classroom management e. guidance skills f. personality and professional qualities 3. Is there a significant relationship between the profile of public elementary school English teachers of Ilagan East District and their perceived competencies?

5 SIGNIFICANCE OF THE STUDY The primary reason that encourages me in conducting this study is to analyze teachers competencies in teaching English, as mentioned that teachers play a vital role in the delivery of language instruction and are also accountable for encouraging their pupils to learn. It is essential that teachers themselves should have the knowledge and competent in their teaching practices they are applying. Thus, it is hoped that the result of this study will provide insights into the competencies of Public Elementary School English Teachers in Ilagan East District, Ilagan, Isabela. And serve the following purposes: For Students This study may provide an overview to what the learners are experiencing inside the classroom through their teachers in English. Pupils will benefit from this study as they will be guided and taught properly the skills needed to help them come up with better academic records. For Teacher The findings will reflect the competency of the English teachers and eventually expose the teachers strengths and weaknesses in terms of their competencies. These will be given the proper attention for remediation or improvement. Furthermore, teachers of the Ilagan East District especially those who are teaching English, will be provided vital data and information

6 on their performance as to their strengths and weaknesses, and, therefore, through this study, they can improve themselves in the various aspects of teaching. For Policy and Curriculum Makers Policy-makers will also benefit from this study which may serve as one input in coming up with policies for the benefit of teachers and pupils. Likewise, curriculum makers can make use of the findings of this study to enrich the English programs for better English learning. For the Researcher This study will put the researcher in a better position to provide maximum help to pupils with difficulties in learning English. Moreover, with her findings, she could be of help to parents and other teachers who have problems in developing the pupils interest in English learning. For Parents With the result of this study, parents will be provided vital data and information as regards the English skills/English learning of children reflected in the competencies of the teachers; so that they can help the school by following-up their childrens learning at home. For Future Researchers The findings of this study may assist future researchers who will conduct studies pertaining teaching competencies and teacher effectiveness.

7 SCOPE AND LIMITATION This study involved all public elementary school English teachers of Ilagan East District, Ilagan, Isabela for the school year 2010 2011 namely: Alinguigan 1st E/S, Alinguigan 2nd E/S, Alinguigan 3rd E/S, Balla P/S, Batong Labang E/S, Capellan E/S, Fuyo E/S, Ilagan East Central School, Ilagan North Central School, Manaring Integrated School, Marana 1st E/S, Marana 2nd E/S, Marana 3rd E/S, Minabang E/S, Morado E/S, Nanaguan P/S, Pasa E/S, RangAyan E/S, San Andres E/S, San Juan Rugao E/S, San Lorenzo Integrated School, San Rodrigo P/S, Sta. Catalina E/S, Sta. Victoria E/S, Talaytay P/S, Tangcul San Isidro E/S, The competencies of English teachers particularly their teaching skills, knowledge of skills, methods and techniques, assessment skills, classroom management, guidance skills, and professional and personal qualities in relation to the perception of the teacher-respondents as well as the profiles of the English teachers are the variable involved in this study. These competencies will be assessed together with the profiles of each participant. The degree of competence will be rated by the public elementary school English teacher-respondents. Moreover, this study is only limited to determine certain competencies of English teachers of Ilagan East District that are perceived by public elementary school English teachers themselves.

8 DEFINITION OF TERMS To facilitate understanding of the present study, the following terms are defined operationally. Assessment Skill. Entails the skill or ability of the teacher to employ and choose assessment strategies appropriate for English language learners. Classroom Management. Is the process of ensuring and maintaining the smooth flow of classroom lessons despite disruptive behavior of students. It also entails the prevention and control over undesirable behavior through effective supervision, referring, facilitating and academic discipline

(Wikipedia 2009; Rodriguez, 2009). Competency. As used in the study, refers to the teachers ability to apply teaching principles to practical situations. It pertains to the sufficiency and adequacy of abilities or skills to perform a task in accordance with the proper ethical and legal qualifications and standards. In the online dictionary, competency means quality of being adequately or well qualified physically and intellectually. (http://dictionary. reference.com) Curriculum. Refers to all elements of teaching-learning process that work in convergence to help pupils understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teachers now.

