Teachers’ Perceived Level of Proficiency in English Speaking as Medium of Instruction: Basis for Oral Language Improvement Plan

This study looked at teachers’ perceived level of English proficiency among the kindergarten to grade six public school teachers in West II district in the Schools Division of Iligan City in the school year 2022-2023.This study was guided by three theories: learning by doing, scaffolding theory and self- efficacy theory. Descriptive correlational research design was used to describe the association between the teachers’ English language exposure and their perceived oral language competence. Simple random sampling was used to select 105 actual respondents out of 125 targeted number of respondents. Adapted questionnaires were used to collect data from the participants. Pearson’s correlation, simple linear and multiple regression were used to analyze the data. The findings indicated that there is a strong positive correlation between teachers’ English language exposure and their perceived oral language competence. In terms of language exposure English is not the primary language spoken in the homes of the teachers. This is an important factor to consider as it may impact the teachers' level of English proficiency and their ability to effectively teach English language skills to their students. The regression results reveal that English language exposure has a significant positive effect on perceived oral language competence among school teachers. The implication of these findings is that increasing teachers’ English language exposure may have a positive impact on their perceived oral language competence, which in turn may improve their teaching effectiveness. The results of the findings of this study were used as a basis in the formulation of an oral language improvement plan.