An Assessment of the English Language Proficiency and Self-Efficacy Beliefs of English Teachers with Short-Term Teaching Certification Program

Abstract

Ongoing debates surrounding the effectiveness of the Licensure Examination for Teachers (LET) continue to raise concerns about teacher quality and preparedness in the Philippine education system. These concerns are reflected in the country’s declining performance in international assessments such as the Programme for International Student Assessment (PISA), where learning gaps have been linked to limitations in teacher competence. Within this context, this study examined the English language proficiency and teaching self-efficacy of non-education graduates who completed a short-term Certificate in Teaching Program (CTP) and were designated to teach English in basic education institutions within the National Capital Region (NCR). Employing a quantitative descriptive–correlational research design, the study assessed English proficiency using CEFR-aligned language assessments and measured teaching self-efficacy through Karas’ (2019) English Language Teacher Sense of Efficacy Beliefs Scale (EL-TSES). Data were analyzed using descriptive statistics and Pearson correlation. Results indicated that most respondents demonstrated intermediate to upper-intermediate English proficiency (B1–B2), with stronger performance in listening, speaking, and writing than in reading. Teachers reported generally high teaching self-efficacy; however, lower self-efficacy levels were observed in the domains of language instruction, assessment, and instructional materials development. Correlation analysis revealed a positive and significant relationship between English language proficiency and teaching self-efficacy. The findings suggest that while the short-term CTP provides access to the teaching profession, it may be insufficient in developing advanced English proficiency and comprehensive instructional competence. The study recommends targeted language enrichment, data-driven professional development, and curricular review of certification programs to better support non-education English teachers. Future research may employ larger samples and longitudinal designs to further examine changes in proficiency and self-efficacy over time.