9 Degree of Competency. Refers to the numerical representation of each of the items in the six (6) dimension of competencies identified in this research. This degree is represented by 1, 2, 3, 4 and 5 which stand for very incompetent, competent. English Language Teaching. Refers to the processes involved in the teaching of the second language (L2) to second language learners by the English teacher. Guidance Skill. Refers to describe the teachers ability, attitudes and values towards responding to students emotional needs in learning the second language. Instructional Competence. Refers to the skills, attitudes and values of teachers towards English language instructions. Method. Is the systematic process of conducting a class in order to achieve measurable and relevant objectives of a particular lesson skill. This is anything that the individual has learned to do with ease and precision. (Warren, 2000) Personal Qualities. Refers to the conduct, behavior, mental capability and personal judgment of the teacher. incompetent, competent, moderately competent, very

10 Principles. Refers to the fundamental norms, rules and values representing the desirable, positive and essential conditions and factors which affects student learning (Business Dictionary, 2009). Professional Qualities. These are the attributes of the teacher established through formal schooling, trainings, seminar and the like. Second Language (L2). Refers to the target language being used by English teachers, the so-called lingua franca of the Philippines which is English. Second Language Acquisition. This refers to the automatic leaning of a certain language learners. For instance, the ability to learn the mother tongue is called language acquisition.

11 CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

There have been significant articles, views and related studies concerning this study. Among others, the following shed light to this. Teachers are the forefront of the educational system. Their calling is for the acquisition of important skills and competencies that will contribute to the attainment of relevant and effective education among the youth. Thus, a teacher must possess the necessary competencies to functionally and effectively create a productive teaching-learning process. Teaching is not a job easy to perform, it is a complex and complicated responsibility. For an English teacher, the importance of teaching the second language (L2) to learners is quite a responsibility to handle. To do this, the teacher must be equipped with the competencies required to effectively teach the second language to students. Reyes study (1997 as cited by Batang 2010) sought to identify and describe the language learning strategies of college freshmen in a state university. Her study dealt with language learning strategies. It employed techniques like think-aloud protocol. The results of the think-aloud task described a good reader and a good language learner as interactive and risktaker. The good reader combined strategies such as selection, attention,

12 inferencing, elaboration, imagery, summarizing and monitoring. Reyes called the combined strategies spiral or strategy chain or understanding. Her study contributed to the present study for it provides a great help in uplifting English teachers in their teaching instructions. Christ (1987) (as cited by Bravo, 2010) came up with a question as regards what good language teacher is. With this, he came up with the following suggestions: 1. He knows and loves surely his subject. He can communicate that knowledge to others; 2. He is firm but fair, frank, honest, dynamic and sympathetic. He is interested in his student as individual. He is a teacher however, not just a good pal; 3. He is well prepared and finds intellectual challenge of his subject; 4. He sets high standards and leads to do their best, and 5. He is flexible and encourages independent thinking, even disagreement with his point of views. Moreover, Christ suggested that in order to ensure good teaching, a teacher must at least consider the following: 1. Plan carefully; 2. Let the pupils know in the first week the plan to cover during the semester, no matter how tentative the plan is;

13 3. Jot down on a piece of paper, general terms, the work expected to be covered in the next month or in the next quarter; 4. Do not expect classes at given time and level to act alike; 5. Be realistic in jobs assigned to students; 6. See that the students go to work will in advance in a report or speech; 7. Always become aware of the teaching strategy to be used in teaching English language; and 8. Plan the frequent test. The same idea on the function or job of the English teacher was pointed out by Weiss (1981)(as cited by Bravo, 2010). He said that an English teacher should set a good example to students and fellow teachers by his own effective communication. According to him the macro skills (listening, writing, reading and listening) should be thoughtful clear and fair minded in order for L2 teaching to be effective. Richards (2001) (as cited by Bravo, 2010), enumerated the components that consist the skills and expertise in teaching English as a second or foreign language. These are: 1. Practical knowledge: the teachers repertoire of classroom techniques and strategies,

14 2. Content knowledge: the teacher understands of TESL/TEFL, e.g. pedagogical grammar, phonology, teaching theories, second language acquisition as well as the specialized discourse and terminology of language teaching. 3. Contextual knowledge: familiarity with the school or institutional context, school norms, and knowledge of the learners, including cultural and other relevant information. 4. Pedagogical knowledge: ability to restructure content knowledge for teaching purposes, and to plan, adapt, and improvise. 5. Personal knowledge: the teachers personal beliefs and principles and his or her individual approach to teaching, and; 6. Reflective knowledge: the teachers capacity to reflect on and assess his or her own practice. In the classroom setting, the successful class does not only depend upon the ability and competence of the teacher himself/herself. As Christenburg (2000) conveyed, there are variables in the success and failure of a language class. These variables include subject matter, methodology, setting, students and the teacher. According to her, the degree of experience, enthusiasm for the knowledge of any given subject, and even the mood on a particular day can truly affect the classes handled by a teacher.

