MEDIATING ROLE OF ENGAGEMENT AND COMMUNICATION SKILLS ON

THE RELATIONSHIP BETWEEN LINGUISTIC COMPETENCE AND

TEACHER PERFORMANCE: CONVERGENT DESIGN

A Thesis Presented to
The Faculty of the Graduate School of
CENTRAL MINDANAO COLLEGES
KIDAPAWAN CITY

________________________________________

In Partial Fulfillment of
The Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Educational Administration

By:
ABEGAIL N. SALOMON

MAY 2023
 ABSTRACT

This mixed method study addressed causal associations of alternative

engagement and communication skills and linguistic competence in plausible
explanation to achieve teacher performance. A convergent mixed methods design
was used in which qualitative and quantitative data are collected, analyzed
separately, and then merged. A total of 317 teachers were selected using the
purposive sampling technique. The set of survey tools and interview guide were
used to gather data from the participants. Mean, standard deviation, multiple
regression analysis and Sobel test were used as statistical tools on quantitative
data while thematic analysis was utilized in qualitative data. The findings revealed
that the level of engagement and communication skills and teacher performance
among public-school teachers is high and linguistic competence is very high.
Moreover, both engagement and communication skills and linguistic competence
have significant relationship and influence to the performance of the teachers.
Based on the result of mediation, the direct effect of linguistic competence on
teacher performance is decreased when mediator variable was placed in the
relationship model and it is no longer significant, and imply a full mediation.
Sobel’s test denotes that there is a significant mediation that take place in the
model. It could totally claim that engagement and communication skills is the
reason how linguistic competence can influence teacher performance. The lived
experiences of the participants pertaining to engagement and communication
skills, linguistic competence and teacher performance include theme such as
teacher attributes and personal characteristics, teacher motivation and
professional development, methods and strategies for effective teaching and
perceived barriers for effective and efficient teaching. The impact of experiences in
attaining high level of teacher performance includes aspects such as behavioral
modification, assessment, teaching approach, improvement and development
approaches, class preparation and management and evaluation. In addition, both
quantitative and qualitative findings manifest converging parallel results. For
teacher performance, the quantitative result shows that teachers should establish
specific methods and strategies in performing their work in school which is parallel
to qualitative findings of the core ideas that teachers should have sufficient
motivations and training which helps them to increase their knowledge and skills.
In the aspect of engagement and communication skills, the data express
parallelism in terms of findings particularly familiarizing and providing significant
teaching methods and establishing good relationship with others. Furthermore, the
result shows the importance of teacher linguistic competence on the teaching and
learning development of both students and teachers.
Keywords: Engagement and Communication Skills, Teacher Linguistic
Competence, Teacher Performance, Sobel Test, Convergent Approach,
Municipality of President Roxas, Philippines
 1

CHAPTER 1
INTRODUCTION

Background of the Study

Students can attain their goals in an effective school environment where

teachers pursue ongoing professional development, participate in the school's

mission, and strive for excellence both within and beyond the classroom. In this

way, it is suggested that there is a significant connection between teacher

performance and school effectiveness. The first and most important concern in

school growth and educational reform is teacher performance. As a result, teacher

effectiveness is a crucial and crucial component of the success of school

effectiveness. As cited by Saruhan and Yldz (2019), performance is a numerical or

non-numerical outcome that follows from established goals.

But one of the hardest problems school principals may ever confront is

dealing with troubled teachers. In addition to failing to deliver the desired results,

subpar teachers' unpleasant behavior might prevent others from working and

erode staff credibility (Banfield, Richmond & McCroskey, 2018). They take up a

significant amount of the principal's time and displace other employees who might

be more beneficial to the company. About 5 to 10 percent of the teaching staff is

thought to be made up of ineffective educators (Lavely, Berger & Follman, 2018).

Despite the fact that this situation is widespread across all countries and cultures,

school officials find it extremely difficult to either fire or improve the performance of

ineffective teachers (Brendan, 2019).

 2

Working environments, physical conditions, and psychological conditions

are factors that are frequently cited as contributing to teachers' poor performance

in delivering lessons and engaging students in the learning process (Schultz &

Schultz, 2018). Linda (2019) enumerated some factors causing a decline in

teacher performance include the following: (1) inappropriate performance plans,

which have goals that are either too high or irrelevant to the job, (2) unclear

performance plans, which lack role clarity and cause confusion about priorities or

targets, (3) a lack of knowledge or competence, which is a requirement for work;

and (4) poor working conditions, which include issues with equipment and working

groups as well as improper lead-ins.

Chisholm (2019) asserted that the amount of time teachers really devotes

to teaching activities affects their performance as educators. In South Africa,

instructors must put in a minimum of 8.6 hours per day for a total of 43 hours per

week, Monday through Friday. Teachers devote 85% of their working hours to

instruction, with the remaining time being used for tasks like lesson planning,

grading, managing the daily operations of the school, mentoring students, and

other things. However, in practice, teachers frequently only put in 41 of the

minimum 43 hours per week of work. Forty-one percent (41%) of working time was

dedicated to teaching, 14% to lesson planning, 14% to evaluation, 12% to

extracurricular activities, and 7% to administrative tasks at the school. In other

words, teachers spend only approximately 16 hours each week actually instructing

students in person. Other responsibilities including school management,

 3

assessment and evaluation, and extracurricular activities are the reason that less

time is spent on teaching.

There are several variables that affect teachers' performance in the

classroom, including socioeconomic situation, the motivation and leadership of the

principal, as well as individual traits. Some of them have a positive impact on

instructors' performance, while others could have a negative impact. The study of

teacher performance utilizing qualitative methods and other mixed methods

designs was also undertaken by many academics and researchers in an effort to

produce an accurate scale for assessing teacher performance; nevertheless, only

a small amount of research on the topic is currently being done. To investigate

teacher performance in connection to student engagement, communication skills,

and linguistic competence, the researcher used route model analysis. By

constructing and developing certain theoretical lenses and models that gauge the

interplay of the variables and their affects, the researcher will, in the end, bridge

the study's gap.

This study can generate relevant information which can be useful to public

school administrators, human resource managers, and policy-makers. The results,

discussions, and findings from this study can spark evidence-based information

which can be used by government agencies such as the Department of Education

and other stakeholders for policy-debate and initiative for policy proposal in the

development and improvement of the performance, competence, skills and

engagement of the teachers in school.

 4

This research can contribute to the few and scanty studies on performance,

competence, skills and engagement among public school teachers in the

Municipality of President Roxas. Educators and researchers in the country and

other neighborhood countries may find this study as a reference material. School

personnel especially those coming from public schools can find this research

beneficial as they can be provided with information on the engagement and

communication skills and the factors which influence it. Likewise, development

researchers can benefit from this research as a way of providing them ideas for

their future research endeavor.

Worldview and Theoretical Lens

During a task, performance refers to an individual's or group's actions

(Taneja, 2019). Job performance is the result of a person's motivation and aptitude

working together (Kreitner, 2018). The ERIC system introduced the concept of

student evaluation of teacher effectiveness for the first time in 1976. There were

1055 research on students' assessments of instructors' effectiveness published

between 1976 and 1984. The comprehensive study program investigating

students' assessments of teaching effectiveness was started by Remmers (2018).

As a pragmatist, I see the worldview of this research to be open to a

multiple methods of data collection, such as qualitative and quantitative sources;

focus on practical implications of research; and emphasize the importance of

conducting research that best addresses the research problem. In my point of

view, I seek to understand and looking to generate practical, real-world solutions

 5

with my research. Pragmatism provides the epistemological validation (through

pragmatic epistemic values and standards) and logic (by the use of a combination

of methods and ideas which best frame, address and provide falsifiable answers to

my research questions) for mixing methods, in my case, quantitative and

qualitative (Johnson et al., 2007). To address possible commensurability issues, I

will ensure my meta-inferences have elements of both epistemological

underpinnings.

A pragmatic worldview is one that develops from events, circumstances,

and results rather than from antecedent circumstances. It provides access to a

variety of techniques, viewpoints, and presumptions, as well as various

approaches to data collecting and analysis (Creswell, 2008). The goal of

pragmatic thinking is to alter ideas and perceptions. It is primarily focused on the

development of novel perceptions and concepts (Kouneiher & Barbachoux, 2017).

This study is based on Medley's (1977) Competence Theory, which claimed

that teacher competency was defined as any one set of knowledge, abilities, and

professional values that were thought to be important for the successful practice of

teaching. Competence that imparts knowledge about specified objects but

excludes all others from this attribution's effectiveness. The range of skills that a

teacher held was referred to as their competency. Overall competencies are

determined by how well a teacher performed in relation to a set of specific

competencies, some of which were more important than others in determining

overall competence.
 6

Medley (1977) mentioned that student learning, which he or she referred to

as the fourth crucial element of instructors' competency, must be produced via

teacher/student interactions in which evaluation and instructional modifications

promote learners' achievement. Professionalism, as described in Medley's (1977)

theory, is the final element. This called on teachers to conduct themselves

professionally and get involved in activities outside of the classroom, which

improved their ability to help students learn.

What made a teacher competent was raised and characterized by Richard

D. Kellough & Patricia L. Roberts (1998). The teachers should be informed about

the learning process, active members of professional organizations, and

knowledgeable about the subject matter they will be teaching. The teacher should

also exhibit effective modeling behavior. Additionally, the teacher is able to

meticulously plan lessons, organize the classroom, and act as a decision-maker

and communicator. It is important to continually experiment with different teaching

methods. On the other hand, the teacher must show concern for the students'

wellbeing and safety, as well as create a conducive learning environment and

show faith in each student’s capacity to learn. The teacher is adept at evaluating

students' progress and dealing with parents and guardians, coworkers,

administrators, and the classified to establish, uphold, and foster cordial and

ethnically diverse professional relationships.

Contrarily, the Theory of Performance (ToP), promoted by Elger and cited

by Caine (2005), forms the theoretical basis for teacher performance. The ToP

develops and connects six fundamental principles to create a framework that can
 7

be used to explain performance as well as performance improvements. To perform

is to deliver worthwhile outcomes. An individual or a group of people working

together in a performance is referred to as a performer. Level of performance

reflects where you are on the road of developing performance.

The six elements context, level of knowledge, level of skills, level of identity,

personal factors, and fixed factors all play a role in the current level of

performance. The author suggests three axioms for efficient performance

enhancements. It entails adopting a performer's mindset, immersing oneself in a

stimulating setting, and engaging in reflective practice. The theory's justification is

that people are capable of great feats. The primary task of a teacher is to further

this. Students' incentive to do well in and out of the classroom is provided by the

teacher. The learner picks up the initiative and the motivation provided by the

teacher, follows along while studying, and then implements what he or she has

learned.

Teachers, who have chosen to make teaching their profession, complete

the tasks allocated to them regardless of the course they have successfully

completed. The idea is particularly important in determining how teachers viewed

their performance in a type of activity for which they were least intellectually

prepared but were required to perform at their highest level. By examining the

respondents' personal and professional situations and how they would affect their

performance given the organization's extraordinary demand on them, the study will

be strengthened.
 8

Because these theories significantly contribute to the study and support the

theoretical underpinnings of the variables, the researcher used competence theory

and theory of performance. The theoretical framework in this study's literature

offers pertinent knowledge, understanding, and ideas on how variables interact

with one another and what other circumstances might cause them to be more

significant in the research study.

Conceptual Framework

In the light of theories mentioned above, this study conceptualized the

effect of teachers’ performance on the relationship between engagement,

communication skills and linguistic competence. The independent variable in this

study are engagement and communication skills which consist of 4 indicators and

5 indicators respectively. For engagement variable, the dimensions are emotional

engagement, cognitive engagement, social engagement for students and social

engagement for teachers. For communication skills variable, the dimensions are

speaking, listening, attitude, gestures and facial expression. The mediating

variable is performance of teachers having 4 dimensions namely; attitude towards

students, subject mastery, teaching methodologies and personal characteristics.

Furthermore, the dependent variable in this study is linguistic competence having

3 dimensions such as lesson planning, lesson implementation and lesson

assessment. As shown in the conceptual framework, performance of teachers as

the predicting variables explains the relationship between independent and

dependent variables. It explains how or why there is a relationship between the

 9

two variables. A predictor can be a potential mechanism by which an independent

variable can produce changes on a dependent variable.

Teacher Performance
Linguistic Competence

 Attitude towards
 Lesson Planning
Students
 Lesson
 Subject Mastery
Implementation
 Teaching
 Lesson Assessment
Methodologies
 Personal
Characteristics

Engagement Communication Skills

 Emotional Engagement  Speaking

 Cognitive Engagement  Listening
 Social Engagement (Students)  Attitude
 Social Engagement (Teachers)  Gestures
 Facial Expressions
 10

Audience

The target audience of this study were the teachers, school administrators,

technical committee; ethics review committee, peer reviewers, and future

researchers and scholars. The mentioned audience may use the results of this

research undertaking as database and as a guide in developing intervention

programs to enhance the organizational performance of schools.

Purpose Statement

This study aims to predict the influence of linguistic competence and

performance on the relationship between engagement and communication skills

among teachers. It also aims to develop a model of engagement and

communication skills among teachers of public schools in the Municipality of

President Roxas. A convergent triangulation mixed method design will be used, a

type of design in which different but complementary data will be collected on the

same topic.
 11

In this study, adopted and modified survey questionnaires from different

authors will be used in gathering data to examine the theories on engagement,

communication skills, linguistic competence and performance of teachers. Parallel

with this data collection, qualitative interviews and focus group discussion will be

identified public elementary and secondary teachers in Municipality of President

Roxas. The reason for collecting both quantitative and qualitative data is to

organize the strength of both forms of research to corroborate results.

Research Questions

The study aims to determine the engagement, communication skills as

predictors of linguistic competence and performance of teachers in public

elementary and secondary schools with the following research questions:

1. What is the status of the participants’ assessment of engagement,

communication skills and linguistic competence?

2. What is the status of the participants’ assessment of performance?

3. Is there a significant relationship between;

3.1. Engagement, communication skills and teacher performance,

3.2. Engagement, communication skills and linguistic competence

3.3. Linguistic competence and teacher performance?

4. Do teachers’ engagement and communication skills significantly

mediate linguistic competence and teacher performance?

5. What are the lived experiences of the participants pertaining to

performance?
 12

6. To what extent do the quantitative corroborate with the qualitative data?

Hypothesis

The hypothesis was tested at 0.05 level of significance.

1. There is no significant relationship between engagement and teacher

performance.

2. There is no significant relationship between communication skills and

teacher performance

3. There is no significant relationship between engagement and linguistic

competence.

4. There is no significant relationship between communication skills and

linguistic competence.

5. There is no significant relationship between linguistic competence and

teacher performance.

Literature Review

This part contains the related literature regarding the engagement,

communication skills and linguistic competence as predictors of performance of

teachers from the books, articles, and other theories related into it and other

reading materials which is beneficial for the study.

The study composed of four variables namely, engagement, communication

skills, linguistic competence and performance of teachers. The independent

 13

variable of the study is engagement and communication skills which consist of four

dimensions and five dimensions, respectively. For engagement variable, the

dimensions are emotional engagement, cognitive engagement, social engagement

for students and social engagement for teachers. For communication skills

variable, the dimensions are speaking, listening, attitude, gestures and facial

expression. The mediating variable is performance of teachers having 4

dimensions namely; attitude towards students, subject mastery, teaching

methodologies and personal characteristics. Furthermore, the dependent variable

in this study is linguistic competence having 3 dimensions such as lesson

planning, lesson implementation and lesson assessment.

Teacher Engagement

The success of schools depends on having highly engaged teachers, who

are defined as being committed and enthusiastic (Rutter & Jacobson, 2018), and

this is a determinant in academic success (Basikin, 2017). Kirkpatrick (2019)

defined workplace engagement as an employee's interest in, excitement for, and

involvement in the position. Efficacy, energy, and involvement in engagement. The

definition provided by Schaufeli et al. (2020) was different from this one, which

they described as "a positive, rewarding state of mind associated to work that is

characterized by vitality, devotion, and absorption."

McLaughlin, Pfeifer, and Stanford University Policy Institute (2019),

mentioned that engaged teachers are worried about the standard of instruction

they provide, and this care is evident in the way they conduct themselves in the
 14

classroom (Rutter & Jacobson, 2018). Engaged teachers are constantly looking for

new ideas, putting best teaching practices into practice, adapting their lessons to

fit the needs of their students, setting high standards for them (Boaler, 2019; Tyler

& Boelter, 2018), and taking ownership of their students' education. They also

frequently check on their students' progress and give them feedback (Marzano,

2018).

