English Proficiency Level of Secondary School Teachers Basis For Teachers' Training
English Proficiency Level of Secondary School Teachers Basis For Teachers' Training
English Proficiency Level of Secondary School Teachers Basis For Teachers' Training
2, JUNE, 2020
ABSTRACT
Most of the world’s non-English language teachers speak English as a second or third language
rather than as their first language. For many, their level of proficiency in English may not reach
established by their school heads, colleagues, and students, raising the issue that is the focus of
this research. Using the descriptive method of research, the researcher determined the perception
of school heads, teachers, and students on the English proficiency level of teachers in terms of
academic language and language comprehension. This also determined the level of performance
of students in English core subjects, thus, the subject teachers could be encouraged to strive to
become better educator to provide a venue for students to continuously dream of becoming better
learners. The statistical formulas used for treating the data obtained were Frequency Count,
Percentage, T Test of Difference between Unequal Samples, Weighted Mean, Kruskal-Wallis
Test of Change, and Pearson R Product-Moment Correlation. The findings showed that the level
of English proficiency of teachers and the students’ performance on academic language and
language comprehension were very satisfactory. Moreover, the findings showed that there was a
significant relationship that exists between the English proficiency Level of teachers and the
students’ performance based on the components considered in the study. With this, a training
design to enhance the level of English proficiency of teachers was proposed.
Keywords: English proficiency, core subjects, academic language, teachers’ training, descriptive
method, Philippines
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