15 Dickenson and Westbook (2004) assumed that teaching English involves skill knowing, planning, preparing materials, being coherent with a class, explaining well both tasks and concepts, leading by example, assessing work intelligently and encouragingly and sustaining high expectations about progress. Thus, effectiveness of the teacher teaching English depends on his/her mastery in all things mentioned. Brauer (2001) (as cited by Bravo, 2010), highlighted the issues and technology in teacher preparation. Using the innovative degree program for Japanese teachers as subjects for his analysis, he mentioned the urgent need for extensive and effective preparation of future teachers to use and create technological approaches and supports for learning a language. In teaching L2, he believed that ample merging of technology and language teaching competencies of the language teacher produce astounding results in teaching language. Furthermore, he emphasized the need for new teachers to understand how they must vary their approaches according to the background of the students, the goals of the program and the students themselves and the teaching context and its resources; so that, teachers may apply these understanding in language teaching. In the science, the affective domain of the learner has been a center of satisfying the objectives of learning. The affective domain is one of the three major classifications of objectives, proposed by Bloom (1956). It is concerned

16 with attitudes, interests, appreciation and mode of adjustment. As Ramaneck (1956) (as cited by Bravo, 2010) finds, the classroom behaviors of teachers have an impact on learning of the learners. Hence, he presented the following characteristics of an effective teacher: 1. Willingness to be flexible, to be direct or indirect as the situation demands; 2. Ability to perceive the world from the students point of view; 3. Willing to experiment, to try out new thing; 4. Skills in asking questions (as opposed to seeking help as a kind of answering service); 5. Knowledge of subject matter and related areas; 6. Provision of well-established examination procedures; 7. Provision of definite study helps; 8. Reflection of an appreciative attitude (evidence by nods, comments, smiles) and 9. Use of a conversational manner in teaching informal, easy style. In order to produce quality products (learners), there should be quality teachers (Hidalgo, 1995) (as cited by Bravo, 2010). This is because society demands a paradigm shift to education. As a result, teachers should be prepared with respect to knowledge and practical experience in teaching. Hidalgo further share the following aspects of quality teachers: (1)

17 pedagogical knowledge, (2) subject-area content knowledge, (3) skills and attitudes necessary for effective teaching, (4) a strong understanding of human growth and child development, (5) effective communication skills, (6) a strong sense of ethics, (7) a capacity for renewal and on-going learning. Patrick and Smart (1998) believed that there is a multidimensionality nature of determining the components that make up the competencies of a good and effective teacher, hence, the list of characteristics remain long and varied. Nonetheless, researchers and authors, through qualitative analysis, came up with the following most evident competencies or categories of competencies (Cruz, 2007). 1.) Dynamism/Enthusiasm, 2.) Instructor-Group Interaction, 3.) Instructor-Student Interaction, 4.) Self-Assessment/Improvement, 5.) Student-Centered Learning, 6.) Analytic/Synthetic Approach, 7.) Facilitation/Presentation Skills, 8.) Organization/Clarity, 9.) Resources Management and 10.) Student Assessment

18 In relation to the issues of teachers competencies in English teaching, Tan (1999), in her study of the teaching performance of the elementary school teachers in relation to pupils academic achievement found out that the teachers performance and teacher competence were significantly correlated to pupils academic achievement. In understanding teachers competencies, a foreign study about competency about competency disparity between pre-service teacher education and in-service requirements in Taiwan conducted by Jon-Chao Hong, et. al. (2008) of the National Taiwan Normal University aimed to explore whether pre-service teacher education in Taiwan equips in-service teachers with the necessary knowledge and competency to meet the demands of the professional career. The respondents were individuals who participated in the 2005 GreaTech Award and 2005 Excellent Teacher Award in Taiwan. They were asked to indicate the level of competency disparity they experienced between pre-service teacher education and in-service job requirements. Results showed that out of the five most important competencies at work, three are interpersonal skills-related, and two are professional capability-related. This result suggests that samples believe that social/interpersonal skills are among the most important competencies that help them to execute teaching plans.