Emotional Engagement. Markers for emotional engagement include

affiliation with the academic institution and the expression of affective reactions

(such as interest) in the classroom (Finn, 2019). (Skinner et al., 2018). The

behavioral and cognitive subtypes have gotten more attention than the emotional

subtype, though. This is partially attributable to the subtype's lack of conceptual

clarity (Fredricks et al., 2018). For instance, Appleton et al. (2019) utilized the term

psychological engagement to analyze high school students' academic results even

though the former included indicators (such as identification) like those of

emotional engagement.

However, research looking at this subtype as part of a general or combined

assessment (i.e., with behavioral or cognitive engagement) of the concept have

shown the strongest evidence for its significance in predicting academic

achievement (Fredricks et al., 2018). For instance, it was discovered that African-

American kids' (aged 10 to 16 years) academic success may be predicted by a

combined emotional and behavioral engagement scale (Connell et al., 2020).

However, the evidence for the function of emotional engagement in predicting

 15

academic success is equivocal because the individual effects of these subtypes

were not explored.

Other research has discovered some evidence that suggests the role of

emotional engagement as a predictor of learning as opposed to academic

accomplishment, which runs counter to the aforementioned findings. A student

engagement measure, for instance, was created by Handelsman et al. (2019) and

includes emotional, skills, performance, and participation/interaction engagement.

Only abilities (similar to cognitive engagement), performance, and

participation/interaction engagement (similar to behavioral engagement) emerged

as very significant predictors of these outcomes, despite the fact that all four

subtypes were related to academic achievement (e.g., assignment grades). In

contrast, emotional involvement predicted learning's intrinsic consequences (such

as valuing learning in and of itself) (Handelsman et al., 2019).

Cognitive Engagement. The term "cognitive engagement" describes the

level of effort and the kinds of learning strategies students employ. Deep

processing is related to the cognitive elaboration of the material that needs to be

learned. Deep processing includes fusing new data with previously acquired

knowledge to produce a more complex knowledge structure (Anderson & Reder,

2019). In contrast, shallow processing includes rote memorization and other forms

of cursory interaction with the new information (such as reading one's class notes

again). Shallow processing often does not entail the building of integrated

knowledge structures or the linking of new information with preexisting knowledge.

 16

Self-regulation, which can be characterized as the methodical way in which

people pursue goals, is another facet of cognitive engagement. Forethought,

volitional activity, and self-reflection are all subprocesses of the self-regulation

process that can be seen as a cycle of goal-striving. Personal, environmental, and

behavioral factors all have an impact on these processes. There is plenty of proof

that self-regulation and in-depth processing (i.e., goal-setting, goal-setting, and

monitoring one's learning processes) are crucial components of learning and

success (e.g., Greene & Miller, 2016; Pintrich & DeGroot, 2020).

Social Engagement. Klassen et al. (2018) elaborated that research on

workplace engagement should take social involvement into account. Teacher-

student relationships may be the key factor in fostering student engagement and

good student outcomes, as suggested by Klassen et al. "While workers in many

settings must engage socially with colleagues, teaching uniquely emphasized

energy spent on the establishment of long-term, meaningful connections with the

clients of the work environment (i.e., students)" (Klassen et al., 2018). DiBianca's

(2020) study backs up this assertion. Teachers frequently cite their interactions

with students as a professional trait that gives their work purpose. Teachers are

expected to create and uphold deep bonds with pupils at various developmental

stages (Corno & Anderman, 2018).

With a direct connection to student engagement, positive social interactions

may result in positive classroom outcomes (Corno & Anderman, 2018). It has been

demonstrated that intentionally involving students in faculty activity increases

student engagement (Chen et al., 2018). Importantly, a caring relationship

 17

between teacher and student has an individualized and reciprocal nature in a

setting where the relationship between teachers and students is respected. A

loving relationship can only be established and sustained with the cooperation of

both the teacher and the students (Corno & Anderman, 2018). Management

interventions take into account how people engage with one another in social

contexts and recognize the importance that employees place on their connections

with coworkers (Leiter & Maslach, 2020). Having a strong social network with

coworkers and superiors is an essential work resource that influences teachers'

engagement (Bermejo-Toro et al., 2019; Schiff, Fund, Herzog, & Farley-Ripple,

2018).

Communication Skills of Teachers

The distribution of a message involving shared understanding between the

settings in which the communication occurs can be characterized as

communication skills (Saunders & Mills, 2019). Additionally, effective

communication skills are crucial for teaching students (McCarthy & Carter, 2018).

Communication skills include speaking, writing, reading, and listening. To

effectively teach, a teacher needs to be highly skilled in each of these areas. A

teacher with great interpersonal skills frequently simplifies and clarifies the process

(Silver, n.d). Teachers must have effective communication skills in order to

transmit knowledge, manage the classroom, and engage with students. Students

with various thinking styles must be taught by the instructor. A teacher must use

communication techniques that motivate pupils to participate in their learning

 18

process if they are to tailor their instruction to each individual student's abilities

and capacities (Sng Bee, 2018). Speaking. Excellent speaking abilities include

nonverbal communication, such as listening, attitude, gestures, facial expression,

etc., to fully affect the audience, as cited by Najafi and Rahmanzade (2018). When

compared to verbal communication, nonverbal communication is frequently more

subtle and effective and can convey more meaning than words. The teacher may

quickly identify which students are paying attention and which are not when he

listens attentively while teaching his subject. His instructional supervision would be

effective because he would be able to identify the areas that needed to be

strengthened and hear his students murmuring and nodding in agreement. Each of

these factors helps to raise student academic achievement and the teaching-

learning system (Gholipour, 2019). Listening. Friedman and Hunsaker

(2018) explained that listening enhances students' academic achievement since it

is a talent that necessitates gathering, attending, organizing, recognizing,

perceiving, and interpreting messages from the school context. It is also a

conditioned reaction that should be fostered.

Attitude. A person's manner, demeanor, feelings, position toward another

person or something, as well as their tendency or awareness, particularly in their

thoughts, are all examples of their attitude. An attitude is a judgment of something

portrayed at a given level of intensity that is either favorable, negative, or both. It

conveys a favorable or unfavorable opinion of a person, place, thing, or event.

Thurstone (2019) define attitude as the culmination of a man's predispositions and

 19

emotions, disparaging remarks, fundamental presumptions, thoughts, and threats.

People learn about their attitudes and prejudices of the world around us.

The proper attitude is an optimistic attitude, which is an important part of

classroom interactions. The instructor should always uphold a confident

demeanor. The latter includes demonstrating an excellent understanding of the

material given to students, a sociable demeanor to students that allows them to

openly pose questions when they are unsure, command of instruction, and

unrestricted teacher and student dialogue. Students learn more efficiently and

perform better when their teacher has a positive outlook (Mucella, Melis & Ahu,

2018).

Gestures. A gesture is a movement of some or all of a person's body, most

frequently while they are speaking. Using the hands, legs, eyes, head, and other

body parts to communicate emphasizes communication. More than half of all

human interaction takes place nonverbally. The teacher constantly tries to convey

nonverbal cues while he lectures in the classroom and possibly even outside of it.

Based on what they hear and see, students assess the teacher and his lectures.

When speaking, the teacher conveys two separate kinds of information to his

listeners. His speaking transmits a verbal message, but his presence, demeanor,

and appearance also give off a lot of visual cues (Castellon & Enyedy, 2020).

Facial Expressions. Without using words, facial expressions could

communicate a lot. Nodding, making eye contact, smiling, and pouring disdain are

just a few examples of nonverbal cues that effectively communicate our feelings.

Facial expressions can be used to convey social attitudes and feelings to others,
 20

and in many cases, they are more effective than verbal messages (Farhangi,

2019). Some academics believe that facial expression is the most significant

source of linguistic data since it is so much more informative than other subtle

signals and tells us so much about how others are feeling (Najafi & Rahmanzade,

2018).

Linguistic Competence

For a teacher to be effective, they must have a wide range of professional

abilities and capabilities. Teachers in the twenty-first century need to be very

knowledgeable about professional, specialized, cultural, and language

competencies (Dam, Schipper, & Runhaar, 2020). Regarding the definition of the

word "competency," educators' perspectives and opinions have differed greatly.

Zayton's (2018) explained that competency is "the overall behavior that includes

knowledge, skills, and tendencies after undergoing a specific program whose

impact is reflected in its performance by special measurement tools prepared for

this purpose." Based on the foregoing, it can be said that competency is the

behavior based on knowledge, attitudes, and skills that indicate the ability of the

individual to practice and carry out a task in a specific manner and after taking a

specific educational course.

The definition of linguistic competences is "providing learners with linguistic

abilities that enable them to understand the language, its rules, and grammars that

control it and control the characteristics of its components" (Raslan, 2018). They

also imply that a learner can efficiently practice particular linguistic skills in order to
 21

be able to listen, speak, read, and write in accordance with the standards of

accuracy, fluency, clarity, and persuasion as well as to amass a sufficient

knowledge of language culture and general concepts. As may be seen from the

aforementioned two definitions, a student's linguistic competency allows them to

exercise the four verbal talents of accuracy, fluency, clarity, and persuasion.

Language skills are not acquired all at once; rather, they are developed through

time until they are manifested in conduct rather than just knowledge. The teacher's

desire to develop adequate language abilities demonstrates their understanding of

the value of language and its functions in communication (Ali, 2019).

Lesson Planning. The success and wellbeing of the teacher can both be

enhanced by effective lesson planning. Teachers teach because they want to

encourage their students, and whether a session is successful or a student

performs well on an exam, efficient lesson planning can help teachers feel more

satisfied with their work. A well-planned lesson can also increase the enjoyment of

teaching by giving the teacher more self-assurance and allowing them to

concentrate more on engaging with the students than on what is intended to

happen next. Importantly, thorough planning can save time by preventing hurried

attempts to gather the materials or buy the supplies needed for a day in the

classroom. Teachers can use the time they have freed up for themselves or other

activities, improving their work-life balance (William & Mary School of Education,

2022).

The lesson plan integrates the curriculum into precise daily learning

objectives for the students, together with a justification of the goal and a means of
 22

gauging their success. Tests, homework, and group work are a few common

measurement techniques. The ability to tailor the assessment to the specific aim

while taking into account your unique situation is one advantage of the lesson

plan. According to several educational authors, teachers should create the

evaluation before creating the learning activities. By expanding the learning

objective's core notion, teachers have more freedom to select an evaluation

method that will best serve their students and the learning environment (William &

Mary School of Education, 2022).

Lesson Implementation. The execution of the lesson clearly falls under

the purview of the teachers. Teachers should consider the long-term goals of

education with the intention of fostering a spirit of learning and appreciation for one

another, take into account the specific objectives of each subject, unit, or lesson

material, such as historical thinking, the students' level and needs, study the

classroom instruction in relation to the course objectives and students' long-term

educational goals, and examine impartially how students respond, including in

terms of learning, disruption, and interaction.

When a lesson is being implemented, a teacher instructs a group of

students using the strategies that were planned and developed during lesson

study while other teachers watch, comment, and offer basic suggestions for how to

improve the teacher's instruction. Lesson study is a collaborative effort to enhance

teachers' quality of instruction through planning, implementing, observing, and

reporting the results of teaching, not a style of instruction (Susilo, 2018).

 23

Lesson Assessment. Brown (2018) described assessment as a connected

set of measurements that are used to figure out a complex attribute of a person or

group of people. This entails compiling and analyzing data regarding the degree of

learning objectives achievement by students. Assessments are also used to

pinpoint a student's specific areas of need for academic support, educational

programming, or social services by revealing their deficiencies and areas of

strength. Additionally, a diverse range of organizations and people—including

teachers, district administrators, universities, for-profit businesses, state

departments of education, and groups made up of a combination of these people

and institutions—develop assessments.

Since teachers create, administer, and analyze the questions in classroom

assessments, they are more likely to incorporate the findings into their own

instruction. As a result, it gives students a way to gauge their development and

provides feedback on the effectiveness of the training. Brown (2018), enumerated

two primary purposes for classroom assessment: one is to demonstrate whether

or not learning has been successful, and the other is to make clear what the

teachers anticipate of the students (Darling-Hammond, 2018).

Teacher Performance

The notion of performs means to complete an action or task by carrying it

out to its conclusion. It also means to execute and accomplish something

(Didier,2020). Edis (2018), on the other hand, describes performance as

something that an individual leaves behind and that exists independently of the
 24

objective. Performance must be measured in order to be considered, and it is

important to distinguish between performance actions and outcomes (Edis, 2018).

While the term "teacher performance" refers to the way a teacher acts in a

classroom setting where learning is taking place, in order for the teacher to

successfully carry out the action assigned to them or finish their work (Duze,

2019).

No matter what policies are set forth, the teacher's performance is the most

important contribution to the educational process because it is ultimately the

teacher who must interpret and put these policies into practice through the

teaching and learning process. The phrase does not just refer to how instruction is

carried out or affects student accomplishment, personal development, or teacher

traits. Instead, there is uncertainty about how well teachers are performing, using

progress factors rather than product variables (Taylor, 2019). Teachers must be

able to survive the demands, threats, and challenges that come with the various

educational settings, according to Gibbs (2020). Accordingly, an effective teacher

must have the ability to be persistent, adaptable, and creative with new teaching

methods and be ready for failure.

Attitude towards Students. In the study of four teacher attitudes—

attachment, concern, differences, and interaction—Silberman (2018) discovered

that children are not only aware of their instructors' attitudes toward them but that

their behavior is also influenced by how they perceive their teachers to be treating

their classmates. An essential factor is the teachers' perspective on instruction.

Teachers hold a variety of viewpoints; some think that students should be seen,
 25

not heard, while others wish to foster a sense of friendship between students and

teachers. The capacity to foster a welcoming environment in the classroom is the

main quality of a competent teacher.

The needs of the child should be considered during teaching. The teacher

must be enthusiastic about their work. He must be understanding to children who

are acting up. The educator must work to identify the root reasons of antisocial

behavior and assist the students in developing more positive personalities

(Chouhan, 2019). Our personalities have a fundamental impact on how we

respond in various situations. Numerous psychologists contend that regardless of

whether we are acting as a teacher, pupil, parent, or son, we are the same

essential person (Wright, 2017).

A teacher cannot effectively educate while ignoring the numerous facets of

their students' life. They may occasionally want for social distance from the

complicated, confusing, and occasionally destructive lives of their students.

Teaching effectively necessitates having a thorough and in-depth understanding of

the student, caring about how what is taught relates to the learner's life

experience, and being open to engaging the learner in the context of their own

goals, interests, and aspirations (Goodlad et al., 2020).

Subject Mastery. A strong foundation of general education, comprising

subject-matter knowledge, insight into relationships among concepts, and

professional preparation, forms the basis of a teacher's education. While

specialization offers academic knowledge of the subjects to be taught and is

blended with professional education to produce new insights and abilities for
 26

professional performance, general education helps to personal growth (Nayak &

Rao, 2020). When planning, carrying out, and revising instruction, competent

teachers use a wide range of in-depth, integrated knowledge and skills. The use of

technology is only one aspect of teachers' competency (Siddiqui, 2018).

The requirement for research training in teacher preparation is mentioned in

numerous teacher education programs in both industrialized and developing

nations. The anticipated goals and content of a research training program for

teachers and teacher educators, however, are subject to significant disagreement.

In the context of emerging nations, where both people and material resources are

in short supply, the problem becomes much more urgent. A thorough

understanding of the subject necessitates a close examination of all relevant

aspects from a variety of angles. This requires considering ideas and information,

enhancing the learning environment in the classroom, and using a variety of

presentation and explanation techniques to help students understand the material

(Avalos, 2019).

Teaching Methodologies. The way teachers provide material to pupils

through the use of particular techniques that are appropriate for the kind of

students they are working with is known as their teaching methodology. Each

student varies in their abilities to learn quickly, from the extremely intelligent to the

somewhat intelligent. As a result, a teacher needs to be able to adapt the teaching

style to the needs of each student. If not, the middle- and low-ability pupils will fall

behind in their comprehension of the content being delivered. And because they

felt helpless to do anything, the kids described will become uninterested and
 27

sluggish in their studies. The effectiveness of a learning and teaching activity can

be determined in part by the teaching method, which also unifies the teaching

system. It is anticipated that the more exact approach employed by teachers in the

classroom will be more successful in achieving the learning objective (Qudsyi,

Herawaty, Saifullah, Khaliq, & Setiawan, 2018).

