English Language Teaching (ELT) Appraisal in the Trifocal System of the Philippine Education: Basis for Policy and Advancement Program

Autor/inn/en	Baesa-Alfelor, Xenia S.; Ocampo, Darrel M.
Titel	English Language Teaching (ELT) Appraisal in the Trifocal System of the Philippine Education: Basis for Policy and Advancement Program
Quelle	3 (2023) 1, S.40-48 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Teacher Evaluation; Age Groups; Gender Differences; Teacher Characteristics; Pedagogical Content Knowledge; Teacher Effectiveness; Educational Quality; Technological Literacy; Teaching Methods; Educational Attainment; Technology Integration; Communicative Competence (Languages); Faculty Development; Philippines + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Teacher appraisal; Lehrerbeurteilung; Age grop; Altersgruppe; Geschlechterkonflikt; Pädagogische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsabschluss; Bildungsgut; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Philippinen
Abstract	This study explored the English Language Teaching appraisal of teachers in the trifocal Philippine education system in the Bicol Region as a basis for policy and advancement programs. This study used the descriptive-comparative-associational method using a content-validated and reliability-tested questionnaire. The frequency and percentage technique, weighted mean, Chi-Square, and Anova Test of Variance were used in the data treatment. Findings revealed that ELT teachers were predominantly females with 73.97%, CHED, 80.21%, DepEd, and 71.43% TESDA along age groups of early and mid-30s and 46 years above. They served the agencies for less than 10 years, mostly married. Professionally, these teachers were still pursuing post-graduate education and attending training. Along with appraisals on their professional and work responsibility, ELT Trifocal teachers very evidently performed their professional and work responsibilities; on the delivery system, respondents conveyed the mastery and application of theoretical and pedagogical knowledge; on their communicative competencies, they were classified as experts. Meanwhile, there was no significant difference among ELT teachers' appraisal in the three systems (F--value 2.21< t-value 3.35; 5% level of significance). It follows that Philippine education has maintained an undeviating quality of ELT teachers regardless of which system of education they belong. The result showed no variations in ELT competencies despite differences in modalities, urgencies, and the attainment of quality education. Findings also unveiled that the ELT teachers' appraisal and integration of ICT to language teaching are directly associated with their age, sex and civil status, and educational attainment. The higher the educational attainment, the higher the integration of ICT in language teaching. With these results, a policy development for the Professional Advancement Program in ELT was crafted. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01