19 On the other hand, the least important competencies at work as reported by samples are English proficiency, depth of domain-general knowledge, meeting management, ability to use information technology and innovative ability. The results above could imply that among six dimensions mentioned in this present study of English teachers competencies; knowledge of theories, methods, strategies and principles of teaching and personal and professional qualities are likely to be rated the least among the competencies. According to Han Hui (2009), an investigation of teachers perception of culture teaching in secondary schools in Xinjiang, China, English Language education in China has gone through several stages of development in the past 30 years. The early method of language learning was centered on grammar acquisition but this has since moved to the current approach of communicative competence development. Although the Official Document in 2001 laid down cultural awareness as one of the language teaching objectives, there seems to be a gap between the new curriculum and what goes on in classrooms. The aim of this study is to investigate teachers perspectives on cultural teaching in terms of the teaching objectives of language and culture; teachers understanding of culture; the cultural topics they favor to teach in the classroom; the techniques they use to teach culture; time allocation to culture teaching and finally their attitudes towards intercultural communicative competence so as to design courses

20 at the teacher training college to meet the needs of the teachers. The method of my research involves a survey: questionnaires were sent to the schools as well as trainers in the teaching college after a pilot run and group discussion in refining the questions. The returned survey is then categorized and analyzed based on Byrams intercultural communicative competence model. The analyzed results show encouraging signs of teachers and college trainers willingness to engage in cultural teaching, but the results also reflects teething problems to fully engage cultural communicative competence in the classrooms. The highly examinationoriented environment, the practical approach of teachers and students and the academic qualification/experience of teachers are some of the current problems in teaching culture in the classroom. The teachers college plays an important role in changing the perception of cultural teaching of teachers and the results show a need for courses to build the understanding and confidence of teachers in the classrooms. There has been considerable public concern in the media about the standard of English language teaching in Malaysia and it is not uncommon to find comments in the newspapers about various inaccuracies in teachers use of English in the classroom. One of the related issues is the language awareness of teachers, i.e. the explicit knowledge that teachers have of the underlying systems of the language that enables them to teach effectively. Andrews (1999) argues that this explicit knowledge about language is an important part of any second language (L2) teachers language awareness.

21 The importance of having grammatical awareness among English language teachers has been emphasized by many scholars for various reasons. Denham and Lobeck (2002), for instance, states that many English education textbooks point out that teachers must be aware of certain grammatical fundamentals in order to help students recognize patterns of errors. Azar (2007:24) states that it is the teachers job to clarify grammar information for students. Andrews (2005:74) argues that both initial and continuing teachers should have access to grammar knowledge. According to him, a teacher with a rich knowledge of grammatical constructions will be in a better position to help young writers. Despite the high importance of having grammatical awareness various scholars such as Beard (1999), as cited in Cajkler and Hislam (2002), have noted that regardless of years of experience in English teaching, many teachers still lack grammatical awareness or knowledge about language. The situation appears to be similar in Malaysia. Studies such as Mohd, Sofi Ali (2002) have demonstrated that ESL teachers lack sufficient English language proficiency to teach the subject. The aim of this paper is to report on a study of Malaysian primary school teachers grammatical awareness. In particular, the study seeks to examine the English language teachers nature and level of grammatical awareness. Questionnaire and interview techniques were used to elicit data from primary school

22 teachers who were following their B. Ed TESOL program in University Saints Malaysia. Findings of the study would help to shed light on an important facet of primary school English language teachers metalinguistic awareness in Malaysia and contribute towards the improvement of teacher education in the country. While there have been many studies on grammatical awareness of learners of English as a second language, there have been very few studies on grammatical awareness of English language teachers. One related study is Nurazila Abd Aziz (2007) which looks at grammatical awareness of prospective English language teachers in a teacher training institution. There have been no studies to date on grammatical awareness of practicing English language teachers in Malaysia at both primary and secondary school level.

CONCEPTUAL FRAMEWORK Every English teacher has its own level of competency as he enters in the classroom. These competencies reflects his teaching styles and instructions whether he or he is not effective and efficient. The idea of competence in teaching and training is both new and not new. People have long said, Hes a great teacher, or She cant teach. These intuitive judgments, based on observation of people in the act of teaching or memory of classes in which one has been, goes on every day (Purves, 2010).

23 Moreover, the perceived deterioration of the quality of education is blamed on the educational systems poor quality of education accorded to the learners. One of the common causes of poor quality learning is due to the lack of Competency of Teachers (Orden, as cited by Bravo, 2010) means that a student learns well from a teacher, hence, the success or failure of a school in educating the youth is determined by many factors. Among these factors is the teacher (Cuento, as cited by Bravo, 2010). According to Cuento, the kinds of teacher children have in school determine the kind of school they are in. The teacher must demonstrate competence in planning; has thorough knowledge of the subject matter; methods and techniques of teaching, projects a dynamic personality; exudes sympathy and enthusiasm, sincerity and devotion to duty and growth and progress. Virtually, the success of teachers can be measured most obviously, by how much their students learn. Like learners, all teachers are different; it is a good idea to recognizing that you are unlikely implies to be good teacher or great teachers for some people. All right teachers for some and will be poor teachers to others. The teacher is the most powerful person in the classroom. There are many ways for the teacher to use their power, the most important things that needs to be taken care are Organizations, security, motivation, instruction, modeling, guidance and information, feedback, encouragement and evaluation. One of the main tasks of competent teachers is to create an

24 atmosphere which provides the best condition for learning. We must serve as means to an end, and be instrumental factors to direct our pupils and see if learning takes place. (Santos, 2010). In order to determine the relationship of the variables of the study, the following framework was used.