The teaching approach is the method used to accomplish the intended

objectives. The teacher will accomplish seamless instruction by using an accurate

method. The approaches that are employed must be adjusted when the goals are

set in order for pupils to have specific talents. So that it may be used as a useful

instrument to achieve the purpose of teaching, teachers should adopt ways that

can support teaching and learning activities. Therefore, learning strategies are

essentially teaching strategies that teachers employ to accomplish the objectives

of a teaching and learning activity. The more effective and appropriate teaching

and learning techniques are used with students, the higher and more effective the

learning outcomes will be.

Personal Characteristics. In order to achieve instructional excellence, a

teacher must possess a fundamental understanding of the subject they are

teaching. He must stay current in his profession and be able to successfully

convey his knowledge to others at a comprehension level. In order to effectively

apply psychological principles in his teaching, he must be familiar with them.

Above all, teachers need to want to get better. He would do well to create and then

adhere to a carefully thought-out plan of action. Consistency is an important

consideration when trying to improve. Without consistency, the teacher will quickly
 28

discover that the cumulative impact of his efforts is continuously lessened and that

improvement advances at an erratic pace (Challanhan, 2018).

Effective teachers draw students' attention to important concepts and

pertinent qualities while providing effective demonstrations, straightforward

redundant explanations of difficult topics, and presentation of precise, clear

examples and analogies. Additionally, they provide examples of proper responses

and adjust the presentation's length and pace according to the subject matter

(Gutkin & Reyndds, 2020).

Relationship between Teacher Engagement and Performance

Work engagement and organizational commitment are only two examples

of the several variables that may have an impact on job performance. Bakker,

Albrecht, and Leiter (2018) elaborated that work engagement is a combination of

the capacity to work (energy, strength, and stamina) and the willingness to work

(dedication, involvement, commitment, conscience), two extremely significant

factors that might affect job performance. Stride, Wall, and Catley (2018) contrast

this by defining organizational commitment as people's affective responses to their

employing organization as a whole. Teachers deal with hard decisions every day

that can have a significant impact on the futures of their children and that require a

variety of knowledge and judgment. Teachers need to be aware of the various

ways that student learning might take place in the context of development,

learning differences, linguistic and cultural factors, as well as individual

temperaments, interests, and learning techniques in order to make wise decisions.

 29

Teachers need to be able to take the steps necessary to obtain extra

information in order to be able to make better informed judgments about what is

going on and what tactics would be beneficial. This is in addition to having a solid

understanding of these areas of learning and performance. Above all, teachers

should base their decisions on what is best for the student. Bold goals for student

learning are being established by breakthroughs in educational reform in Canada

and abroad. While many elements help to achieve these aims, recent research

literature reveals that one of the most crucial aspects influencing student learning

is what teachers know and are capable of (Fullan, Hill & Crevola, 2019).

In order to transform and mould academic objectives and theoretical

concepts into successful classroom and school-wide practices and to create an

environment conducive to learning, teachers must collaborate creatively with their

pupils. The current literature also emphasizes how the act of teaching is becoming

more and more complex, and how highly competent teachers are able to apply a

variety of practices for different purposes that incorporate and integrate different

kinds of knowledge, used in various combinations flexibly and fluently (Bransford,

Darling- Hammond & LePage, 2018).

Additionally, day-specific time pressure was positively correlated with work

engagement on days when employees experienced strong job control, whereas

days when they perceived low control were adversely correlated with engagement.

This shows that task control makes it easier for employees to handle job

expectations and that having demands and resources at the same time increases

engagement. The primary explanation for why voice behavior is so closely

 30

associated to so many work attitudes may be that when workers are given the

freedom to speak freely and the opportunity to do so, they may use voice behavior

more frequently (Allen, et al., 2019). Three ideas—prosocial voice, defensive

voice, and acquiescent voice—serve as the foundation for the dimensions of voice

behavior (Dyne, et al., 2018).

Relationship between Communication Skills and Teacher Performance

The administration of classrooms depends on the teachers' communication

skills. The teacher in the classroom is supposed to understand when, what, how,

and through what media to convey. Effective communication that is maintained in

the classroom during the teaching and learning processes improves awareness,

enlightenment, involvement, feeling of belonging, performance effectiveness, and

establishes the relationship between the instructor and the students in the

classroom. The Latin term "communis," which meaning to share, participate in,

and share facts, is the source of the English word "communication" (Obi, 2020).

Canary (2019) defines communication as the conveyance of a message or piece

of information from one person to another. There are numerous communication

activities taking on in the classroom, including teaching, student discussion, and

conversation, with the teacher usually being the one to start them (Okorji, 2019).

The classroom management strategy used by a teacher reveals information

about the teacher's perspectives on the subject matter and the learning process. It

denotes that the teacher has sufficient knowledge of the subject. Because of this,

Adesina, Babatunde, and Idowu (2018) believed that communication was a crucial
 31

tool for efficient classroom management and the achievement of school objectives.

They stated that a teacher's ability to manage a classroom and deliver education

would be severely limited without excellent communication skills.

The teacher is aware of what to say as well as the medium and channels to

use for the learning and teaching process. Effective classroom communication

makes lessons simple and straightforward for students to understand. In general,

good communication facilitates the classroom management process for teachers

and fosters a learning environment in schools. Marzano & Marzano (2019),

expresses that communication is one of the cornerstones to managing a

classroom. The use of effective communication in the classroom, according to

Dunbar (2018), enhances learning. The manner in which a teacher presents

information to students aids in their comprehension of the subject being covered

and shows them that the teacher is aware of their activities and what is going on in

the classroom.

As cited by Ahmad (2018), the exchange of messages between teachers

and students in the classroom allows them to share knowledge, attitudes, and

abilities. It is a crucial element of effective classroom management. The manner in

which the teacher interacts with the students during a teaching and learning

setting affects how well both the teacher and the students do during the teaching

and learning process. Oliver and Peschly (2017) explained that teachers have

complete control over the dynamics of the classroom through communication.

Relationship between Linguistic Competence and Teacher Performance

 32

Competence serves as a person's foundation when managing an activity. It

will be challenging to provide good performance in an activity without expertise.

Hefferman and Flood (2000) divided competency into a few elements that

influence people's actions, which in turn influence their performance. Potluri &

Zeleke (2009), expresses a person's competency or skill will have an impact on

how they interact with customers, which will undoubtedly increase how well that

role is performed. Competence is a factor that influences individual behavior and,

ultimately, performance, as stated by Mawoli & Babanyako (2011). They continued

by saying that, depending on the individual's level of competence and other things

that support it, competence will have an impact on performance.

Sulaiman, Almsafir, and Ahmad (2013) stated that there are many variables

that affect performance, but competence is one of the most potent ones for raising

performance. According to Lotunani et al. (2014), competency is the capacity of

people to carry out activities. Knowledge, skills, and professional identity are also

understood as components of competence that unquestionably influence

performance. Employees must be sufficiently competent in order to improve

performance because their work determines how well they perform (Yuliandi,

2012).

On Amalia and Saraswati's (2018) study's findings, it is clearly stated that

teacher competence affects students' performance levels, making it crucial to raise

teacher competence levels and incorporate them into teaching and learning

activities in order to help teachers enhance their students' performance. The

findings of this study show that competence becomes an essential component and
 33

one of the enabling aspects to provide a beneficial influence on the attainment of

performance.

Relationship between Teacher Engagement and Linguistic Competence

According to previous research findings (e.g., Antoniou & Kyriakides, 2018),

teacher participation in any professional development activities is positively related

to outcomes of teacher competence, and there is a wealth of evidence

demonstrating that competent teachers are motivated and fully engaged in their

work. However, there is scant published data indicating whether teachers'

participation in professional development is one of the key enablers or

impediments to desirable classroom practices (Garet et al., 2019). Therefore, it

can be inferred that teachers' participation in professional development and

classroom practice has not yet fully achieved its potential influence. Furthermore, it

is remarkable that there is so little study on teachers' participation in professional

development, especially in light of the abundance of studies on workers'

participation in other contexts. Although there are many research on teacher

engagement, neither teacher professional development nor teachers' teaching

practices are the focus of these studies (Klassen, Yerdelen, & Durksen, 2018).

For instance, a study by Hakanen, Bakker, and Schaufeli (2020) that

focuses on teachers' work-related wellbeing identifies several antecedents of

teachers' burnout and work engagement. Another example is the study by Han,

Yin, and Wang (2018), which, without emphasizing classroom teaching practice,

offers a clearer understanding of the relationship between teacher motivation,

 34

engagement, and commitment in the setting of China. As a result, even though

these studies provide important information about teacher involvement, it is

necessary to investigate the connection between teacher engagement in PD and

teaching practice. The arguments in some publications are a reaction to this need

given the dearth of research on teacher involvement in CPD for teacher learning

and its crucial role in teaching practice.

The results of research have demonstrated that prior commitment does not

ensure higher involvement, and that both voluntary and required teacher

participation have been associated with both positive and bad student outcomes.

The factors that originally motivate participation are likely to have a complicated

relationship with subsequent engagement. For instance, administrative and peer

pressures may have an impact on the volunteering of participating instructors

(Timperley, 2019). Reschly & Christenson (2018), stated that there is consensus

that participation and some affective elements are the bare minimum requirements

for engagement. Some academics also include cognitive engagement (Appleton et

al., 2018). One may argue that while teachers' social engagement more closely

resembles the principles of the teaching profession, their behavioral, emotional,

and cognitive engagement are more comparable to that of workers' involvement

(Saks, 2018). Particularly, the social engagement energy required for forming

lasting, meaningful relationships with pupils is at a level in teaching that is

uncommon in other occupations (Pianta, Hamre, & Allen, 2020).

Relationship between Communication Skills and Linguistic Competence

 35

The foundational requirement for student academic performance and

professional success is a teacher's effective communication abilities. Teachers

provide students more spoken instructions in the classroom. Students who are

taught by a teacher with weak communication skills may not learn and may not

advance academically. Student understanding of right and wrong is crucial, but

how well teachers communicate with their students in the classroom is entirely up

to them (Morreale, Osborn & Pearson, 2020). A combination of knowledge,

attitudes, and practical abilities is required for a teacher to carry out their

professional role in a particular domain. Effective use of language, the way we

speak with pitch and tone, kinesics, interpersonal skills, etc. are only a few

examples of communication skills (Falus,2019).

Effective communication reduces the likelihood of unpleasant feelings

developing during educating. In order to study, students must pay close attention

to their lecturers. Loss (2018) advised teachers to communicate in a

straightforward and understandable way. Qualifications and experience by

themselves are insufficient for determining a teacher's competence. One of the

many elements that must be considered is communication ability. Without

communication abilities, it is impossible to impart knowledge. When searching for

a qualified instructor, effective communication abilities should be at the top of the

list.

To effectively work with colleagues and inform administrators of students'

progress, teachers must have strong communication skills. Since successful

teaching and teachers require a variety of talents. On a study conducted by by

 36

Ehindero and Ajibade, it is concluded that effective teaching calls for teachers to

have good communication skills, including good classroom management, good

communication, updated information, and keeping personality. Without these

fundamental teaching abilities, no one can instruct students effectively. The

efficacy of every aspect of our lives, including the teaching profession, depends

heavily on excellent communication (Batenburg & Smal, 2019 Cited in Ihmeideh).

CHAPTER 2
METHODS

This chapter contains the steps and procedures the researchers employed

in conducting the study. It describes the research design, place of the study,

participants, validity of instruments, data collection, data analysis, sequence,

 37

emphasis and mixing procedures, figure of procedures, anticipated methodological

issues, trustworthiness of the study and ethical consideration.

Research Design

The study made use of a convergent mixed method design, in which the

researcher blends aspects of qualitative and quantitative approaches, viewpoints,

data collecting, analysis, and inference procedures for the objective of enhancing

the study's breadth, depth, and corroboration (Creswell, 2012).

Before choosing the research design, Creswell and Plano Clark (2015)

advise that researchers should think about the study's timeline and the times when

they want the qualitative and quantitative research strands to take place. In a

convergent parallel design, quantitative and qualitative data collection and analysis

occur at the same time and are then compared after the study is complete. In

order to better understand research challenges, researchers who use mixed

method research (MMR) collect both quantitative (closed-ended) and qualitative

(open-ended) data, combine the two, and then make interpretations based on the

combined strength of the two sets of data (Creswell, 2008). Over the past 30

years, it has been an increasingly prominent methodology in social health

sciences.

This study's quantitative section used a correlational design with

moderation analysis. A statistical test called a correlational design is used to

identify the tendency for two (or more) variables or sets of data to change in a

predictable way (Creswell, 2012). With a correlational study, a researcher aims to

 38

comprehend the kinds of connections that naturally occurring variables have with

one another (Katriel, 2010). In plain English, correlational research aims to

determine whether or whether two or more variables are related and, if so, how

(Krapp, Hidi, & Renninger, 2012).

This design explains the links between factors and aids in score prediction.

When comparing two or more variables to see if they interact, this design is

employed (Au, Guthrie, Trueba, Au, & Jordan, 2011). Simply put, a correlation is a

relationship between two variables (Baudhan, 2015). Correlations are used in

research to identify the factors that are related (Brown, 2014). A correlation

coefficient, defined as a numerical representation of the strength and direction of a

link, is the outcome of numerous statistical tests that are based on this

straightforward description.

When doing correlational research, a researcher examines two variables,

comprehends and evaluates their statistical relationship without the interference of

any additional variables (Cuevas, Fiore, & Oser, 2012). In order to predict how one

variable will change when another one changes, correlation research looks for

variables that appear to interact with one another. This frequently requires the

researcher to use controllable variables (Bailey, 2010).

The correlation coefficient illustrates the relationship between two variables.

A correlation coefficient is a statistical metric with a value between -1 and +1 that

calculates the strength of the association between two variables. There is a

positive correlation between the two variables when the correlation coefficient is

close to +1, a negative correlation when the value is close to -1, and there is no
 39

correlation between the two variables when the value is close to zero (Albert,

Gumperz, & Hymes, 2016).

A postulated causal chain called mediation occurs when one variable

influences a second variable, which then influences a third variable. The mediator

is the intervening variable, M. It "mediates" the connection between X, a predictor,

and the result. The indirect effect is the mediational outcome in which X results in

Y via M. The percentage of the relationship between X and Y that is mediated by

M is represented by the indirect effect. A four-step method was suggested by

Baron and Kenny (1986), in which several regression analyses are carried out and

the significance of the coefficients is assessed at each stage. The goal of Steps 1

through 3 is to prove that there are zero-order relationships between the variables.

Researchers typically came to the conclusion that mediation is not likely or

practicable if one or more of these connections were nonsignificant. Step 4 is

followed if there are important relationships from Steps 1 through 3 and there are.

If the effect of M (route b) is still significant after adjusting for X, the Step 4 model

suggests that mediation may have occurred in some way. If full mediation is

supported, then X is no longer meaningful when M is controlled. The result

supports partial mediation if X is still significant (that is, if X and M both

significantly predict Y).

The study's qualitative section made use of phenomenology research. A

qualitative research technique called phenomenology is used to explain how

people perceive certain phenomena (Dornyei, 2011). Phenomenology research

aims to put prejudice and previous notions aside in order to examine human
 40

experiences, emotions, and reactions to a certain circumstance as Duff perceives

them (2015). It enables the researcher to delve into the opinions, viewpoints,

comprehensions, and sentiments of persons who have really encountered or lived

the occurrence, circumstance, or area of interest (Ereaut, 2010).

Consequently, phenomenology is the systematic study and description of

phenomena as they are consciously experienced by those who are experiencing

them (Gardner, 2015). Small samples of participants are often interviewed in-

depth as part of phenomenological research. A researcher can start to draw

generalizations about what it is like to encounter a particular phenomenon from the

perspective of those who have lived the experience by examining the perspectives

of many participants.

Quantitative
Data
Quantitative
Collection
Results
and Analysis

Interpret or
Merge
Explain
Results for
Convergence
Comparison
or Divergence
Qualitative
Data Qualitative
Collection Results
 41

Figure 2. Diagram of the applied convergent parallel design (Creswell & Plano
Clark, 2015, p. 50).

