Authors :
Cristopher B. Narvato
Volume/Issue :
Volume 9 - 2024, Issue 12 - December
Google Scholar :
https://tinyurl.com/ycxvx7xv
Scribd :
https://tinyurl.com/4nx9rr6x
DOI :
https://doi.org/ 10.5281/zenodo. 14557503
Abstract :
This study examined the English proficiency,
training needs, and teaching performance of secondary
English teachers in Goa District, Goa, Camarines Sur for
the academic year 2018-2019. It assessed teachers' English
proficiency, identified their training needs (particularly in
language skills, teaching strategies, and instructional
materials), evaluated their teaching performance, and
explored the relationship between proficiency and
teaching effectiveness. The study used descriptive,
evaluative, and correlational methods, with data gathered
through questionnaires, interviews, and documentary
analysis, involving 27 teachers. Key findings included a
proficiency level of "competent user" (band score 6.22),
with listening skills identified as the weakest area.
Teachers expressed a need for training in organizing
information, teaching methods, and developing suitable
reading materials. Performance ratings indicated strong
subject knowledge and teaching strategies, but room for
improvement in classroom management. A significant
relationship between English proficiency and teaching
performance was found, suggesting higher proficiency
leads to better teaching outcomes. The study recommends
training focused on listening, reading skills, teaching
strategies, and material development. It also advocates for
ongoing professional development, including graduate
studies and research on communicative competence.
Additionally, it supports using English proficiency tests as
part of teacher hiring criteria, in line with DepEd's
policies on teacher qualifications.
Keywords :
Proficiency, Training Needs, Teaching Performance.
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This study examined the English proficiency,
training needs, and teaching performance of secondary
English teachers in Goa District, Goa, Camarines Sur for
the academic year 2018-2019. It assessed teachers' English
proficiency, identified their training needs (particularly in
language skills, teaching strategies, and instructional
materials), evaluated their teaching performance, and
explored the relationship between proficiency and
teaching effectiveness. The study used descriptive,
evaluative, and correlational methods, with data gathered
through questionnaires, interviews, and documentary
analysis, involving 27 teachers. Key findings included a
proficiency level of "competent user" (band score 6.22),
with listening skills identified as the weakest area.
Teachers expressed a need for training in organizing
information, teaching methods, and developing suitable
reading materials. Performance ratings indicated strong
subject knowledge and teaching strategies, but room for
improvement in classroom management. A significant
relationship between English proficiency and teaching
performance was found, suggesting higher proficiency
leads to better teaching outcomes. The study recommends
training focused on listening, reading skills, teaching
strategies, and material development. It also advocates for
ongoing professional development, including graduate
studies and research on communicative competence.
Additionally, it supports using English proficiency tests as
part of teacher hiring criteria, in line with DepEd's
policies on teacher qualifications.
Keywords :
Proficiency, Training Needs, Teaching Performance.