THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines i
THE COMPETENCIES AND PERFORMANCE OF ENGLISH TEACHERS
AND FIRST YEAR STUDENTS ACHIEVEMENT AND ATTITUDE: BASIS
FOR A PROPOSED INSTRUCTIONAL PLAN
A Dissertation Presented to
The Faculty of Graduate School
Batangas State University
Batangas City, Philippines
In partial Fulfillment of the
Requirements for the Degree of
Doctor of Philosophy
Major in English

CHAPTER
I. THE PROBLEM 1
Introduction 1
Scope, limitation and delimitation of the study 10
Significance of the study 11
II. REVIEW OF RELATED LITERATURE AND STUDIES 13
Conceptual literature 13
English language Instruction 13
English Language Instruction 35
Related Studies 75
Theoretical Framework 102
Conceptual Framework 107
Hypothesis of the study 109
Definition of Terms 109

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines ii
III. METHODOLOGY 111
Research Design 111


Table Title Page
1.Distribution of samples by Colleges 112
2.1. Competencies of English Faculty of TNU in terms of Subject Matter
Expertise 119
2.2. Competencies of English Faculty of TNU in terms of Classroom
Management Expertise 123
2.3. Competencies of English Faculty of TNU in terms of Instructional
Expertise 127
2.4. Competencies of English Faculty of TNU in terms of
Communication Expertise 130
2.5 Competencies of English Faculty of TNU in terms of Diagnostic Expertise 133
2.6. Competencies of English Faculty of TNU in terms of Relational Expertise 137
3. Difference of Responses on Teachers’ Performance and Level of
Competence 140
4. Students’ Level of Performance in Basic English 143

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines iv

Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines 1
CHAPTER I
THE PROBLEM

Introduction
Quality education is first and foremost a function of instruction,
because in the hands of uncommitted and ineffective teachers, the best-
designed curriculum is doomed to fail. While it is true that some students
can learn in spite of the teacher, it cannot be denied that the quality of the
outputs of education is a function, to a great extent, of instruction and
students’ interaction with the teachers.
Teachers who are masters of their craft and are genuinely
concerned with the total growth of their students can leave an indelible
imprint in the hearts and minds of the learners that can withstand the
passage of time. Teaching expertise is ordinarily attained by only a small
percentage of those who are competent in teaching (Berliner, 1992 in
Reyes, 2002).
Nothing is more central to student learning than the quality of the
teacher. He is the most important education factor influencing student
outcomes and his far reaching influence as agent of constructive change in
of race and class, flexible, and optimistic were also found to be successful.
There were other models developed both by foreign and local researchers

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines 3
who identified teacher behaviors that correlate strongly with student
outcomes.
It is evident that teachers have the greatest potential to influence
students’ education, and that student achievement is related to teacher
competence in teaching. There is sufficient evidence that shows that
students achieve more when teachers employ systematic teaching
procedures and systematic feedback on students’ performance and that
achievement is higher in classrooms where the climate is warm and
democratic, neither harsh nor overly lavish with praise and that teachers
who adjust the difficulty level of material to student ability have higher rates
of achievement in their classes (Kemp & Hall, 1992 in Goldhaber, 2003).
These studies confirm that teachers have a greater impact on students
than any other schooling factor and that there is no substitute for a highly
skilled teacher.

stage, and (e) the career wind-down stage.
With this reality, the development of the teacher as a professional
becomes the key to a successful learning culture within a school. Since
quality teaching demands a continuous monitoring of performance and a
commitment to view professional development as a career-long enterprise,
preparation for teaching also becomes a career long process.
Undoubtedly, part of this process is the continuous professional growth
teachers are expected to commit themselves so that they may become

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines 5
open to new information and approaches as they monitor changes in their
personal and professional environments.
From the early 1900s to the late ‘50s, research on teaching focused
on teacher effectiveness. Traits and attributes most and least preferred of
teachers by students, teacher educators and school administrators were
identified. Attributes of most-liked teachers included enthusiasm,
adaptability, good judgment, magnetism, fairness, kindness and love,
ability to teach and counsel, consideration, open-mindedness, consistency,

correlated with teaching outcomes, usually measured by students’ scores
in standardized tests. These efforts characterized the so-called “process-
product” studies, which established the conclusion that differences in
learning may be attributed to differences in teachers’ technical skills and
teaching practices. Teachers who are flexible in implementing different
teaching methodologies were described as more effective than those who
were rigid or who employed one teaching method long after its particular
contribution that had been utilized effectively. The former were referred to
as cognitive flexible teachers: teaching approach was needed. Students’
active engagement in to the growing list of effective teaching practices
(Rosenshine & Berliner, 1978; Shulman, 1986 in Reyes, 2002). Compared
with their less effective peers, the more effective teachers were described
as being more organized in teaching, spending more time in active
instruction and student-teacher discourse, and placing more emphasis on

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines 7
mastery learning. They had greater rapport with students, paid more
attention to students’ individual differences, taught with greater enthusiasm

8
are fully acquainted with goals and objectives of teaching. Expert teaches
have “elaborate system of knowledge”. Precisely, the quality of this
knowledge differentiates them from their colleagues, (Peterson &
Comeaux, 1989 in Reyes, 2002). In addition, their vast depository of
knowledge is so well-organized that they can make adaptations for any
given classroom situation or need (Galton, 1989 in Reyes, 2002).
Shulman asserts that “teaching is and has always been at the center
of all education and educational reform”. Thus, any research that focuses
on teaching is significant, especially if it provides an empirical base that
can guide policy action on teachers and teaching (Reyes, 2002).
It is in this light that this study will be undertaken. The main concern
of the study is to determine if the teaching competencies of teachers
evidenced through their teaching performance have any significant
relationship with the students’ achievement. The study is limited to the
teachers at Thai Nguyen University teaching General education courses.
Student achievement is limited to the final average obtained by the student
in the subjects wherein he is enrolled during the school year 2013 – 2014.
This study is deemed beneficial to the school managers who
through the findings will gain a better understanding of the importance of