Place of the Study

The study was conducted in 2 districts in the Municipality of President

Roxas, Cotabato namely; North, South and Central District. The Municipality of

President Roxas, also known as Bayan ng President Roxas in Tagalog and

Lungsod sa President Roxas in Cebuano, is a first-class municipality in the

Philippine province of Cotabato. There are 52,512 people living there, according to
 42

the 2020 census. The northern and southern halves of President Roxas'

municipality are separate entities.

The Bukidnon province's municipalities of Damulog and Kibawe, the

Municipality of Antipas, the Municipality of Carmen, and the Municipality of Arakan

form the northern, southern, western, and eastern boundaries of the Northern

President Roxas. The Municipality of Antipas borders the Southern President

Roxas on the north, Kidapawan on the south, Matalam on the west, and the

Municipality of Magpet on the east.

 43

Figure 2. Map of the Philippines highlighting President Roxas, Cotabato as

Research Locale

Participants

Quantitative Phase

In quantitative data, selected 300 public elementary and secondary

teachers were from 3 districts in Municipality of President Roxas as the

respondents using clustering sampling. Cluster is a technique in which clusters of

participants represent the population are identified and included in the sample.

Cluster sampling involves identification of cluster or participants representing the

population and their inclusion in the sample group. This is a popular method in

conducting researches. Three hundred is considered appropriate in the study

since it is the maximum number of samples in Slovin’s formula at 0.05 level of

significance. Validated questionnaire will be used to elicit the data.

 44

Mertens (2014) stated that quantitative methods place an emphasis on

precise measurements and the statistical, mathematical, or numerical analysis of

data gathered through surveys, polls, and other types of research, as well as the

manipulation of statistical data that has already been collected using

computational methods. The primary goal of quantitative research is to collect

numerical data and generalize it across populations or to explain a specific

occurrence.

Qualitative Phase

The participants of this study for qualitative data are the 10 informants for

IDI (in-depth interview) and 7 for FGD (focus group discussion). Purposive

sampling was used in the study to choose the participants. A non-probability

sample called a purposive sample is chosen based on demographic

characteristics and the study's goal (Harrison, 2013). The initial setting for all sorts

of research, the in-depth interview (IDI) consists of detailed interviews, usually with

a single respondent (Merriam, 1998). This style of interview is perfect for in-depth

discussion of particular concepts or for assessing ideas and materials that call for

intense focus and concentration. The interaction between the moderator and the

respondents is the key to the outcomes and insight obtained from each interview,

hence it can frequently be the most suitable environment for research covering

more sensitive themes (Godinez, 2009). Ten (10) informants for IDI and 7 for

FGD, according to Creswell and Clark (2017), was sufficient for phenomenological

research.
 45

Instrument

In the quantitative component, sets of survey questionnaire were utilized to

gather data from the respondents. The tools were subjected to content validity by

3 experts and pilot tested was obtained its reliability.

Teacher Engagement. Questions concerning in this variable was adopted

and modified from the study of Klassen et. al., (2013) with Cronbach’s alpha of

0.83. This variable has four (4) indicators namely emotional engagement, cognitive

engagement, social engagement (students) and social engagement (teachers).

Each indicator composed of 4 items and measured in 5-point Likert scale.

Range of Means Description Interpretation

4.20 – 5.00 Strongly Agree Teacher engagement is always

favorable.

3.40 – 4.19 Agree Teacher engagement is oftentimes

favorable.

2.60 – 3.39 Undecided Teacher engagement is

sometimes favorable.

1.80 – 2.59 Disagree Teacher engagement is rarely

favorable.

1.00 – 1.79 Strongly Disagree Teacher engagement is not

favorable.

Communication Skills. The questionnaire in this variable was adopted

from the study conducted by Obilor (2020) with Cronbach’s alpha of 0.86. Five (5)

indicators were found in this variable namely speaking, listening, attitude, gestures
 46

and facial expressions. Each variable pertains 5 items and measured in 5-point

Likert scale.

Range of Means Description Interpretation

4.20 – 5.00 Always Communication skills is always

observed.

3.40 – 4.19 Frequently Communication skills is frequently

observed.

2.60 – 3.39 Sometimes Communication skills is

sometimes observed.

1.80 – 2.59 Seldom Communication skills is seldom

observed.

1.00 – 1.79 Never Communication skills is never

observed.

Linguistic Competence. The questionnaire in this variable was adopted

from the study conducted by Alkaaf et. al, (2020) with Cronbach’s alpha of .92.

This variable composed of three (3) indicators namely: lesson planning, lesson

implementation and lesson assessment. Each indicators have 5 items which

measured in 5-point Likert scale.

Range of Means Description Interpretation

4.20 – 5.00 Always Linguistic competence is always

observed.
 47

3.40 – 4.19 Frequently Linguistic competence is

frequently observed.

2.60 – 3.39 Sometimes Linguistic competence is

sometimes observed.

1.80 – 2.59 Seldom Linguistic competence is seldom

observed.

1.00 – 1.79 Never Linguistic competence is never

observed.

Teacher Performance. Questionnaires for this variable also adopted from

the study of Akram (2010) with Cronbach’s alpha of 0.77. This variable composed

of 4 indicators namely: attitude towards students; subject mastery; teaching

methodologies; and personal characteristics. Each indicator pertains 5 items and

measured in 5-point Likert Scale.

Range of Means Description Interpretation

4.20 – 5.00 Always Teacher performance is always

observed.

3.40 – 4.19 Frequently Teacher performance is frequently

observed.

2.60 – 3.39 Sometimes Teacher performance is

sometimes observed.

1.80 – 2.59 Seldom Teacher performance is seldom

 48

observed.

1.00 – 1.79 Never Teacher performance is never

observed.

Qualitative Phase

In order to come up with the data and to achieve the goals of the study, all

data gathering devices were used in this study such as interview guide,

observation and tape recorder to obtain qualitative data. The interview guide for

each research questions have not exceeded 15 questions; 10 questions were

validated by the experts. The informants were asked to accomplish the informed

consent.

Data Collection

Quantitative Phase

The researcher secures permission from the Schools’ Division

Superintendent, Schools Heads to conduct the study. Letter of permission from the

Dean of the Graduate School, school heads, principal and participants were also

secure. In quantitative phase, the researcher administered the questionnaires

personally to the respondents of the study and requested them to answer the

questionnaires honestly so that valid and reliable data were elicited. The data were
 49

collected, tabulated and treated to statistical tools. Results after statistical

treatment were analyzed and interpreted based on the purpose of the study.

Qualitative Phase

The researcher gathered the data using the interview guide. The same

guide was used for both interview and focus group discussion. After gathering, the

data were consolidated, transcribed, translated and analyzed for the qualitative

portion of the study.

Data Analysis

In quantitative analysis the statistical tools were used like mean, standard

deviation and Pearson product moment correlation coefficient and regression

analysis. Sobel’s steps of regression was utilized to measure the mediating effect

of teacher performance on the relationship between engagement, communication

skills and linguistic competence.

Qualitative Phase

In qualitative phase, it discusses the results of the interview and focus

group discussion gathered from the participants. The conduct of this study dealt

with a detailed account of the experiences of the participants. During the formal

data analysis, three steps were observed patterned after the study of Creswell, et.
 50

al (2009). First step is data reduction in which the data that materialized in the

transcriptions were chosen, cut down and organized using the data coding of core

themes. The second step was data display in which the researcher settled on

transcriptions, translations, interpretations and presentations of data. The

presentation of data was in table form composed of two classifications. First

classification is the core ideas and second was the themes. To categorize the

data, the themes were presented in accordance with the research questions and

referred to as major themes. Opposite the major themes in the table are the core

ideas synthesized from the responses of the participants.

Sequence, Emphasis and Mixing Procedures

Sequence. Using the convergent triangulation approach method, the

researcher used survey method to gather the data in quantitative strands

particularly in the research questions 1, 2 and 3 such as: 1. What is the status of

the participants’ assessment of engagement of teachers, communication skills and

linguistic competence? 2. What is the status of the participants’ assessment of

teacher performance? 3. Is there a significant relationship between engagement

and teacher performance; communication skills and teacher performance,

engagement and linguistic competence, communication skills and linguistic

competence and linguistic competence and teacher performance? 4. Do

engagement and communication skills significantly mediate linguistic competence

and teacher performance?

 51

In qualitative strands, the researcher used IDI and FGD to the following

research questions 5 and 6 such as: 5. What are the lived experiences of the

participants pertaining to teacher performance? 6. To what extent do the

quantitative corroborate with the qualitative data?

Any of the methods were done without necessarily following phases and

was done simultaneously. When both quantitative and qualitative data are

gathered, results are compared and related to establish whether findings confirm

or contradict to each other. This study employed the convergent design in which

both quantitative and qualitative are done simultaneously. Qualitative and

quantitative data were gathered at the same time during the first phase of the

study. Then data were analyzed separately, compared, related and corroborate in

the second phase.

Emphasis. In this study quantitative phase was considered more important

though activities for each phase are done simultaneously. Quantitative is more

emphasized since it gives generalizability to the study. The empirical evidence

from the 300 samples justifies the emphasis.

Mixing Procedures. In the convergent, the qualitative data are very

essential to support to the quantitative results. In this approach, collecting,

tabulating and analyzing the data are simultaneously conducted. Creswell (2018)

asserts that the qualitative data will aid in elaborating or clarifying the quantitative

findings. This strategy is justified by the idea that, while quantitative data and

results give a basic image of the study problem, further analysis, particularly
 52

through the acquisition of qualitative data, is required to extend, clarify, or refine

the general picture.

In the convergent design, data gathering occurred simultaneously. Thus,

the result of the study was the basis for recommendations to DepEd local officials.

Figure of Procedures

The conduct of this study was guided by a systematic procedure which is

presented in Figure 4. It shows how the convergent parallel design was used in

this study where both qualitative and quantitative data were collected, analyzed,

presented, compared and contrasted and lastly, interpreted. In quantitative, the

data was taken from the survey questionnaire. It was analyzed by using the

statistical tools to gain the results of the analysis. Moreover, qualitative data was

collected utilizing IDI and FGD proceedings. These were recorded, transcribed,

coded and categorized using the thematic analysis. Lastly, both qualitative and

quantitative data results were compared and considered for final interpretation of

data.
 53

Convergent Design Visual Model

Procedure Product Procedure Product

-Survey -Numeric -Semi Structured QUAN -Test data

QUAN
-Structured Data Interviews -Image data
Observation Data -Observations Data
Checklist Collection -Documents Collection
-Chart Audits -Artifacts

-Statistical -Test -Coding -Codes

QUAN QUAN
Analysis Statistic -Thematic -Themes
Data Analysis Data
Collection Collection

RESULTS
Comparing results

Composite
Model

Figure 4. Figure of Procedure

 54

Anticipated Methodological Issues

Since the research design is quite new, it requires time and expertise to

adequately use the two separate methods. Though, the researcher is qualified

enough to handle the subject, great effort is needed to fully implement the

approach, dealing with both quantitative and qualitative data.

Another constraint that the researcher found was the issue on time. The

study may have been schedules, but sometimes unavoidable circumstances may

get in the way.

One of the most challenges facing the researcher was the availability of

participants due to non-disruption of classes of teachers during their class hours,

hence, participant’s selection may require patience and perseverance.

Considering that this involves two separate studies to be convergent into a

whole, this entails lots of resources, financial and human in terms of people who

may support the conduct of the study.

Trustworthiness of the Study

Craig (2009) identified the four difficulties with the study's trustworthiness.

The credibility, transferability, dependability, and confirmability of the data are the

four factors taken into account to assess the credibility of this study. When

performing research, the validity and reliability of the study must be tested for
 55

credibility. The researcher follows Hamilton & Pinnegar's (2000) rapid verification

of the information provided by the participants and respondents in order to ensure

the reliability and accuracy of the data collection.

Credibility. The credibility of this study was solidified by a questionnaire

that was adopted from a credible source. The researcher modified some of the

elements of the questionnaires. The researcher seeks the approval of the panel

and ethics committee, who are experts to validate the subject and the design of

the research.

Transferability. This study was designed to research out to any of the

audiences mentioned in this study. The language use is understandable, where no

technical words were used to confuse anyone’s senses.

Dependability. This study was dependable that the researcher extensively

researched and used all the needed parameters and approaches to get to the

objectives set out in this study. Statistician was hired to ensure that the data are

correctly calculated, interpreted by the researcher appropriately. Moreover, the

panel in this study took part in the scrutiny of this study, which guarantee the

dependability of the study.

Confirmability. To warrant the truthfulness of the results of this study, the

raw data and initial interpretation were conferred with the participants, which is a

member-checking process. This is to achieve the desired confirmability of the

study.

Ethical Considerations
 56

In this study, the researcher considered the ethics of the participants. This

ethics were used as a guide to the research in addressing the initial and ongoing

issues arising from this study in order to achieve the goals of this study and also to

maintain the confidentiality of the identity of the participants (Morrisette & Gadbois,

2006).

Social Value. The study was able to present valuable information that

guides mentors of would-be leaders in educational institutions. With the findings of

the study, they became aware of the need of conducting faculty development to

improve the work productivity of teachers.

Informed Consent. The researcher asked the permission of respondents/

participants through written consent. They are properly informed about the

purpose of the study and understand the reason for their participation so that they

can choose to would participate or not. It was made clear that respondents/

participants’ involvement in the study was voluntary and when they refuse, they

were not be forced by the researcher. Moreover, the researcher was cautious to

assure the participants’ psychological well-being.

The researcher informed the participants that the study aims to determine

the link of engagement, communication skills, and linguistic competence on

teacher performance. They made to understand that they are the most qualified

and credible informants for the study. They were also be properly oriented about

the methods to use in which they were participated such as survey, in-depth

interview and focus group discussion. Lastly, they were assured that their identity
 57

was kept in confidentiality and not be revealed in the presentation and analysis of

the findings.

Vulnerability of Research Participants. The participants in this study are

not considered vulnerable for they are capable to decide to themselves whether to

be involved or not. Furthermore, the researcher assures that the participants’

identities were confidential and guarantee that they are protected from the

possibility of being identified.

Risks, benefits, and Safety. For the security of the participants and their

psychological and social well-being, the researcher explains the effect and

significance of the study. It was considered that the results of the study have a

positive impression on the participants. Time is also crucial in the study for it

require the participants to apportion time from their personal and professional

obligations. Consequently, the researcher made certain that conducting the

survey, IDI and FGD was set at the participants’ convenience. Another risk this

study has been the disclosure of experiences which may be considered

unpleasant or undesirable, and for others disappointing or demoralizing. In such

situations, the researcher was considerate and sincere in addressing their

emotional state and acts accordingly.

Furthermore, the results, discussions, and findings from this study may also

spark evidence-based information which can be used by policy makers, school

administrators, and teachers. School administrators as well may find this study as

a reference material in making productivity improvement of the school. Likewise,

 58

scholars and future researchers can benefit from this research as a way of

providing them ideas for their future research endeavors.

Privacy and Confidentiality. With regards to the participants’ right to

privacy, the researcher is expected to secure all records and not allowed to

release any information that could expose the specific identity to the participants.

In presenting the results, the researcher refrained from revealing the names of the

participants. In cases where participants opt to withdraw their statements, or their

participation from the study, the researcher was readily allowing the request. The

researcher was conscientious in asking questions and using language that was

fair and free of bias. The researcher was also compelled to orient her research

assistants, documenters, transcribers on the terms and conditions of privacy and

confidentiality observed in this study.

In conformance to the Data Privacy Act of 2012, the participants are

assured that the data cannot be traced back to them who are the real sources of

information, to protect their identities.

Justice. The researcher was impartial in choosing the participants of the

study. Nobody will be disregarded and anybody who fits the qualifications of a full-

time faculty of basic education schools were possible participants in the study. All

participants were treated equally regardless if they participated in the survey, IDI

or FGD. To compensate for the time spent during data gathering, the researcher

gave tokens of appreciation to all participants.

Meanwhile, the results, discussions, and findings from this study can be

used by policy makers, school administrators, and teachers. School administrators

 59

as well may find this study as a reference material in making productivity

improvement of the school. Likewise, scholars and future researchers can benefit

from this research as a way of providing them ideas for their future research

endeavors.

Transparency. The researcher safeguarded the proper implementation of

the methods used in the study. The researcher includes all the necessary

documents that support data analysis and give the readers access to read through

these in order to gain a better understanding of the results and findings of the

study. Further, the findings were discussed in a comprehensively especially

information that may have an effect in the presentation of the results to give

importance to transparency. Lastly, the researcher describes the extent of her

involvement and how she maintains objectivity in analyzing data and presenting

the results of the study.