RESEARCH PARADIGM Figure I show the flow of treatment of the variables of the study. The first box contains the independent variables in the study consisting of profile of public elementary English teachers of Ilagan East District. The profiles are composed of age, gender, educational attainment, field of specialization, number of years in service and number of trainings attended for the past five years. The second box shows the level of competencies of the respondents. Furthermore, the profiles of the respondents would be used to determine the level of their competencies.

25 Figure I. The Research Paradigm

Level of Competencies English Teachers Profile Age Gender Educational Attainment Field of Specialization Number of Years in Service Number of Trainings and Seminars attended Instructional Competence Knowledge of Theories, Principles, Methods and Techniques of TESL/TEFL Assessment Skills Classroom Management Guidance Skills Personality and Professional Qualities

HYPOTHESES The following assumptions about the study are stated in the form of null hypothesis with a 0.05 level of significance. 1. There are no significant differences in the competencies of the public elementary English teachers when grouped according to the profile variables; 2. There are no significant differences in the competencies of the public elementary English teacher as perceived by the teachers themselves and the administrators. 3. There are no significant relationships in the six dimensions of competencies of the public elementary English teachers.

26 CHAPTER III RESEARCH METHODOLOGY This chapter presents the research methodology employed in this study. It describes the research design, respondents, instruments, data analysis, and statistical treatment employed by the researcher.

Research Design The descriptive-correlation method of research will be used in this study. The descriptive method is meant to determine the instructional competencies of teachers and their profile.

Respondents of the Study There are 106 Public Elementary School English Teachers who will serve as the respondents of the study. The teachers are from the Ilagan East District, Ilagan, Isabela for the school year 2010-2011 namely:

27 Table 1 Number of Respondents per School Name of School 1. 2. 3. 4. 5. 6. 7. 8. 9. Alinguigan 1st E/S Alinguigan 2nd E/S Alinguigan 3rd E/S Balla P/S Batong Labang E/S Capellan E/S Fuyo E/S Ilagan East Central School Ilagan North Central School No. of Teachers 4 8 3 1 4 4 2 27 3 8 2 2 2 3 2 1 1

10. Manaring Integrated School 11. Marana 1st E/S 12. Marana 2nd E/S 13. Marana 3rd E/S 14. Minabang E/S 15. Morado E/S 16. Nanaguan P/S 17. Pasa E/S

28 18. Rang-Ayan E/S 19. San Andres E/S 20. San Juan Rugao E/S 21. San Lorenzo Integrated School 22. San Rodrigo P/S 23. Sta. Catalina E/S 24. Sta. Victoria E/S 25. Talaytay P/S 26. Tangcul San Isidro E/S 4 2 8 4 1 1 1 1 7

Research Instrument To gather the desired data needed in this study a questionnaire consisted of two parts will be used. The first part covers the profile of the respondents such as age, gender, educational attainment, number of years in service and trainings attended by the respondents while the second part is the checklist of competencies of English teacher categorized into six dimensions namely: instructional competence; knowledge of theories, principles and methods of teaching; assessment skill; classroom

management; guidance skills; and personal and professional qualities.

29 Data Gathering Procedure A questionnaire will be distributed to the respondents to obtain information about their competencies in teaching English. The researcher will personally administer the survey. The questionnaire will be collected and tallied upon retrieval and will be analyzed to draw answers for the research questions. Statistical Treatment of Data Frequency and percent are used to describe the profile of the respondents. The arithmetic mean is used to determine the competencies of the teachers. To describe the Instructional Competencies of teachers, the following arbitrary levels are used: Scale 5 4 3 2 1 Description Very Competent Moderately Competent Competent Incompetent Very Incompetent

The Chi-square test is used to determine the relationship between the profile of the respondents and their competencies if teaching English.