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
BATANGAS STATE UNIVERSITY
Republic of the Philippines 10
1. What is the level of teachers’ instructional performance in terms of:
1.1 subject matter expertise
1.2 classroom management expertise
1.3 instructional expertise
1.4 communication expertise
1.5 diagnostic expertise and
1.6 relational expertise
2. What is the level of student achievement in terms of their final grades in
their English subjects?
3. Is there a significant relationship between the teachers’ instructional
performance and the students’ achievement in English?
4. Which of the teachers’ competencies is the best predictor of students’
achievement in English?
5. What measures can be proposed to enhance the teachers’ teaching
effectiveness?
Scope, Delimitation and Lmitation of the study
This study will attempt to determine if a significant relationship exists
between the teachers’ instructional performance and the students’
academic achievement. Specifically it will seek to describe the level of

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines 12
performance based on the identified domains and likewise realizes their
own strengths and weaknesses.
To the school administrators, the findings of this investigation can
serve as basis in coming up with plans to institutionalize some
standardized self-evaluation instrument that will address the specific needs
of the teaching force.
To the Human Resource and Management Department, the result of
this study can serve as guide in their future plans to modify some existing
teacher’s assessment instrument and likewise come up with a more
appropriate and relevant training programs for teachers.
To the curriculum planners, for they can solicit the assistance of the
subject research participants to provide inputs for any proposed curriculum
development since they are the ones directly involved in implementing any
future curricular program of the school.
And lastly, to the students of Thai Nguyen University, who are direct
stakeholders of education, since any improvement in the teachers’
proficiency can likewise enhance the students’ achievement.


instructional materials and other reference materials, administrating tests
and scoring them to solve mathematical problems, or to write themes or
compositions and countless other activities are all parts of teaching. THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines 14
Thus, a teacher has to be expert in his craft in order to provide rich
learning materials and activities to make the students learn and absorb
knowledge and other aspects of learning in greater quantity and quality. It
is imperative then that the kind of citizens that the country will have
tomorrow depends much on the kind of teachers we have today.
What factors make one a good teacher? First, he must be fully
qualified educationally and he must have professional qualifications,
instructional competencies, skills and professional characteristics to be a
good teacher. A good teacher must have (1) mastery of the subject matter;
(2) mastery of the methods, strategies, approaches and techniques of
teaching; (3) mastery of the medium of instruction; (4) mastery of lesson
planning and organizing instructional materials; (5) knowledge of

the point of view of Lardizabal, a good teacher must know his tasks
because experiences of successful teachers have shown that the teachers’
job is not confined solely to the transmission of knowledge and information
because according to her some modern technological devices such as
teaching machines, television, films, and computers can already do that.
The teacher’s role in the improvement of instruction cannot be taken
for granted particularly in this era of unprecedented changes. Expansion of
knowledge in the twentieth century has been so rapid, and the rate of
obsolescence so swift that much of the knowledge acquired by teachers
during pre-service period may be quickly outmoded like “…. advancements

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines 16
in psychology on learning, in human growth and development, in teaching
and methods, and is provisions for continuous development.”
Sauders (1990) stated that to be truly good teaching colleges, the
school must have faculty members who are good teachers. Good teachers
are those who are experts in pedagogy on how to teach, are experts in
their discipline. The excellent academic community must recognize the

provide a quality question that will stimulate the critical
thinking of the students. This component also includes the
techniques being utilized by the teacher, thus, ensuring the
active participation of the students during class discussion.
 Engaging Students in Learning: Learning is an active
process that needs to be simulated and guided. It is
through this principle that makes the teacher responsible in
making most of the learning process a self-activity of the
student by: (1) providing an appropriate activities and
assignment; (2) facilitating productive instructional group;
(3) engaging students in the creation of instructional
materials; and (4) providing an appropriate pacing for the
lessons y making the lesson’s structure highly coherent
that allows reflection and appropriate closure.

THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam
BATANGAS STATE UNIVERSITY
Republic of the Philippines 18
 Providing Feedback to Students: Provision is made for the
students to use feedback in their learning. This component

Questioning allows the students to practice and master the topic
taught before having to go to the next topic. Gagne Yekovick and Yekovick
(1993 in Muijs, 2001) further say that being able to correctly answer
questions also enhances a student’s feeling of mastery which will in turn
enhance the student’s self-esteem and make him more receptive to
learning in the future. It also allow students to clarify their own thinking and
understanding of the concept taught and makes them verbalize their
thinking and this helps them develop verbal skills which they will need not
only in school but also in the workplace.
Borich (1990) affirms the above criteria of clarity. He presents three
types of behavior for achieving lesson clarity at the beginning of a lesson.
These are: informing learners of the objective, providing learners with an
advance organizer and checking for task-relevant prior learning and re-
teaching if necessary. He lists specific behaviors that describe high level of
clarity (effective teaching) such as using advance organizers and giving
directions clearly and distinctly while poor clarity would be exemplified by
the teacher introducing the subject in broader content or lecturing from the
textbook.