Relationship of teachers' qualifications and teaching methodology to pupils' English language performance

Abstract

This study determined the differences and relationships of teachers' qualifications and teaching methodology to pupils' English language performance, using as subjects 17 entirely chosen grade six English teachers in the district. The independent variables were the teachers' qualifications which consisted of educational attainment measured in the total number of units earned in master's, teaching experience, teachers' professional upgrading and teaching methodologies pertained to grammar-translation approach, direct method, reading approach, audiolingualism, oral- situational approach, cognitive approach, affective-humanistic approach, comprehensive-based approach, and communicative approach. The National Achievement Test (NAT) results in English served as the determinant of the learners' performance. The researcher-made data gathering instruments, stored data in the district Human Resource Information System (HRIS), district matrices, and home visitation interviews were the instruments used to determine the teachers' qualifications and the teaching methodologies implemented in teaching the language. The descriptive statistics employed were the frequency distribution, means, standard deviations and ranks. Inferential statistics utilized was the Kruskal-Wallis one-way analysis of variance which tested the significant differences in NAT performance of the grade six learners according to teachers' educational attainment, teaching experience and professional upgrading. Correlational statistics included the Spearman rho correlation between the educational attainment, teaching experience and professional upgrading in relation to the grade six pupils' performance in National Achievement Test in English. All inferential tests were set at the .05 level of significance. Results showed that teachers with 11 to 20 units in master's, 10 to 19 years in teaching service and with below 10 points earned in professional upgrading had the highest mean in NAT. It was found out that there were no significant differences in the NAT performance of the learners when the teachers are classified according to educational qualification, teaching experience and professional upgrading. It was also found out that there were no significant relationships that existed in the teachers' educational attainment, teaching experience and teachers' professional upgrading towards the performance of pupils in NAT-English. In the ranks of the teachers' responses on the implementation of language teaching approach, reading approach has the highest total number of responses and audiolingualism was the last in the ranks of the approaches.