30 CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the analysis and interpretation of the data gathered from the questionnaire floated to the respondents. 1. What is the profile of the Public Elementary School English Teachers of Ilagan East District in terms of: 1.1. Age Table 2.1 Frequency and Percentage Distribution of Respondents according to Age AGE 61 - above 56 60 51 55 46 50 41 45 36 40 31 35 26 30 21 25 TOTAL FREQUENCY 4 3 8 17 30 16 10 10 8 106 PERCENTAGE 3.80 2.83 7.55 16.04 28.30 15.09 9.43 9.43 7.55 100%

31

1.2.

Gender Table 2.2

Frequency and Percentage Distribution of Respondents according to Gender GENDER Male Female TOTAL FREQUENCY 19 87 106 PERCENTAGE 17.92 82.08 100%

32

1.3.

Educational Attainment TABLE 2.3

Frequency and Percentage Distribution of Respondents according to Educational Attainment EDUCATIONAL ATTAINMENT Ph. D. / Ed. D. with Ph. D. / Ed. D. units Masteral Graduate with Masteral Units Bachelors Degree TOTAL FREQUENCY 1 19 30 25 31 106 PERCENTAGE 0.94 17.92 28.30 23.58 29.25 100%

33 1.4. Number of Years in Service TABLE 2.4 Frequency and Percentage Distribution of Respondents according to Number of Years in Service Number of Years in Service 41 above 36 40 31 35 26 30 21 25 16 20 11 15 6 10 5 - below TOTAL FREQUENCY 3 9 5 8 26 20 13 10 12 106 PERCENTAGE 2.83 8.50 4.73 7.55 24.53 18.90 12.30 9.43 11.32 100%

34 1.5. Number of Trainings Attended for the past Five (5) years. TABLE 2.5 Frequency and Percentage Distribution of Respondents according to Number of Trainings Attended for the past Five (5) years Number of Trainings Attended 5 4 3 2 1 Total FREQUENCY PERCENTAGE

35 2. What are the competencies of the public elementary school English teachers of Ilagan East District in terms of: 2.1 Instructional Competence TABLE 3.1
INSTRUCTIONAL COMPETENCE 1. Identifies specific English needs, interests and abilities of learners and provides adequately for those. 2. Formulates appropriate and behavioral learning goals. 3. Selects and organizes English instructional content with informative, meaningful and purposive social contexts/situations. 4. Presents authentic English learning materials in proper order to facilitate learning. 5. Show relation of the present lesson to the previous one. 6. Demonstrate mastery of the subject matter. 7. Applies varied and new teaching strategies most suitable to the learning task and to the characteristics of the learners. 8. Adjust method/ strategy of instruction to students learning skill based on feedbacks 9. Communicates ideas clearly in English 10. Proficiently conducts the class in an appropriate level of all students 11. Employs Higher Order Thinking Skills (HOTS) questions effectively to develop critical thinking and creativity 12. Introduces new ideas/ concepts within the intellectual level of the students 13. Provides opportunities which require students apply what they have learned in real communications situations 14. Integrates interdisciplinary learning experiences that allow inquiry from other subjects areas 15. Maximizes the use of English language and provides input and strategies to facilitate comprehension 16. Utilizes classroom dialogues to promote self-regulated learning 17. Uses knowledge of subsystem of the language such s syntax (including grammar) lexicon, and phonology to develop students communication skills 18. Utilizes students errors to direct and/or improve learning 5
2 6 8 3 1 6 9 5

2
4 2 4 1

1
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

55 45 48 50 32 62 72 30

31 71 3 80 20 0 42 30 25 68 30 25 0 9 0 0 7 9 8 4 7 7

45 31 30 6 31 60

50 30 26 21 55 30 7 61 31

16 36 45 15 46 37 19 50 33 10 59 30 5 54 40

36 2.2. Theoretical Competence TABLE 3.2

THEORETICAL COMPETENCE 1. Recognizes the innate endowment/Universal Grammar of the students that suits their level and make them understand the lesson easier 2. Demonstrates understanding of the natural order of, and gradual development sequence of acquisition of English morphemes and structures. 3. Distinguishes acquisition (unconscious process) from learning (formal knowledge) processes in mastering the second language in order to meet the needs of the students 4. Allows the individual readiness period and provide opportunities for the students to acquire their own increasingly independent language adequacy and to understand and produce English utterances 5. Possesses a thorough knowledge of the new, simple, comprehensible, intelligible, well-formed, and relevant English utterances and structures through constant and extensive drills and exercises in the form of translation activities, language laboratories, tapes and visual materials; and by giving instructions 6. Familiar with the philosophy behind translating written text from the target language into the mother tongue as the need arises. 7. Aware about the use of form-focus and meaning-based instruction to encourage accuracy and fluency in the use of English 8. Equips oneself with the knowledge of the different methods and approaches in teaching English like total Physical response, Suggestopedia, Commucative approach, Language Learning, Whole Language Approach, Audio-Lingual Approach, etc. 9. Sensible that different topics call for application of different theories, methods and approaches in teaching English 10. Well-informed of the significance of meaningful, interactive conversations and learning activities which integrate writing, speaking, listening, thinking, and acting 11. Obtains updated knowledge about involving students in solving problems, exploring areas of interest, and designing projects to increase their skills discourse, sociolinguistic, and strategic competence 5 4 3 2 1 5 1 0 0

