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UCU GS Research Journal
INSTRUCTIONAL COMPETENCIES OF PUBLIC SECONDARY SCHOOL
TEACHERS IN ENGLISH: BASIS FOR ENHANCING ACADEMIC EXCELLENCE
JULIET C. OBRA

This study determined the level of the instructional competencies of teachers in teaching
English in public secondary schools of Umingan, Pangasinan S.Y. 2015-2016. Specifically, it
looked into the following: the profile of the respondents in terms of age, civil status, highest
educational attainment, number of years in the service, relevant trainings attended and attitudes
towards teaching; assessed the level of instructional competencies of teacher in English along
listening, speaking, reading and writing; determined the significant differences in the level
of instructional competencies of the respondents and their profile variable; and dealt on the
significant relationship between the teachers, profile and their level of instructional competencies
in English.
The teachers respondents are within the age bracket of 20 to 35 above years old,
dominantly married, almost all are pursuing graduate studies with 10 to 29 years in the teaching
profession have attended trainings from division to international levels and have the right attitude
towards teaching. The teacher-respondents level of instructional competencies as indicated by a
grand overall weighted mean of 3.84 is “competent” with writing competencies having the highest
overall weighted mean of 3.88 and reading comprehension having the lowest overall weighted
mean of 3.80. There is no significant differences in the levels of instructional competencies
across the profile variables is generally accepted at .05 level of significance except in the area of
instructional competencies in reading across attitudes towards teaching whereby the same null
hypothesis is rejected. There is no significant relationship between the instructional competencies
and the profile variables age, civil status, highest educational attainment and trainings. Attended,
except in the instructional competencies in attitudes towards teaching whereby the same null
hypothesis is rejected. The teacher-respondents can still enhance their level of instructional
competencies from competent to very competent by considering other factors and using other
strategies and instructional materials. The teachers are comparable in their level of instructional
competencies in some instance but not in all situations. The teachers instructional competencies
in reading is dependent on affected by the attitudes towards teaching.
In the light of findings and conclusions, the following recommendations are hereby
presented Since some of the respondents have not finish their masteral degree they are
encouraged to pursue graduate studies to enhance their growth and professional competence.
Teachers in English must level-up in their used of instructional competencies by utilizing
technological devices like competencies, laptops, powerpoint, internet and on-live teaching.
An intensified teaching program in English should be designed and implemented to upgrade
teachers instructional competencies.
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