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Abstract
Effective linguistic skills are important to teachers in their delivery of pedagogy, classroom management, and interaction with the class, and; passing the Licensure Examination for Teachers (LET) is a goal for any graduate. This study aimed to find out the mentors’ communicative competence as related to LET performance of English majors inputs for the development of a contextualized upskilling program for the school year 2019-2020. The descriptive-correlational design was employed in this study. A total of 35 English Teachers of Northern Iloilo Polytechnic State College (NIPSC) was purposively selected as participants. The researcher-made test was used for descriptive statistics. The frequency count, mean, standard deviation ANOVA and Pearson-r for inferential statistics were set at 0.05 alpha level. Results revealed that the level of mentors' communicative competence as a whole and when grouped as to campus were low. As to campus in terms of syntax, semantics, morphology, and phonology, the level of mentors' communicative competence was also low. The level of LET performance of English majors as a whole was fair and when grouped as to campus were low. No significant difference was noted in the level of mentors’ communicative competence when grouped as to campus. A significant difference was noted in the level of mentors’ communicative competence in terms of syntax, semantics, and phonology, and no significant difference in morphology. A significant difference was noted in the LET performance across campuses while the mentors’ communicative competence as related to LET performance has no significant relationship. Thus, this study recommends improving faculty teaching strategies and techniques in communicative competence to enhance students’ performance in teachers' licensure examinations.