Qualification of the Researcher. The researcher recognizes his limited

exposure to the mixed methods approach. Consequently, he seeks direction and

advice from her mentor and panelists, as well as peers who are proficient in this

method. Further, he was guided by these experts to implement the method

properly to be able to gather the needed data for the intended purpose. He was

also made exposure moral courage, societal understanding, culture, sensitivity,

professionalism and integrity in all stages of the study.

Adequacy of Facilities. The researcher ensures the availability and

accessibility of needed facilities in this study. Library and internet resources are

available for further readings and references to deepen and strengthen analysis
 60

and interpretation of data gathered. Audio recorders, camera, and other materials

needed were available. Finally, the group of experts who will provide valuable

feedback and suggestions are identified to help the researcher in conducting the

study and communicating results.

Community Involvement. The researcher was committed to respect the

community, especially the faculty and administrators of secondary schools. All

activities that were done subject to the permission of School Administrators /

Departments Heads/ Program Coordinators and the faculty members as well.

Through this study, the involvement of these stakeholders generates information

that was beneficial to their current practices in preparing the next generation

leaders in their schools through their perception on succession planning and

develop a better appreciation of the roles and responsibilities of leaders who

become influential and promote common good within and beyond their context.

Furthermore, the findings were disseminated to all school stakeholders for

the purpose of information and awareness which can be used for school

improvement plan or formulation of enhancement program.

 61

CHAPTER 3
RESULTS AND DISCUSSIONS

This chapter contains the presentation of the gathered data in tabular forms

and their corresponding discussions and interpretations. The first part discussed

the levels of engagement and communication skills, teacher performance and

linguistic competence. The second part shows the relationship of the independent

variables between the dependent variable. The third part, presents the variables

that best predict teacher engagement and communication skills. Lastly, it presents

the mediating effect of engagement and communication skills on teacher

performance and linguistic competence.

QUANTITATIVE STRAND

Teacher Engagement and Communication Skills

 62

Table 3.1 shows the level of engagement and communication skills of

teachers. The variable engagement and communication skills contains nine

indicators namely emotional engagement, cognitive engagement, social

engagement (colleagues), social engagement (students), speaking, listening,

attitude, gestures, facial expressions. The overall mean of this variable is 4.64,

described as very high.

Among the four statements on the indicator emotional engagement, the

statement “I feel happy while teaching” got the highest mean of 4.49 and

described as high, while the statement “I am excited about teaching” got the

lowest mean of 4.41 and described as high. The overall category mean of the

indicator emotional engagement is 4.43 and is high.

The result indicates that teachers are feel happy about their teaching

profession and it makes them motivated to continue to provide quality education

for their students. This feeling of happiness increases their emotional engagement

with their students as well as to their school organization and it helps them to

create healthy relationship with others.

Emotional engagement can be identified through markers such as

identification with the academic institution (Finn, 2019) and expression of affective

reactions (e.g., interest) in the classroom (Skinner et al., 2018). Emotional

engagement in contrast, was predictive of intrinsic outcomes associated with

learning (e.g., valuing learning in its own right) (Handelsman et al., 2019).
 63

Among four statements on the indicator cognitive engagement, the

statement “While teaching, I pay a lot of attention to my work” got the highest

mean of 4.41 described as high while the statement “I try my hardest to perform

well while teaching.” got the lowest mean described as high. The category means

of the indicator cognitive engagement is 4.37 described as high.

This means that teachers show good commitment and sense of

responsibility to their teaching. They employ good teaching strategies and think

very smart in utilizing effective learning materials for their students. The cognitive

engagement of the teachers to their students and school organizations can be a

significant contributor for their success.

Cognitive engagement refers to the amount of effort and type of processing

strategies that students use for learning. Deep processing is associated with

cognitive elaboration of the to-be-learned material. Deep processing involves

connecting the incoming information with existing knowledge, thus creating a more

complex knowledge structure (Anderson & Reder, 2019).

Among four statements on the indicator social engagement with colleagues,

the statement “At school, I connect well with my colleagues.” got the highest mean

of 4.46 described as high while the statement “At school, I value the relationships I

build with my colleagues” got the lowest mean described as high. The category

means of the indicator social engagement with colleagues is 4.39 described as

high.
 64

This means that building good relationship and strong connection with other

people increases social ability of a person. Teachers tend to have a strong and

good connection with their colleagues in order for them to increase their social

interaction. By having this kind of engagement, teachers can create wide

connection and open opportunities to have a long-term commitment with other

people.

Klassen et al. (2018) suggest that social engagement should be considered

in studies related to work engagement. As Klassen et al. suggest, “although

workers in many settings must engage socially with colleagues, teaching uniquely

emphasized energy spent on the establishment of long-term, meaningful

connections with the clients of the work environment (i.e., students) in a way that

characterizes the job of teaching, teacher-student relationships may play the

primary role in fostering student engagement and positive student outcomes”

(Klassen et al., 2018).

Among four statements on the indicator social engagement with students,

the statement “In class, I care about the problems of my students” got the highest

mean of 4.52 described as very high while the statement “In class, I am aware of

my students’ feelings.” got the lowest mean described as high. The category

means of the indicator social engagement with students is 4.46 described as high.

This implies that having a good relationship with your students may help

them to improve their academic performance in school. One of the best way that a

teacher can connect with their students is by showing their love and care to them
 65

and by doing this, students may feel that there is a strong bond and good

interaction between them and their teachers.

Positive social interactions may lead to positive outcomes in the classroom

with a direct relationship to student engagement (Corno & Anderman, 2018).

Purposefully including students in faculty work has been shown to promote student

engagement (Chen et al., 2018). Importantly, in an environment when the

relationship between teachers and students is valued, there is an individualized

and reciprocal nature to a caring relationship between teacher and student. The

teacher and the student both have a role in establishing and maintaining a caring

relationship (Corno & Anderman, 2018).

Among five statements on the indicator speaking, the statement “I speak

gently that makes my students admires me” got the highest mean of 4.56

described as very high while the statement “I guide students in a positive direction

for their academic and personal growth and I provide high and clear explanations

to enhance students’ academic performance” got the lowest mean described as

high. The category means of the indicator speaking is 4.45 described as high.

This means that teachers try to communicate their students gently and

kindly to avoid the fear of their students. By doing so, teachers can get the

attention of their students and make their student admire them every time they talk

and speak with their students. This kind of strategy employed by the teachers

helps them to easily identify and determine whose students listen to them

attentively and actively.

 66

Excellent speaking abilities include nonverbal communication, such as

listening, attitude, gestures, facial expression, etc., to fully affect the audience, as

cited by Najafi and Rahmanzade (2018). When compared to verbal

communication, nonverbal communication is frequently more subtle and effective

and can convey more meaning than words. The teacher may quickly identify which

students are paying attention and which are not when he listens attentively while

teaching his subject.

Among five statements on the indicator listening, the statement “I

encourage students’ feedback” got the highest mean of 4.50 described as very

high while the statement “I pay attention to students’ concerns and challenges” got

the lowest mean described as high. The category means of the indicator listening

is 4.38 described as high.

The result implies that one of the best ways to know students’ concern and

problems is through listening. A teacher who listens to their students creates good

relationship and build strong affection to them. By encouraging students to give

feedbacks with regards to any concerns in school and in class increases the

participation of the students in school and significantly contribute to their academic

performance.

This is supported by Friedman and Hunsaker (2018) who explained that

listening enhances students' academic achievement since it is a talent that

necessitates gathering, attending, organizing, recognizing, perceiving, and

 67

interpreting messages from the school context. It is also a conditioned reaction

that should be fostered.

Among five statements on the indicator attitude, the statement “I provide

academic support for all students in the classroom” got the highest mean of 4.44

described as high while the statement “I have a positive attitude towards students

and other staff and I make students able to take risks in the classroom without

feeling embarrassed” got the lowest mean described as high. The category means

of the indicator attitude is 4.41 described as high.

This implies that attitude affects teaching process and academic

performance of the students. If the teachers show positive and good attitude to

their students it may be a great help for them to achieve success in academic. The

provision of support in academic given by the teachers helps students to maintain

good performance in school and in class.

Mucella, Melis and Ahu, (2018) suggests that the teacher should always

uphold a confident demeanor. The latter includes demonstrating an excellent

understanding of the material given to students, a sociable demeanor to students

that allows them to openly pose questions when they are unsure, command of

instruction, and unrestricted teacher and student dialogue. Students learn more

efficiently and perform better when their teacher has a positive outlook.

Among five statements on the indicator gestures, the statement “I make

teaching attractive by demonstrating how school lessons apply in the life” got the

highest mean of 4.43 described as high while the statement “When I teach in
 68

class, I use my hands, eyes and head to drive home my lessons” got the lowest

mean described as high. The category means of the indicator gestures is 4.36

described as high.

The result means that applying class lessons to real life situation increases

the level of participation and engagement of the students. Teachers do this

strategy to make students assess their class discussions and lessons and to make

their teaching more creative and attractive.

Castellon and Enyedy, (2020) insists that A gesture is a movement of some

or all of a person's body, most frequently while they are speaking. Using the

hands, legs, eyes, head, and other body parts to communicate emphasizes

communication. The teacher constantly tries to convey nonverbal cues while he

lectures in the classroom and possibly even outside of it. Based on what they hear

and see, students assess the teacher and his lectures. When speaking, the

teacher conveys two separate kinds of information to his listeners. His speaking

transmits a verbal message, but his presence, demeanor, and appearance also

give off a lot of visual cues.

Among five statements on the indicator facial expressions, the statement “I

smile to encourage students to tackle difficult tasks and I have confidence in class

makes my students work harder and desire to be like me” got the highest mean of

4.42, respectively and described as high while the statement “My students have a

positive view of the way I conduct my class” got the lowest mean described as
 69

high. The category means of the indicator facial expressions is 4.41 described as

high.

This means that the importance of facial expression in achieving better

student academic performance is really significant. Facial expressions also affect

how students interact and participate in class, it serves as one of a medium of

communication during teaching and learning process. When teachers used

effective facial expression during class discussion, students will have a willingness

and encourage to participate.

Farhangi, (2019) reiterated that facial expressions can be used to convey

social attitudes and feelings to others, and in many cases, they are more effective

than verbal messages. Some academics like Najafi and Rahmanzade, (2018)

believe that facial expression is the most significant source of linguistic data since

it is so much more informative than other subtle signals and tells us so much about

how others are feeling.

Table 3.1. Level of Teacher Engagement and Communication Skills.

Mean Std. Interpretation
Indicators
Deviation
A. Emotional Engagement
1. I love teaching. 4.44 .510 High
2. I am excited about teaching. 4.41 .526 High
3. I feel happy while teaching. 4.49 .545 High
4. I find teaching fun. 4.44 .572 High
Category Mean 4.43 .416 High

B. Cognitive Engagement
1. While teaching, I pay a lot of 4.41 .557 High
attention to my work.
 70

2. While teaching, I really “throw” 4.36 .553 High

myself into my work.
3. While teaching, I work with intensity. 4.37 .567 High
4. I try my hardest to perform well while 4.33 .601 High
teaching.
Category Mean 4.37 .452 High

C. Social Engagement (Colleagues)

1. At school, I value the relationships I 4.34 .606 High
build with my colleagues.
2. At school, I am committed to helping 4.37 .595 High
my colleagues.
3. At school, I care about the problems 4.38 .625 High
of my colleagues.
4. At school, I connect well with my 4.46 .525 High
colleagues.
Category Mean 4.39 .455 High

D. Social Engagement (Students)

1. In class, I care about the problems 4.52 .507 Very High
of my students.
2. In class, I am empathetic towards 4.50 .533 Very High
my students.
3. In class, I am aware of my students’ 4.40 .561 High
feelings.
Table 1 continued . . .

4. In class, I show warmth to my 4.42 .533 High

students.
Category Mean 4.46 .402 High

E. Speaking
1. I present information in a way that is 4.47 .513 High
easy to understand.
2. I speak clearly and tries to carry 4.42 .508 High
every student along.
3. I guide students in a positive 4.41 .538 High
direction for their academic and
personal growth.
4. I provide high and clear 4.41 .562 High
explanations to enhance students’
academic performance.
5. I speak gently that makes my 4.56 .548 Very High
students admires me.
Category Mean 4.45 .399 High
 71

F. Listening
1. I encourage students’ feedback. 4.50 .533 Very High
2. I motivate students to learn by 4.37 .567 High
listening to their challenges.
3. I pay attention to students’ concerns 4.30 .575 High
and challenges.
4. I encourage students to ask 4.33 .579 High
questions in class.
5. I take time to listen to individual 4.44 .497 High
students and help with their needs.
Category Mean 4.38 .442 High

G. Attitude
1. I provide academic support for all 4.44 .504 High
students in the classroom.
2. I have a positive attitude towards 4.39 .489 High
students and other staff.
3. I view my students as an important 4.42 .501 High
member of the classroom.
4. I care about academic and social 4.42 .495 High
well- being of my students which
makes them enjoy school.
5. I make students able to take risks in 4.39 .495 High
the classroom without feeling
embarrassed.
Table 1 continued . . .

Category Mean 4.41 .387 High

H. Gestures
1. I use my body movements to drive 4.36 .495 High
some lessons home for the students.
2. I nod approval with my head when 4.36 .487 High
students get the right answers.
3. Sometimes I use eyes to 4.35 .484 High
communicate disapproval of
students’ conducts.
4. When I teach in class, I use my 4.33 .478 High
hands, eyes and head to drive home
my lessons.
5. I make teaching attractive by 4.43 .541 High
demonstrating how school lessons
apply in the life.
Category Mean 4.36 .374 High

I. Facial Expressions
 72

1. I approve/disapprove students’ 4.41 .499 High

attitudes from the way I look at
students.
2. I smile to encourage students to 4.42 .501 High
tackle difficult tasks.
3. My students have a positive view of 4.39 .489 High
the way I conduct my class.
4. I have confidence in class makes my 4.42 .502 High
students work harder and desire to
be like me.
5. I use facial expression to manage 4.41 .492 High
class (makes students stop noise in
class).
Category Mean 4.41 .392 High
High Level of
Engagement
Overall Mean 4.41 .302 and
Communication
Skills

Teacher Performance

Table 3.2 shows the level of performance of teachers. The variable teacher

performance contains four indicators namely attitude towards students, subject

mastery, teaching methodologies and personal characteristics. The overall mean

of this variable is 4.44, described as high.

Among five statements on the indicator attitude towards students, the

statement “I treat all the students fairly and honestly” got the highest mean of 4.45,

described as high while the statement “I try to develop self-confidence in the

 73

students” got the lowest mean described as high. The category means of the

indicator attitude towards students is 4.41 described as high.

The result implies that treating students fair and just improves teacher-

student relationships. Teacher shows positive attitude towards their students for

them to gain their attention and commitment in class and make students

determined to improve their performances in school. The ability of the students

achieve academic success depends on the ability of the teacher to teach them.

Silberman (2018) discovered that children are not only aware of their

instructors' attitudes toward them but that their behavior is also influenced by how

they perceive their teachers to be treating their classmates. An essential factor is

the teachers' perspective on instruction. Teachers hold a variety of viewpoints;

some think that students should be seen, not heard, while others wish to foster a

sense of friendship between students and teachers. The capacity to foster a

welcoming environment in the classroom is the main quality of a competent

teacher.

Among five statements on the indicator subject mastery, the statement “I

have adequate knowledge of subject matter in the courses we teach” got the

highest mean of 4.46, described as high while the statement “I use modern audio-

visual aids to teach their subjects” got the lowest mean described as high. The

category means of the indicator subject mastery is 4.43 described as high.

This means that teacher should have enough knowledge to the subject they

taught in school. The mastery of the teacher to the topic or subject being taught is
 74

one of the factors of academic achievement of the students. A competent teacher

equips with enough knowledge and understanding to their subject being taught to

their students.

Avalos (2019) contends that a thorough understanding of the subject

necessitates a close examination of all relevant aspects from a variety of angles.

This requires considering ideas and information, enhancing the learning

environment in the classroom, and using a variety of presentation and explanation

techniques to help students understand the material.

Among five statements on the indicator teaching methodologies, the

statement “I change class procedure to maintain our student’s attention, interest

and to attempt to reach students varying learning styles” got the highest mean of

4.50, described as very high while the statement “My teaching efforts are directed

toward stimulating the thoughts of our students” got the lowest mean described as

high. The category means of the indicator teaching methodologies is 4.47

described as high.