11 82 12 2 19 80

39 60

50 51

18 40 46

4 3

52 48 72 30

2 1

0 0

75 25

4 4

80 20 45 55

2 2

0 0

10 40 50

37
12. Well- versed in providing communicative tasks such as practicing readers theater, writing letters to pen pals, editors, authors, officials, or even the president; and talking with the administrators concerning rules and regulations 13. Recognizes the value of regrouping students heterogeneously, considering their own and each others English learning experiences 14. Allows the students to take the teachers role and to teach their peers in conversation 15. Acquires knowledge in using computer and other modern facilities in presenting English lessons and in giving language test 16. Recognizes the role of review and wrapping up ideas 17. Acknowledges the value of giving positive and effective reinforcement in the form of praise or successful communication 18. Obtains comprehensive background in providing opportunities to the students to monitor and correct their own language errors prior to or after attempted communications

39 52

7 1 8

79 21 86 14 67 23

2 5 8 6

0 0 0 0

10 60 30 6

20 70 10 0

13 71 21

38 2.3. Assessment Skills TABLE 3.3

ASSESSMENT SKILLS 1. Prepares appropriate communicative test to measure the proficiency and competence of the students considering their cultural diversity 2. Chooses and develops useful, administratively convenient, technically adequate and fair assessment methods which are appropriate for the English lessons 3. Gives brief, clear and comprehensive instructions which direct the students response in answering the English directions in language tests 4. Demonstrates skill in preparing and using variety of assessment methods (e.g. formal tests, quizzes, individual/group performance, projects, standardized achievement tests, portfolio, etc. 5. Construct suitable tests and examinations with correct level of difficulty and adequately covering the instructional objectives for the course, the desired receptive/productive language , and the intended aspects of communicative competence 6. Distributes items based on the different levels of intellectual efforts such as knowledge, comprehension, application, analysis, synthesis and evaluation and creation 7. Adequately randomize the true/false and multiple choice responses so as not to set up a response pattern 8. Observes appropriate technical arrangements, spacing, and legibility in printing test items 9. Indentifies students grammatical error and provides corrective feedback 10. Skillfully applies the general principles of constructing objective and subjective type of test in order to ensure the validity and reliability of the examination 11. Manifests effective skill in administering, scoring, analyzing and interpreting test results and students performance in the class 12. Involves the learners in the continual evaluation of their progress including test results 13. Communicates students progress knowledgeable and responsibly including test result 14. Employs desirable principles in using assessment procedures to assign or give students grades 5 7 7 4 91 9 3 8 2 1 0 0

90 0 0

10 80 16 0 0

12 90 0 0

20 60 26 0 0

30 50 16 0 0 20 40 40 6 0 10 55 41 0 0 15 50 40 1 0 13 49 42 2 0 10 52 44 0 0 9 6 7 50 46 1 0 53 45 2 0 58 40 1 0

39
15. Evaluates and modifies grading procedure in order to improve the validity of the interpretations of the students attainments 16. Utilizes assessment result in organizing sound instructional plan 17. Recognizes and avoids unethical, illegal and inappropriate assessment methods (e.g. using grades as punishment) and uses of assessment data 18. Manifest skills in making language and literature test consisting of essay writing, translation, grammatical analysis, communicative language tests, objective tests etc.

15 60 30 1 0 10 70 25 1 0 20 75 10 1 0 18 77 11 0 0

40 2.4. Classroom Management TABLE 3.4

CLASSROOM MANAGEMENT 1. Starts and ends class on time giving energizers i.e poems, rhymes, jazz chants, language games, songs, etc. 2. Plans and establishes proper procedure of routinely activities 3. Prepares adequately for the days learning activities 4. Guides students in establishing classroom policies or rules at the beginning of the semester (e.g. speaking English when reciting, asking questions and conversing with others, etc. ) 5. Provides a permissive , friendly, democratic and stimulating atmosphere that encourages pupils to raise questions and suggest alternative solutions to problems in language class 6. Assigns organized and comfortable sitting arrangement to maximize open communication system 7. Stimulates mutual respects between and among the English Teacher and students by introducing polite formulas, expressions, etc. 8. Gives rewards and recognition to students who manifest fluency in communication. Likewise, gives special attention to students who display language difficulty 9. Provides corrective feedbacks on students communication skill 10. Maintains the language motivation of the students in the class 11. Provides the learning environment in which the learner set their own pace for achieving language objective 12. Demonstrate effectiveness in monitoring student language activities 13. Engages students in individual and cooperative learning experiences that help them develop communicative competence 14. Provides classroom interactions which promote good communicative values 15. Provides clear and precise directions/instruction for language learning tasks 5 4 3 2 1

