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ENGLISH LANGUAGE PROFICIENCY AS DETERMINANTS OF STUDENT

ENGAGEMENT, CLASSROOM MANAGEMENT, AND INSTRUCTIONAL

STRATEGIES OF ELEMENTARY TEACHERS.

A Thesis

Presented to

The Faculty of the Graduate School

PHINMA Araullo University

Cabanatuan City

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Education

Major in Educational Management

By

Teresita D. Mendoza

January 2018
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ACKNOWLEDGEMENT

With boundless love and appreciation, the researcher

would like to extend her heartfelt gratitude and

appreciation to the following people who helped her bring

this study into reality:

Her adviser, Dr. Donnabel Mendoza Germino, whose

expertise, guidance, ample time spent and consistent advise

that helped her bring this study into success;

To the panelists, under the chairmanship of Dr. Lulu

Diamante, for the constructive comments and suggestions and

critiquing;

To the dean of the Graduate School, Dr. Paquito R.

Domingo, for his favorable response regarding this study

and his encouragement to finish her graduate education;

To the dean’s secretary, Mrs. Teresita Sacramento,

for her patience and untiring effort giving instructions

and reminders on the schedule of the pre and post as well

as submission of the manuscript;

To Dr. Eladio Santiago for his friendly pieces of

advise regarding this study;

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To the elementary teachers and principals in Taytay

IA and Taytay IB, for their hospitality shown and time

spent during the conduct of this study;

To Mrs. Aileen SG Martinez, her School Principal,

for the unending support and consideration while writing

this study; and

Above all, to the Almighty God, who gave her the

strength and wisdom to finish this study.

TDM
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Dedication

This thesis is wholeheartedly dedicated to the

researcher’s family who has been a source of encouragement

and inspiration throughout her life, a very special thanks

for providing a ‘writing space’, who taught her also that

the best kind of knowledge to have is that which is learned

for its own sake.

It is also dedicated to her colleagues, whose

continued encouragement to her that even the largest task

can be accomplished if it is done one step at a time.

She would like also to dedicate this study to her

friends who have supported her throughout the process. It

is also dedicated to Arcelie Custodio - friend, ‘sister’,

colleague, and co researcher - who knowingly and

unknowingly- led her to an understanding of some of

the more subtle challenges to their ability to thrive.

Lastly, to the Almighty God for giving her the

knowledge to make this study a success.

TDM
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TABLE OF CONTENTS

Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication v
Table of Contents Vi
List of Tables Viii
List of Figure ix
Abstract x
CHAPTER PAGE
I THE PROBLEM AND REVIEW OF RELATED 1
LITERATURE
Introduction 1
Review of Related Literature and Studies 3
Synthesis of Related Literature and
Studies 23
Conceptual Framework of the Study 24
Definition of Terms 26
Statement of the Problem 27
Hypotheses of the Study 29
Significance of the Study 29
Scope and Limitations of the Study 31
II METHOD
Research Design 32
Participants of the Study 32
Materials and Instrument 35
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Data Collection 35
Data Analysis 36
III PRESENTATION, ANALYSIS AND 37
INTERPRETATION OF RESULTS
IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 60
References 68
Appendices 74
Curriculum Vitae 79
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LIST OF TABLES
TABLE PAGE

1 Participants of the Study 33

2 Profile of Teachers 37

3 Weighted Mean and Verbal Description of 40

English Proficiency of Teachers

4 Weighted Mean and Verbal Description of 47

Elementary Teachers’ Perception of Self-
Efficacy

5 Relationship between Teacher’s Profile, 54

English Proficiency and Self-Efficacy

6 Regression Analysis between English 57

Proficieny and Self-Efficacy of Teachers
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LIST OF FIGURE

FIGURE PAGE

1 Paradigm of the Study 25

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ABSTRACT

This study aimed to determine the extent to which

English Proficiency in terms of speaking, listening,

reading and writing can predict teachers’ self-efficacy as

to student engagement, classroom management and

instructional strategies. The participants of the study

were the teachers in Grade One to Grade Six of the eight

(8) schools of the municipality of Taytay IA and Taytay IB,

province of Rizal, CALABARZON during the school year 2016-

2017. Descriptive method of research was utilized using

questionnaires, observations and interviews. The

statistical tools employed were frequencies, percentage,

weighted means, spearman’s rho for correlation at 0.05

level of significance and regression analysis. Findings

reflected that majority of the teachers were generally

married, female, and in young adulthood. They were more

competent in reading compared to listening, speaking and

writing. Likewise, elementary teachers were efficient in

using English for instructional purposes. They were lesser

efficient in using English for classroom management.

Findings also showed that gender and educational attainment

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can influence the classroom management of teachers.

Moreover, English proficiency as to speaking, listening,

reading and writing were significant determinants of

teachers’ self-efficacy in student engagement, classroom

management and instructional strategies.