This implies that the use of effective teaching methodologies increases the

ability of the teachers to identify and determine best methods during teaching

process and enhances learning ability of the students. The use of particular

techniques and appropriate materials for teaching and learning significantly

contribute to the performance of both teachers and students.

As reiterated by Qudsyi, Herawaty, Saifullah, Khaliq, and Setiawan, (2018),

the effectiveness of a learning and teaching activity can be determined in part by

 75

the teaching method, which also unifies the teaching system. It is anticipated that

the more exact approach employed by teachers in the classroom will be more

successful in achieving the learning objective.

Among five statements on the indicator personal characteristics, the

statement “I use clear and understandable language before the students” got the

highest mean of 4.48, described as high while the statement “I am prompt at

opening and closing of classes according to schedule” got the lowest mean

described as high. The category means of the indicator personal characteristics is

4.45 described as high.

The result mean that a teacher who possess good characteristics build

strong connection and relationship with the people surrounds them. They can

influence people and create big impact to their lives by showing good attitude and

characteristics. Also, in school, using clear and understandable language show

good characteristics of a teacher because it promotes better communication and

understanding.

In order to achieve instructional excellence, a teacher must possess a

fundamental understanding of the subject they are teaching. He must stay current

in his profession and be able to successfully convey his knowledge to others at a

comprehension level. In order to effectively apply psychological principles in his

teaching, he must be familiar with them. Above all, teachers need to want to get

better (Challanhan, 2018).

 76

Table 3.2. Level of Teacher Performance

Mean Std. Interpretation
Indicators
Deviation
A. Attitude towards Students
1. I consider teaching as an 4.41 .493 High
opportunity of service for students.
2. I try to develop self-confidence in 4.39 .490 High
the students.
3. I am sympathetic with students 4.40 .498 High
who feel difficulty in the learning.
4. I treat all the students fairly and 4.45 .511 High
honestly.
5. I maintain courteous and respectful 4.42 .494 High
approach when we meet with
student.
Category Mean 4.41 .389 High

B. Subject Mastery
1. I have adequate knowledge of 4.46 .499 High
subject matter in the courses we
teach.
2. I have enough knowledge of 4.41 .493 High
subject matter in other fields of
learning to integrate with related
areas.
3. I make their subject matter 4.42 .495 High
interesting, exciting and absorbing.

Table 2 continued . . .

4. I use modern audio-visual aids to 4.40 .491 High

teach their subjects.
5. I study books to integrate our 4.45 .537 High
knowledge to the modern
demands.
Category Mean 4.43 .353 High

C. Teaching Methodologies
1. I select such teaching methods to 4.47 .499 High
meet specific learning objectives
rather than our own convenience.
2. I encourage class discussion of the 4.47 .500 High
students during every stage of
instruction.
3. My teaching efforts are directed 4.44 .497 High
 77

toward stimulating the thoughts of

our students.
4. I recognize the students learning 4.46 .505 High
as, their primary responsibility for
learning.
5. I change class procedure to 4.50 .507 Very High
maintain our student’s attention,
interest and to attempt to reach
students varying learning styles.
Category Mean 4.47 .370 High

D. Personal Characteristics
1. I try to maintain a neat and clean 4.46 .505 High
personal appearance.
2. I am prompt at opening and closing 4.42 .495 High
of classes according to schedule.
3. I respect the ideas of others and 4.43 .496 High
express a willingness to learn from
them.
4. I readily admit any error and seek 4.46 .505 High
to correct it.
5. I use clear and understandable 4.48 .507 High
language before the students.
Category Mean 4.45 .392 High

High Level of
Overall Mean 4.44 .293 Teacher
Performance

Linguistic Competence of Teacher

Table 3.3 shows the level of linguistic competence of teachers. The variable

linguistic competence contains three indicators namely lesson planning, lesson

implementation and lesson assessment. The overall mean of this variable is 4.47,

described as high.

Among five statements on the indicator lesson planning, the statement “I

use of punctuation marks while writing activities” got the highest mean of 4.49,
 78

described as high while the statement “I write the educational and practical steps

in sentences ranging from the easiest to the hardest” got the lowest mean

described as high. The category means of the indicator lesson planning is 4.46

described as high.

This imply that an effective and efficient teaching requires a well detailed

and systematic lesson planning. This lesson planning bridges the curriculum’s

intent with the daily teaching and learning in a classroom. The use of lesson

planning in classroom creates a significant contribution and impact to the learning

and teaching improvement of students and teachers.

William and Mary School of Education, (2022) stated that a well-planned

lesson can also increase the enjoyment of teaching by giving the teacher more

self-assurance and allowing them to concentrate more on engaging with the

students than on what is intended to happen next. Importantly, thorough planning

can save time by preventing hurried attempts to gather the materials or buy the

supplies needed for a day in the classroom. Teachers can use the time they have

freed up for themselves or other activities, improving their work-life balance.

Among five statements on the indicator lesson implementation, the

statement “I correct learners’ mistakes while teaching using the right terms” got the

highest mean of 4.68, described as very high while the statement “I gradually

implemented educational and practical steps from easiest to hardest consistent

with the learners’ abilities” got the lowest mean described as high. The category

means of the indicator lesson implementation is 4.50 described as very high.

 79

This means that the importance of lesson implementation helps teachers

and students understand the goal of an instructional module. By correcting

learner’s mistakes using right terms, teachers show the translation of good

teaching and curriculum into learning activities and align instructional materials

with an effective assessment to achieve learning goal.

Susilo (2018) asserted that when a lesson is being implemented, a teacher

instructs a group of students using the strategies that were planned and developed

during lesson study while other teachers watch, comment, and offer basic

suggestions for how to improve the teacher's instruction. Lesson study is a

collaborative effort to enhance teachers' quality of instruction through planning,

implementing, observing, and reporting the results of teaching, not a style of

instruction.

Among five statements on the indicator lesson assessment, the statement “I

formulate of formative and summative assessment questions in appropriate

language” got the highest mean of 4.49, described as high while the statement “I

use appropriate summary of the lesson contents” got the lowest mean described

as high. The category means of the indicator lesson assessment is 4.47 described

as high.

The result indicates that assessment should incorporate learning, grading

and student incentive. Effective evaluation techniques give important insights into

student learning. Teacher can learn what the pupil learnt from them, how well they

learned it and where they had difficulties. That’s why, the use of proper
 80

assessment for the lessons is necessary because it will guide teachers and

students for better improvement.

Brown (2018) pointed out that assessments are used to pinpoint a student's

specific areas of need for academic support, educational programming, or social

services by revealing their deficiencies and areas of strength. As a result, it gives

students a way to gauge their development and provides feedback on the

effectiveness of the training.

Table 3.3. Level of Linguistic Competence of Teachers

Mean Std. Interpretation
Indicators
Deviation
A. Lesson Planning
1. I correct formulation of the 4.46 .499 High
behavioral objectives.
2. I correct writing of the lesson’s 4.47 .499 High
components.
3. I have an ability to maintain the 4.46 .506 High
aesthetic of writing in terms of
shape, tidiness, and cohesion
between letters, words, and lines.

Table 3 continued . . .

4. I use of punctuation marks while 4.49 .507 High

writing activities.
5. I write the educational and practical 4.44 .497 High
steps in sentences ranging from the
easiest to the hardest.
Category Mean 4.46 .403 High

B. Lesson Implementation
1. I correct articulation of letters during 4.46 .499 High
the lesson
2. I use of correct linguistic terms to 4.49 .500 High
control and manage the classroom
3. I gradually implemented educational 4.43 .496 High
and practical steps from easiest to
 81

hardest consistent with the learners’

abilities.
4. I use of motivational words in the 4.46 .499 High
correct way.
5. I correct learners’ mistakes while 4.68 .464 Very High
teaching using the right terms.
Category Mean 4.50 .376 Very High

C. Lesson Assessment
1. I formulate of formative and 4.49 .507 High
summative assessment questions
in appropriate language.
2. I use appropriate summary of the 4.44 .497 High
lesson contents.
3. I use punctuation in activities and 4.47 .499 High
exams.
4. I provide feedback to enhance 4.45 .518 High
physical performance and skills.
5. I correct learners’ oral and written 4.45 .518 High
answers.
Category Mean 4.46 .397 High

High Level of
Linguistic
Overall Mean 4.47 .332 Competence of
Teachers

Relationship between the Independent Variables from Teacher Performance

Table 3.4 presents the results of correlational analysis of the variables

which its purpose is to show if the two independent variables particularly the

engagement, communication skills and linguistic competence, engagement,

communication skills and teacher performance and linguistic competence and

teacher performance. The result indicates that engagement, communication skills

and linguistic competence, engagement, communication skills and teacher

 82

performance and linguistic competence and teacher performance were found to be

have high significant relationships.

Particularly, from the result presented, it shows that the correlation between

engagement, communication skills and linguistic competence revealed a p value

of .000 which is less than the value of 0.05 level of confidence which indicates that

there is a relationship that can be drawn from the two variables indicated. Thus,

the null hypothesis which states that “There is no significant relationship between

engagement, communication skills and linguistic competence” is therefore rejected

with a moderate degree of correlation (r=.388).

In support, Antoniou and Kyriakides, (2018) indicated that teacher

engagement in any professional development activities is positively associated

with outcomes of teacher competence and there is ample research documenting

that competent is dependent on teachers who are motivated and fully engaged in

their work. Also, Ehindero and Ajibade, (2020) added that for effective teaching,

teacher requires good communication skills such as good communication, good

classroom management, updating knowledge and maintaining personality. No one

can teach effectively until having these basics skills of teaching. Good

communication is not only needed for the effective teaching profession but it is

also very important for the effectiveness of every concern to our life (Batenburg &

Smal, 2019 Cited in Ihmeideh).

In similar, from the result presented, it shows that the correlation between

engagement, communication skills and teacher performance revealed a p value

 83

of .000 which is less than the value of 0.05 level of confidence which indicates that

there is a relationship that can be drawn from the two variables indicated. Thus,

the null hypothesis which states that “There is no significant relationship between

engagement, communication skills and teacher performance” is therefore rejected

with a moderate degree of correlation (r=.622).

The finding is supported by the study of Bakker, Albrecht, and Leiter (2018)

who believes that work engagement is a combination of willingness to work

(dedication, involvement, commitment, conscience) and the capability to work

(energy, strength, and stamina), two factors of paramount importance that can

impact upon job performance. Also, Dunbar (2018) emphasized that the use of

effective communication in the classroom improves learning. The way the teacher

conveys information to the students helps the understanding of the topic taught as

well as convey to the students that the teacher knows what the students are doing

and what is going-on in the classroom.

Moreover, from the result presented, it shows that the correlation between

linguistic competence and teacher performance revealed a p value of .000 which

is less than the value of 0.05 level of confidence which indicates that there is a

relationship that can be drawn from the two variables indicated. Thus, the null

hypothesis which states that “There is no significant relationship between linguistic

competence and teacher performance” is therefore rejected with a moderate

degree of correlation (r=.558).

The result of the study is aligned to the statement Mawoli & Babanyako

(2011) that competence becomes a factor that affects individual behavior, and will
 84

affect performance in the end. They further added that competence will affect a

person’s performance level depending on the person’s level of competence and

other factors that strengthen it. Sulaiman, Almsafir, and Ahmad (2013) stated that

performance is determined by many factors but competence is one of the

strongest factors in improving performance. Lotunani et al. (2014) concluded that

competence is the ability of individuals to perform tasks.

Table 3.4 Relationship between the Variables

VARIABLES R p-value Remarks

Engagement, Communication Skills .388** .000 Significant

and Linguistic Competence

Engagement, Communication Skills .622** .000 Significant

and Teachers Performance

Linguistic Competence and Teacher .558** .000 Significant

Performance
*Significant at .05 level

Predictors of Teacher Performance

Table 3.5 presents the results of regression analysis which purpose is to

show the significant predictors of teacher performance. The result indicates that

linguistic competence, engagement and communication skills were found to be

significant predictor of teacher performance.

In particular, linguistic competence has a significant direct effect on the

teacher performance (β=.329, p<.05). This means that the regression weight for

linguistic competence in the prediction of teacher performance is significantly

 85

different from zero at the 0.05 level (two-tailed). Thus, the value of .672 revealed

that in every increase of a single unit in the linguistic competence, an increase

of .329 in teacher performance can be expected.

Some academics, such Amalia and Saraswati (2018) contends that the

competence of teachers has an influence on the level of performance so that the

level of competence of teachers become something that is very important to be

improved and implemented in teaching and learning activities so that the resulting

performance can be improved by the teachers. The results of this study indicate

that for the achievement of performance, competence becomes an integral part as

one of the supporting factors to give a positive influence.

In similar, engagement and communication skills have a significant direct

effect on the teacher performance (β=.463, p<.05). This means that the regression

weight for engagement and communication skills in the prediction of teacher

performance is significantly different from zero at the 0.05 level (two-tailed). Thus,

the value of .374 revealed that in every increase of a single unit in the engagement

and communication skills, an increase of .463 in teacher performance can be

expected.

Ahmad (2018) expressed that communication in the classroom is the

process of sending and receiving messages that enables teachers and students to

share knowledge, attitude and skills. It is a very important component of classroom

management. The way the teacher communicates during the teaching and

learning situation influences how the teacher and the learners will perform in the
 86

teaching and learning process. Furthermore, the act of teaching is becoming

increasingly complex and that highly competent teachers continue to learn, are

adaptive, build up a sophisticated pedagogical repertoire, and are able to apply a

range of practices for varying purposes that incorporate and integrate different

kinds of knowledge, used in various combinations flexibly and fluently (Bransford,

Darling- Hammond & LePage, 2018).

Table 5
Influence of Linguistic Competence and Engagement Communication Skills on
Teachers Performance
Variables Unstandardized Standardized T p- Remarks
Coefficients value
Coefficient

B Std. Error Beta

(Constant) 1.097 .186 5.892 .000

Linguistic
.329 .039 .373 8.419 .000 Significant
Competence

Engagement
and
.463 .043 .477 10.778 .000 Significant
Communication
Skills
Note: R=.711a, R-square=.505, F=151.557, P>.05
Mediating Effect of Engagement and Communication Skills on the
Relationship between Linguistic Competence and Teacher Performance

Table 3.6 shows the use of Medgraph involving Sobel Test provides

analysis on the significance of mediation effect. Hence, it can determine whether

the mediation is full or partial. As can be gleaned in figure, the direct effect of

linguistic competence on teacher performance is decreased from beta of .388

to .373 when mediator variable was placed in the relationship model. Since the
 87

direct effect of linguistic competence on teacher performance is no longer

significant, it would imply a full mediation.

Meanwhile, the Sobel’s test denotes that there is a significant mediation

that take place in the model (z=-4.221669, p˃.01). Since it is full mediation, it could

totally claim that engagement and communication skills is the reason how

linguistic competence can influence teacher performance. This indicates that

engagement and communication skills is a contributory factor on how linguistic

competence affects teacher performance.

On the other hand, the effect size (β=.263) measure how much of the effect

of linguistic competence (IV) on teacher performance (DV) can be attributed to the

indirect path (IV to MV to DV). The total effect (β=.388) is the summation of both

direct effect and indirect effect. The direct effect (β=.373) is the size of correlation

between linguistic competence (IV) and teacher performance (DV) with pupil

engagement and communication skills (MV) included in the regression.

The indirect to total ratio index reveal an R-square of .677. This means that

about 67.7 percent of the total effect of IV on the DV goes through MV, and

approximately 30.0 percent of the total effect is either direct or mediated by other

variables not included in the model.

In support, teacher performances are the most significant contribution in

educational process that whatever policies may he lay down; eventually the

teacher has to interpret and implement these policies through teaching learning

process. Gibbs (2020) also emphasize that “Teachers need to be able to survive
 88

the demands, threats and challenges within the diverse circumstances of

teaching”. He stated that an effective teacher needs the capacity to be persistent,

flexible, and innovative on new teaching approaches and be prepared in the case

of failure.

Table 6
Type of Mediation Used
Type of Mediation Significant
Sobel z-value 4.221669 p = 2.4E-5
95% Symmetrical Confidence Interval
Lower .22994
Higher .62847
Unstandardized indirect
effect
a*b .42920
Se .42920
Effective Size Measures
Standardized
Coefficients R2 Measures (Variance)
Total: .388 .404
Direct: .373 0000
Indirect: .263 .404
Indirect to Total ratio: .677 0000
 89

Lived Experiences of Participants pertaining to Engagement and

Communication Skills, Linguistic Competence and Teacher Performance

Table 3.7 shows the lived experiences of the participants pertaining to

teacher performance. The interview from the participants have generated four

essential themes, namely: teacher attributes and personal characteristics; teacher

motivation and professional development, methods and strategies for effective

teaching and perceived barriers for effective and efficient teaching.