15 81 10 0 0 14 31 60 1 0 10 34 62 0 0 24 36 46 0 0

66 35 0 0

21 65 20 0 0 16 75 15 0 0 16 20 70 0 0 2 2 1 8 9 58 45 1 0 45 59 0 0 45 60 0 0 41 57 0 0 51 46 0 0

10 50 44 2 0 12 54 40 0 0

41 2.5. Guidance Skills TABLE 3.5

GUIDANCE SKILLS 1. Shows genuine enthusiasm and interest in students needs and help meet them 2. Responds promptly to the language problems shared by the students 3. Manifest sensitivity to students non-fluency in English 4. Shows recognition and appreciation of students strengths and accomplishment in communicating 5. Shows respect with consideration of students opinion and suggestions while solving problems in English class 6. Demonstrate understanding and respect of students diverse language and cultural background, attitudes, interest, skills and abilities and provides suitable language, experience for them 7. Provides for the maximum involvement of students in the learning activities 8. Stimulates and compliments students to elicit positive and active interaction 9. Functions effectively as a member of the English learning group 10. Helps students develop self discipline in and through the language learning process 5 11 11 10 8 1 4 56 55 60 75 5 3 2 1

39 0 0 40 0 0 35 1 0 20 3 0 99 1 0

2 2 6 5 6

100 6 10 85 80

0 0

98 0 0 90 0 0 15 1 0 20 0 0

42 2.6. Personality and Professional Qualities TABLE 3.6

PERSONALITY AND PROFESSIONAL QUALITIES 1. Manifest exemplary conduct and behavior using proper and appropriate language when communicating to administrator, peers and students 2. Accepts the followership role whenever the needs arises and assumes this intelligently by being a good English communicator 3. Participates actively in cultural, professional, and other English related activities 4. Shows evidence of mental health and stability, emotional stability, language proficiency and self-confidence, and sound physical health 5. Initiates and assists in implementing imitative to improve the quality of English instructions and to meet the standards of excellence 6. Demonstrates desirable verbal and non-verbal behavior in classroom interactions and activities 7. Demonstrates fairness and impartially to all students regardless of language ability 8. Manifest creativity, resourcefulness and enthusiasm in his/her communication to others 9. Open to suggestion and criticisms from the English class 10. Has a good sense of humor and finesse in language 11. Uses free time to further language and literature teaching skills 5 4 3 2 1

13 55 38 0 0 12 24 39 1 0 6 60 40 0 0

21 40 45 0 0 20 48 37 1 0 14 49 42 1 0 10 50 46 0 0 9 56 40 2 0

13 52 41 0 0 10 55 38 3 0 14 51 39 2 0

43 REFERENCES BOOKS Christenburg, L. (2000).Making the Journey: Being and Becoming a Teacher of English Language Arts. (2nd Ed.). USA: Boynton Cook Publishers. Richards, J. R. (2001). Curriculum Development in Language Teaching. Southeast Asian Minister of Education Organization Regional Language Center, Singapore. Cambridge University Press. Warren, Howard C., Ed. D., Dictionary of Psychology, p. 74 Westbook J., Stephen C., and Dickenson P. (2004). The complete Guide to Becoming an English Teacher. Columbia University. Wynne, John F. (2000), The Teacher and the Curriculum, p.99 INTERNET SOURCES Encyclopedia Britanica, (2009). http://www.britanica.com. Guidance Couceling. From from

Competencies of English Teacher http://www.yahoo.com/competenciesofenglishteachers.

Competencies for English language teaching, Secondary School English Teacher from ( http://www.ssenglishteacher.com ) Dictionary.com ( http://conciseenglish.com/browse/competency ) English Teaching Competencies from (http://www.teachingenglish.org.uk/think/article/a-taskbased-approach) ( http://www.unige.ch.fapse/SSE/teachers/perrenoud ) How to be an Effective Teacher (www.effectiveteaching.com)