Abstract
This study was conducted to describe the English proficiency, and teaching effectiveness of teachers teaching English in the public secondary schools of the Division of Zambales. Specifically, it examined the teacher respondents’ socio-demographic characteristics, and the relationship among teachers’ level of English proficiency, and teaching effectiveness along pedagogical knowledge, instructional strategy, classroom management and socio-affective skills. Also, implications related to the teaching of English as a second language were drawn. The study utilized the descriptive-correlational method using survey questionnaires. Data were taken from the public secondary schools in the division of Zambales. Results of the study reveal significant relationships among teachers’ English proficiency, and teaching effectiveness. It can be concluded that once teachers have improved the level of their English proficiency, they will be able to teach effectively. Evidence in this study about the relationship among the variables highlights the importance of enhancing and sustaining English proficiency among teachers in the secondary schools. The results of this study illustrate the importance of language proficiency as the foundation of teachers’ ability to teach the language. It is recommended that the school system identify a professional development plan which will improve and sustain teachers’ English proficiency and their level of teaching effectiveness. This can be considered as a means to address issues and problems in language teaching.