 90

Teacher Attributes and Personal Characteristics

The participants display and disclose their individual traits and qualities with

regards to their career and students. They held that in order to establish a solid

rapport and sense of connection with others, behavioral modification must be

taken into account. It enables them to demonstrate the qualities and personalities

of an effective teacher and how these traits affect students’ academic achievement

as well as how it will affect school growth and improvement. This is evident from

the following quotes from the participants.

“I value relationship with my colleagues and being

empathetic towards my students.”
(IDI _Participant 3)

“I show love and encouragement to my students so

that they can easily participate in class discussion.”
(FDG _Participant 6)

“I practice flexibility in teaching by applying good

things and avoiding negativity in my environment.”
(FGD _Participant 2)

The finding backs up the research of Corno and Anderman, (2018) stated

that with a direct connection to student engagement, positive social interactions

may result in positive classroom outcomes A loving relationship can only be

established and sustained with the cooperation of both the teacher and the

students (Corno & Anderman, 2018). Management interventions take into account

how people engage with one another in social contexts and recognize the
 91

importance that employees place on their connections with coworkers (Leiter &

Maslach, 2020).

Teacher Motivation and Professional Development

Some of the participants thought that drivers of improvement and

development could improve student and teacher performance. They came to see

the value of their families, pupils and personal interests for their own professional

development. They also thought that these drivers may be a tremendous resource

for developing their talents and their capacity to perform at a higher level in the

future, not simply for a particular reason. The following are their narratives:

“I am motivated when my students get high grades and

learn something relevant from me.”
(FGD _Participant 4)

“I am encouraged with my responsibilities towards my

profession and the needs of my students.”
(FGD _Participant 2)

“I attend training, seminars, workshops and online

webinar training to improve myself.”
(IDI _Participant 2)

The findings are consistent with Dam, Schipper, and Runhaar (2020) that

for a teacher to be effective, they must have a wide range of professional abilities

and capabilities. Teachers in the twenty-first century need to be very

knowledgeable about professional, specialized, cultural, and language

competencies. It can be said that competency is the behavior based on

 92

knowledge, attitudes, and skills that indicate the ability of the individual to practice

and carry out a task in a specific manner and after taking a specific educational

course.

Methods And Strategies for Effective Teaching

Meanwhile, some of the participants believed that teachers’ teaching

approach to students can lead to a better outcome in teaching-learning process.

They realized the effective methods and strategies on how to develop and improve

their knowledge and skills as well as of their students and how these approaches

impacted to their own progress in teaching. The following are their narratives:

“I applied different teaching strategies for my students

and see to it that they learned from it.”
(IDI _Participant 2)

“I translate some difficult English words into Filipino or

native languages so that students can easily
understand the topic.”
(FGD _Participant 6)

“I let my learners to discover things out of their own

and let them explore things to gain better
understanding.”
(FGD _Participant 1)

The outcome backs up Boaler’s, (2019) and Tyler and Boelter’s, (2018)

research, who reiterate that an engaged teachers are constantly looking for new

ideas, putting best teaching practices into practice, adapting their lessons to fit the

needs of their students, setting high standards for them and taking ownership of
 93

their students' education. They also frequently check on their students' progress

and give them feedback (Marzano, 2018).

Perceived Barriers for Effective and Efficient Teaching

On the other hand, some participants believed that there are some barriers

and constraints for effective and efficient teaching. They added that unwillingness

and difficulties of the students in writing numbers and words contribute to their

struggle teaching them. The participants reiterate that the low level of students’

comprehension and performance in speaking English are the factors negatively

impacted their teaching performance. They also concluded that some students

have trouble in comprehending lessons and organizing their thoughts because of

hesitation. The participants explained these ideas as follows:

“There are students who struggled to write numbers

and unwillingly to learn and participate.”
(IDI _Participant 1)

“Low level of students’ comprehension and

performance in speaking English are the
problems contributed to my
teaching profession.”
(FGD _Participant 7)

“Some students have trouble comprehending lessons

and organizing their thoughts, because of hesitation.”
(IDI _Participant 6)

The result supported by the study of Gibbs (2020) that teachers must be

able to survive the demands, threats, and challenges that come with the various
 94

educational settings. Accordingly, an effective teacher must have the ability to be

persistent, adaptable, and creative with new teaching methods and be ready for

failure.

Table 3.7 Collaborative Output of Qualitative Survey

Codes/
Essential
Issues Probe Core Ideas Categories/
Themes
Nodes
Lived  Having self-confidence Behavior Teacher
Experiences of  Increases commitment Modification Attributes and
Teacher on  Valuing relationships Personal
Engagement,  Being positive and supportive Characteristics
Communication  Being strong, versatile, resilient
Skills, Linguistic and flexible
Competence
 Passionate, mindful and
and
sympathetic
Performance Assessment
 Build good relationship and
and
communication
Evaluation
 Increases sense of responsibility
Encouragement  Attending Seminars and Trainings Teacher’s Teacher
to Maintain  Reading Books Approach for Motivation and
Engagement,  Choosing Relevant Topics Improvement Professional
Communication  Developing Strong and Development
Skills, Linguistic Communication Skills Development
Competence  Effective Lesson Planning
and Teacher
 Provision of Family Needs
Performance
 Provision of Quality Learning for
Students
 Sharing Good Learning
 Increases Good Communication
Skills
Evaluation
Contributing  Utilization of strategies and Teachers’ Methods and
Factors techniques Teaching Strategies for
 Explicit teaching Approach to Effective
 Using appropriate words and Students Teaching
phrases
 Utilization of Mother-Tongue
language
 Provision of feedback and
assessment
 95

 Following standards school rules

and regulations
 Effective use of non-verbal
communication Class
 Utilization of technical skills preparation
 Effective usage of word and
translation management
Influencing  Unwillingness/Lack of Interest Negative Perceived
Factors  Language Barriers stimulus Barriers for
 Students’ Inability to Effective and
Comprehend Efficient
 Lack of Motivation Teaching
 Low English Proficiency
 Speaking Difficulties
 Unaddressed Learning
 Students’ Misbehavior/Attitude
Evaluation
 Poor Communication Skills

Data Integration of Salient Quantitative and Qualitative Findings

Table 3.8 shows the joint display of salient quantitative and qualitative

findings. It shows the nature and function of data integration in both quantitative

and qualitative findings of the study.

Teacher Engagement and Communication Skills. It forms an axiological

implication that teachers need to become more aware and observant of their own

behaviors as well as its application on teaching and learning process and

establishing good relationship with other people.

On a merging analysis which functions as converging, the following are

quantitative findings which its qualitative equivalent: A very high ratings revealed

on Emotional Engagement such as love in teaching (M=4.44, SD=.510) and feel

 96

happy while teaching (M=4.49, SD=.545) . On Cognitive Engagement items which

are paying a lot of attention to my work, while teaching (M=4.41, SD=.557) and

trying their hardest to perform well while teaching (M=4.33, SD=.601). As of Social

Engagement with Colleagues high items revealed such as valuing the

relationships they build with their colleagues at school (M=4.34, SD=.606) and

connect well with their colleagues at school (M=4.46, SD=.525). In terms of Social

Engagement with Students, high rating was achieved such as being empathetic

towards students (M=4.50, SD=.533) and show warmth to students (M=4.42,

SD=.533).

In similar vein, Speaking also revealed high items in terms of speaking

clearly and tries to carry every student along (M=4.42, SD=.508) and speaking

gently that makes students admires them (M=4.56, SD=.548). With regards to

Listening, high items were achieved such as encourage students’ feedback

(M=4.50, SD=.533) and pay attention to students’ concerns and challenges

(M=4.30; SD=.575). In addition, Attitude had high items in terms of having positive

attitude towards students and other staff (M=4.39, SD=.489) and having care

about academic and social well- being of students which makes them enjoy school

(M=4.42, SD=.495). Moreover, Gestures reveals high items on using eyes to

communicate disapproval of students’ conducts (M=4.35, SD=.484); and make

teaching attractive by demonstrating how school lessons apply in the life (M=4.43,

SD=.541). Furthermore, Facial Expressions got a high item with regards to having

confidence in class makes students work harder and desire to be like them
 97

(M=4.42, SD=.502) and use facial expression to manage class (makes students

stop noise in class) (M=4.41, SD=.492).

The above quantitative result expresses parallelism in findings with

qualitative data. Hence, a category of core ideas named Assessment and

Evaluation emerged from thematic analysis. It talks about the observation and

realization of teachers of their behaviors and qualities that will help them to

improve their teaching process that promotes quality learning. Also, in a category

of core ideas named Behavior Modification emerged from thematic analysis. It

talks about how teachers modified their behavior in a classroom setting.

Teacher Performance. It forms an axiological implication that sufficient

motivation and training for teachers’ professional development will help them to

increase their skills and knowledge in their area of teaching. Once the teachers

are motivated, empowered and well-equipped and knowledgeable in the subject

matter, they can provide better learning opportunities for their students.

On a merging analysis which functions as converging, the following are

quantitative findings which its qualitative equivalent: A high ratings revealed on

Attitude towards students such as try to develop self-confidence in the students

(M=4.39, SD=.490) and being sympathetic with students who feel difficulty in the

learning (M=4.40, SD=.498). Moreover, on Subject Mastery, high items which are

make their subject matter interesting, exciting and absorbing. (M=4.42, SD=.495)

and study books to integrate knowledge to the modern demands. (M=4.45,

SD=.537). And in the aspects on Teaching Methodologies high items in terms of

select such teaching methods to meet specific learning objectives rather than own
 98

convenience (M=4.47, SD=.499) and recognize the students learning as, their

primary responsibility for learning (M=4.46, SD=.505). Finally, on Personal

Characteristics had also high ratings in terms of respecting the ideas of others and

express a willingness to learn from them (M=4.43, SD=.496) and use clear and

understandable language before the students (M=4.48, SD=.507).

The above quantitative results express parallelism in findings with the

qualitative data. Hence, a category of core ideas named Teachers’ Teaching

Approach for Improvement and Development emerged from thematic analysis. It

talks about how teachers are going to enhance and increase their skills and ability

to provide efficient and effective teaching. In addition, a category of core ideas

named Evaluation emerged from thematic analysis. It talks about how improve

themselves in order to provide a quality education for their students and how

motivation affects their teaching performance in school.

Teacher Linguistic Competence. It forms an axiological implication that

sufficient motivation and training for teachers’ professional development will help

them to increase their skills and knowledge in their area of teaching. Once the

teachers are motivated, empowered and well-equipped and knowledgeable in the

subject matter, they can provide better learning opportunities for their students.

On a merging analysis which functions as converging, the following are

quantitative findings which its qualitative equivalent: A high ratings revealed on

Lesson Planning such a correct writing of the lesson’s components. (M=4.47,

SD=.499); and write the educational and practical steps in sentences ranging from

the easiest to the hardest (M=4.44, SD=.497). In addition, very high ratings
 99

revealed on Lesson Implementation in terms of use of correct linguistic terms to

control and manage the classroom (M=4.49, SD=.500) and use of motivational

words in the correct way. (M=4.46, SD=.499). Moreover, high ratings revealed on

Lesson Assessment such as formulate of formative and summative assessment

questions in appropriate language (M=4.49, SD=.507) and provide feedback to

enhance physical performance and skills (M=4.45, SD=.518).

The above quantitative results express parallelism in findings with the

qualitative data. Hence, a category of core ideas named Teacher Teaching

Approach to student emerged from thematic analysis. It talks about the quality of

teaching skills that the teacher provides to their students to create and develop a

good teaching and learning interactions. Moreover, a category of core ideas

named Class Preparation and Management emerged from thematic analysis. It

talks about how teachers prepare their lessons effectively and manage students’

behaviors inside the classroom efficiently.

Table 3.8. Join Display of Salient Quantitative and Qualitative Findings

Aspects/Focal Quantitative Data Qualitative Data Data Axiological

Point Findings Findings Integratio Implications
n
Teacher On table 3.1, high On the table 3.7, Merging- Teachers need
Engagement ratings for the the following data Converging to become
and following are express more aware
Communication revealed: parallelism in and observant
Skills terms of findings of their own
with the identified behaviors as
On Emotional quantitative data. well as its
Engagement item 1 I application on
love teaching teaching and
(M=4.44, SD=.510); learning
Item 3 I feel happy process and
while teaching establishing
 100

(M=4.49, SD=.545) good

relationship
On Cognitive with other
Engagement item 1 people.
While teaching, I pay A category of
a lot of attention to core ideas
my work (M=4.41, named
SD=.557); Item 4 I try Assessment and
my hardest to Evaluation
perform well while emerged from
teaching (M=4.33, thematic
SD=.601) analysis. It talks
about the
On Social observation and
Engagement realization of
(Colleagues) Item 1 teachers of their
At school, I value the behaviors and
relationships I build qualities that will
with my colleagues help them to
(M=4.34, SD=.606); improve their
Item 4 At school, I teaching process
connect well with my that promotes
colleagues (M=4.46, quality learning.
SD=.525)

On Social
Engagement
(Students) Item 2 In
class, I am
empathetic towards A category of
my students (M=4.50, core ideas
SD=.533); Item 4 In named Behavior
class, I show warmth Modification
to my students emerged from
(M=4.42, SD=.533) thematic
analysis. It talks
On Speaking Item 2 I about how
speak clearly and teachers
tries to carry every modified their
student along behavior in a
(M=4.42, SD=.508); classroom
Item I speak gently setting.
that makes my
students admires me
(M=4.56, SD=.548)

On Listening Item 1 I
encourage students’
feedback (M=4.50,
SD=.533); Item 3 I
 101

pay attention to
students’ concerns
and challenges
(M=4.30; SD=.575)

On Attitude Item 2 I
have a positive
attitude towards
students and other
staff (M=4.39,
SD=.489); Item 4 I
care about academic
and social well- being
of my students which
makes them enjoy
school (M=4.42,
SD=.495)

On Gestures Item 3
Sometimes I use
eyes to communicate
disapproval of
students’ conducts
(M=4.35, SD=.484);
Item 5 I make
teaching attractive by
demonstrating how
school lessons apply
in the life (M=4.43,
SD=.541)

On Facial
Expressions Item 4 I
have confidence in
class makes my
students work harder
and desire to be like
me (M=4.42,
SD=.502); Item 5 I
use facial expression
to manage class
(makes students stop
noise in class)
(M=4.41, SD=.492)
Teacher On table 3.2, high On the table 3.7, Merging- Sufficient
Performance ratings for the the following data Converging motivation and
following are express training for
revealed: parallelism in teachers’
terms of findings professional
On Attitude towards with the identified development
students Item 2 I try quantitative data. will help them
 102

to develop self- to increase

confidence in the their skills and
students (M=4.39, knowledge in
SD=.490); Item 3 I their area of
am sympathetic with A category of teaching. Once
students who feel core ideas the teachers
difficulty in the named are motivated,
learning (M=4.40, Teachers’ empowered
SD=.498) Teaching for and well-
improvement equipped and
On Subject Mastery and development knowledgeable
Item 3 I make their emerged from in the subject
subject matter thematic matter, they
interesting, exciting analysis. It talks can provide
and absorbing. about how better learning
(M=4.42, SD=.495); teachers are opportunities
Item 5 I study books going to enhance for their
to integrate our and increase students.
knowledge to the their skills and
modern demands. ability to provide
(M=4.45, SD=.537) efficient and
effective teaching
On Teaching
Methodologies Item 1
I select such teaching
methods to meet
specific learning A category of
objectives rather than core ideas
our own convenience named
(M=4.47, SD=.499), Evaluation
Item 4 I recognize the emerged from
students learning as, thematic
their primary analysis. It talks
responsibility for about how
learning (M=4.46, improve
SD=.505) themselves in
order to provide
On Personal a quality
Characteristics Item 3 education for
I respect the ideas of their students
others and express a and how
willingness to learn motivation affects
from them (M=4.43, their teaching
SD=.496); Item 5 I performance in
use clear and school.
understandable
language before the
students (M=4.48,
SD=.507)
Teacher On table 3.3, very On the table 3.6, Merging- A good
Linguistic high and high ratings the following data Converging communication
 103

Competence for the following are express between

revealed: parallelism in teachers and
terms of findings students
On Lesson Planning with the identified fosters quality
Item 3 I correct quantitative data. relationship
writing of the lesson’s and creates
components. healthy
(M=4.47, SD=.499); A category of environment.
Item 5 I write the core ideas With sufficient
educational and named Teacher preparation
practical steps in Teaching and
sentences ranging Approach to management,
from the easiest to student emerged teachers will
the hardest (M=4.44, from thematic be able to
SD=.497) analysis. It talks provide quality
about the quality education and
On Lesson of teaching skills has ability to
Implementation Item that the teacher increase
2 I use of correct provides to their student
linguistic terms to students to performance in
control and manage create and school.
the classroom develop a good
(M=4.49, SD=.500); teaching and
Item 4 I use of learning
motivational words in interactions.
the correct way.
(M=4.46, SD=.499) A category of
core ideas
On Lesson named Class
Assessment Item 1 I Preparation and
formulate of formative Management
and summative emerged from
assessment thematic
questions in analysis. It talks
appropriate language about how
(M=4.49, SD=.507); teachers prepare
Item 4 I provide their lessons
feedback to enhance effectively and
physical performance manage
and skills (M=4.45, students’
SD=.518) behaviors inside
the classroom
efficiently.
 104

CHAPTER 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

The study aimed to determine the mediating role of engagement and

communication skills on the relationship between linguistic competence and

teacher performance. The relationship of independent variables with the

dependent variable was also examined.

