Abstract
The study provided a comprehensive analysis of the profile, proficiency, and challenges faced by primary English teachers, shedding light on various aspects of their professional lives. The demographic profile revealed that a significant portion, 24 percent, of the teachers fell within the 40-44 age range, and there was a notable female dominance, with 56 percent of respondents being female. Educational attainment varied, with one teacher holding a master’s degree, fourteen having a bachelor’s degree with MA units, and twelve possessing only a bachelor’s degree. In terms of teaching experience, the distribution was diverse, with almost one-third of teachers having the shortest range of experience. The study highlighted six teachers with 6-10 years, five with 11-15 years, three with 16-20 years, and four with 21 years and above in teaching English. Specialization varied among the 27 teachers, with the majority specializing in General Education, while others focused on fields like HELE, Social Studies, Filipino, science, mathematics, and English. The study identified challenges faced by teachers in various aspects. In terms of teacher factors, encouraging students to recite and talk in English during English-based subjects was reported as a frequent problem, while perceived incompetence in carrying out curriculum objectives was less prevalent. Administrative factors included challenges related to the climate for employer-employee relationships and administrators' involvement in the nature and implementation of the English subject. Pupil factors encompassed communication difficulties and concerns about the promotion of nonreaders. A significant positive correlation between English teaching proficiency and teaching performance was established, highlighting the importance of proficiency in achieving effective teaching outcomes. The study's conclusions emphasized the need for teachers to enhance their competence in teaching English, particularly when instructing outside their field of expertise. Issues such as a lack of encouragement for student participation and the necessity to use English consistently were identified. The recommendations included mandatory attendance at relevant seminars, in-service training, and mentoring programs to address weaknesses and intensify language-teaching efforts.