Summary of Findings

Based on the results, the summary of findings was provided:

1. The level of engagement and communication skills among elementary

and secondary public-school teachers revealed the result with the

overall mean of 4.41 which can be described as high. Among all

indicators of engagement and communication skills which described as

high are social engagement with students with a category mean of 4.46;

speaking with category mean of 4.45; emotional engagement with

category mean of 4.43; attitude and facial expressions with category

mean of 4.41, respectively; social engagement with colleagues with

 105

category mean of 4.39; listening with category mean of 4.38; cognitive

engagement with category mean of 4,37 and gestures with category

mean of 4.36.

2. The level of teacher performance is high with an overall mean of 4.44.

Among all indicators of teacher performance which described as high

are teaching methodologies with category mean of 4.47; personal

characteristics with a category mean of 4.45; subject mastery with

category means of 4.43 and attitude towards students with a category

mean of 4.41. While, in the level of teacher linguistic competence, the

result shows the overall mean of 4.47, described as high. Among all

indicators of teacher linguistic competence, lesson implementation got

the highest mean of 4.50, described as very high while lesson planning

and lesson assessment has a category mean of 4.46, respectively,

described as high.

3. The engagement and communication skills have significant relationship

with linguistic competence (r=.388, p<.05). the strength of correlation

between the two variables is high and has a direct proportional

relationship. This means that as the teacher engagement and

communication skills increase, the linguistic competence also increases.

In the same way, there is a significant relationship between engagement

and communication skills and teacher performance (r=.622, p<.05). This

means that as the level of engagement and communication skills

increase, the performance of teachers also likely increases. Moreover,

 106

the linguistic competence has significant relationship with teacher

performance with p-value that is less than 0.05. ((r=.588, p<.05).

4. The linguistic competence and engagement and communication skills

have only a significant direct effect on the teacher performance (β=.329,

p<.05); (β=.463, p<.05). This means that the regression weight for

linguistic competence and engagement and communication skills in the

prediction of teacher performance is significantly different from zero at

the 0.05 level (two-tailed).

5. Engagement and communication skills fully mediates the relationship

between linguistic competence and teacher performance with a

reduction of beta value from .388 to .373, with no significant effect on

teacher performance when engagement and communication skills was

introduced in the relationship model.

6. The lived experiences of the participants pertaining to teacher

performance have generated four essential themes namely teacher

attributes and personal characteristics; teacher motivation and

professional development, methods and strategies for effective teaching

and perceived barriers for effective and efficient teaching. This means

that teachers’ behavioral modification, approach for improvement and

development, teaching approach to students, negative stimulus,

assessment and evaluation, classroom preparation and management

are the practices that enhances the performance, skills, engagement

and competence of the teachers.

 107

7. There is a high extent of corroboration between quantitative and

qualitative results. The quantitative values express parallelism in terms

of findings with the identified qualitative data. It shows the nature and

function of data integration in both quantitative and qualitative findings of

the study.

Conclusions

Based on the findings, the following conclusions were drawn:

1. The public-school teachers have high degree of engagement and

communication skills with the overall mean of 4.41. This means that the

teachers are frequently exhibit engagement and communication skills when

it comes to their relationship and teaching approach to their students. In

addition, public-school teachers exhibit high level of performance in terms

of attitude towards students, subject mastery, teaching methodologies and

personal characteristics. The overall mean is 4.44 which can be described

as high.

2. The level of teacher linguistic competence reveals very high and high rating

all indicators such as lesson planning, lesson implementation and lesson

assessment. The overall mean of this variables is 4.50 and described as

very high. This means that teachers frequently exhibit high level of linguistic

competence in school.
 108

3. There is a significant relationship between engagement and communication

skills and linguistic competence. In the same way, there is also a significant

relationship between engagement and communication skills and teacher

performance and linguistic competence and teacher performance.

4. Linguistic competence and engagement and communication skills

significantly predict teacher performance. This implies that linguistic

competence and engagement and communication skills can improve and

contribute better the performance of teachers.

5. Engagement and communication skills fully mediate the relationship

between linguistic competence and teacher performance.

6. The lived experiences of the participants pertaining to teacher performance

have generated four teacher attributes and personal characteristics; teacher

motivation and professional development, methods and strategies for

effective teaching and perceived barriers for effective and efficient teaching.

7. There is a high extent of corroboration between quantitative and qualitative

results. The quantitative values express parallelism in terms of findings with

the identified qualitative data.

Recommendation

Based on the findings and conclusions, the following recommendations are

suggested:

1. Since the teachers exhibit very high linguistic competence, it is

recommended that the school officials may give them recognition and
 109

additional support that encourage them to apply it in all areas of

teaching. It is also recommended that teachers should attend relevant

trainings and seminars for the significant improvement. And in the level

of engagement and communication skills and performance is high, it is

recommended that during instructional supervision and implementation

of teaching intervention, teachers will use relevant strategies,

intervention and programs that help them facilitate quality results and

better learning and teaching process.

2. Since engagement and communication skills and linguistic competence

have significant relationship to teacher performance; it is recommended

that teachers must always have effective behavioral modification,

improvement and development approach and teaching and learning

approaches that will help them improve better in the future.

3. Since engagement and communication skills fully mediate the

relationship between linguistic competence and teacher performance, it

is suggested that intervention programs related to engagement and

communication skills may be part of the district and school training

program.

4. Teacher should be more aware on their behavior and attitude for them

to create and foster good relationship and connection between them and

their students and colleagues. This will help them to expand their social

interactions and open opportunities for better improvement.

 110

5. It is recommended that this study must conduct in other municipality to

farther test the effectiveness and relationship between variables.

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QUANTITATIVE QUESTIONNAIRE

MEDIATING ROLE OF ENGAGEMENT AND COMMUNICATION SKILLS ON

THE RELATIONSHIP BETWEEN LINGUISTIC COMPETENCE AND
TEACHER PERFORMANCE: CONVERGENT DESIGN

ABEGAIL N. SALOMON
Researcher

General Instruction: Kindly accomplish this questionnaire honestly. Rest assured

that any information you will supply will be treated with strict
confidentiality and anonymity. Rate each item using the scale in each
variable.
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Part I. Teacher Engagement

Direction: Please indicate your personal opinion about each statement by checking
the appropriate response at the right of the statement.

Scale Description Level Interpretation

5 Strongly Agree Teacher engagement is always

favorable.
4 Agree Teacher engagement is oftentimes
favorable.
3 Undecided Teacher engagement is
sometimes favorable.
2 Disagree Teacher engagement is rarely
favorable.
1 Strongly Disagree Teacher engagement is not
favorable.

A F S S N
Emotional Engagement
(5) (4) (3) (2) (1)
1. I love teaching.
2. I am excited about teaching.
3. I feel happy while teaching.
4. I find teaching fun.
Cognitive Engagement 5 4 3 2 1
1. While teaching, I pay a lot of attention to my work.
2. While teaching, I really “throw” myself into my work.
3. While teaching, I work with intensity.
4. I try my hardest to perform well while teaching.
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Social Engagement (Colleagues) 5 4 3 2 1

1. At school, I value the relationships I build with my
colleagues.
2. At school, I am committed to helping my
colleagues.
3. At school, I care about the problems of my
colleagues.
4. At school, I connect well with my colleagues.
Social Engagement (Students) 5 4 3 2 1
1. In class, I care about the problems of my students.
2. In class, I am empathetic towards my students.
3. In class, I am aware of my students’ feelings.
4. In class, I show warmth to my students.
Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013). Measuring teacher engagement:
Development of the Engaged Teachers Scale (ETS). Frontline Learning Research, 1(2),
33-52. doi:10.14786/flr.v1i2.44

Part II. Communication Skills of Teachers

Direction: Please indicate your personal opinion about each statement by checking
the appropriate response at the right of the statement.

Scale Description Level Interpretation

5 Strongly Agree Communication skills is always

favorable.
4 Agree Communication skills is oftentimes
favorable.
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3 Undecided Communication skills is

sometimes favorable.
2 Disagree Communication skills is rarely
favorable.
1 Strongly Disagree Communication skills is not
favorable.

A F S S N
Speaking
(5) (4) (3) (2) (1)
1. I present information in a way that is easy to
understand.
2. I speak clearly and tries to carry every student
along.
3. I guide students in a positive direction for their
academic and personal growth.
4. I provide high and clear explanations to enhance
students’ academic performance.
5. I speak gently that makes my students admires me.
Listening 5 4 3 2 1
1. I encourage students’ feedback.
2. I motivate students to learn by listening to their
challenges.
3. I pay attention to students’ concerns and
challenges.
4. I encourage students to ask questions in class.
5. I take time to listen to individual students and help
with their needs.

Attitude 5 4 3 2 1
1. I provide academic support for all students in the
classroom.
2. I have a positive attitude towards students and other
staff.
3. I view my students as an important member of the
classroom.
4. I care about academic and social well- being of my
students which makes them enjoy school.
5. I make students able to take risks in the classroom
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without feeling embarrassed.

Gestures 5 4 3 2 1
1. I use my body movements to drive some lessons
home for the students.
2. I nod approval with my head when students get the
right answers.
3. Sometimes I use eyes to communicate disapproval
of students’ conducts.
4. When I teach in class, I use my hands, eyes and
head to drive home my lessons.
5. I make teaching attractive by demonstrating how
school lessons apply in the life.
Facial Expressions 5 4 3 2 1
1. I approve/disapprove students’ attitudes from the
way I look at students.
2. I smile to encourage students to tackle difficult
tasks.
3. My students have a positive view of the way I
conduct my class.
4. I have confidence in class makes my students work
harder and desire to be like me.
5. I use facial expression to manage class (makes
students stop noise in class).
Obilor, E.I. (2020). Teachers’ Communication Skills and Students’ Academic Performance. Rivers
State University of Science and Technology. European Educational Research Journal.
May 2020.

Part III. Linguistic Competence of Teachers

Direction: Please indicate your personal opinion about each statement by checking
the appropriate response at the right of the statement.

Scale Description Level Interpretation

5 Strongly Agree Linguistic competence is always

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favorable.
4 Agree Linguistic competence is
oftentimes favorable.
3 Undecided Linguistic competence is
sometimes favorable.
2 Disagree Linguistic competence is rarely
favorable.
1 Strongly Disagree Linguistic competence is not
favorable.

A F S S N
Lesson Planning
(5) (4) (3) (2) (1)
1. I correct formulation of the behavioral objectives.
2. I correct writing of the lesson’s components.
3. I have an ability to maintain the aesthetic of writing
in terms of shape, tidiness, and cohesion between
letters, words, and lines.
4. I use of punctuation marks while writing activities.
5. I write the educational and practical steps in
sentences ranging from the easiest to the hardest.
Lesson Implementation 5 4 3 2 1
1. I correct articulation of letters during the lesson
2. I use of correct linguistic terms to control and
manage the classroom
3. I gradually implemented educational and practical
steps from easiest to hardest consistent with the
learners’ abilities
4. I use of motivational words in the correct way.
5. I correct learners’ mistakes while teaching using the
right terms.

Lesson Assessment 5 4 3 2 1
1. I formulate of formative and summative assessment
questions in appropriate language.
2. I use appropriate summary of the lesson contents.
3. I use punctuation in activities and exams.
4. I provide feedback to enhance physical
performance and skills.
5. I correct learners’ oral and written answers.
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Alkaaf, F., AlMaqbali, D., & Al-Sinani, Y. (2020). Reality of Linguistic Competencies of Pre-Service
and In-Service Female Physical Education Teachers in the Sultanate of Oman. Journal of
Education and Learning; Vol. 9, No. 5; 2020 ISSN 1927-5250 E-ISSN 1927-5269.

Part IV. Teacher Performance

Direction: Please indicate your personal opinion about each statement by checking
the appropriate response at the right of the statement.

Scale Description Level Interpretation

5 Strongly Agree Linguistic competence is always

favorable.
4 Agree Linguistic competence is
oftentimes favorable.
3 Undecided Linguistic competence is
sometimes favorable.
2 Disagree Linguistic competence is rarely
favorable.
1 Strongly Disagree Linguistic competence is not
favorable.

A F S S N
Attitude towards Students
(5) (4) (3) (2) (1)
1. I consider teaching as an opportunity of service for
students.
2. I try to develop self-confidence in the students.
3. I am sympathetic with students who feel difficulty in
the learning.
4. I treat all the students fairly and honestly.
5. I maintain courteous and respectful approach when
we meet with student.
Subject Mastery 5 4 3 2 1
1. I have adequate knowledge of subject matter in the
courses we teach.
2. I have enough knowledge of subject matter in other
fields of learning to integrate with related areas.
3. I make their subject matter interesting, exciting and
absorbing.
4. I use modern audio-visual aids to teach their
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subjects.
5. I study books to integrate our knowledge to the
modern demands.
Teaching Methodologies 5 4 3 2 1
1. I select such teaching methods to meet specific
learning objectives rather than our own
convenience.
2. I encourage class discussion of the students during
every stage of instruction.
3. My teaching efforts are directed toward stimulating
the thoughts of our students.
4. I recognize the students learning as, their primary
responsibility for learning.
5. I change class procedure to maintain our student’s
attention, interest and to attempt to reach students
varying learning styles.
Personal Characteristics 5 4 3 2 1
1. I try to maintain a neat and clean personal
appearance.
2. I am prompt at opening and closing of classes
according to schedule.
3. I respect the ideas of others and express a
willingness to learn from them.
4. I readily admit any error and seek to correct it.
5. I use clear and understandable language before the
students.
Akram, M.J. (2010). Factors Affecting the Performance of Teachers at Higher Secondary Level in
Punjab. University Institute of Education and Research. Pir Mehr Ali Shah Arid Agriculture
University Rawalpindi, Pakistan. pp. 1-127.

INTERVIEW GUIDE

Participant Code: _________________________________

Venue: _________________________________
Date: _________________________________
 127

Time: _________________________________

Research Questions Probing Questions

1. What experiences can you share 1.1. What is your level of engagement,
with regards to engagement, communication skills, linguistic
communication skills, linguistic competence and teacher
competence and teacher performance?
performance? 1.2. What problems contributed to your
experiences in engagement,
communication skills, linguistic
competence and teacher
performance?
1.3. How do these problems affect your
profession as a teacher?
2. What factors contributed to your 2.1. As a teacher, how do you handle
profession in terms of engagement, those factors?
communication skills, linguistic 2.2. In your own ways, what are your
competence and teacher actions or approaches in dealing
performance? Can you mention with those factors?
those factors? 2.3. How do you maintain engagement,
communication skills, linguistic
competence and teacher
performance?
3. What encourage you to maintain 3.1. As a teacher, how do you
engagement, communication skills, encourage yourself?
linguistic competence and teacher 3.2. What are the things that makes
performance? you motivated in maintaining
engagement, communication
skills, linguistic competence and
teacher performance?
3.3. How do you apply those
motivations to improved your
engagement, communication
skills, linguistic competence and
teacher performance?