Towards A Continuing English Teachers’ Development for Language Teaching Profiency Framework

Abstract

• Background:English language proficiency is a critical component of education, directly influencing the quality of instruction and the language development of learners.
• Objective(s):This study analyzed the English Proficiency Test (EPT) performance of 3,888 Teacher I applicants in the Division of Palawan from 2017 to 2020. It aimed to examine proficiency across three core domains—English Structure, Written Expression, and Reading Comprehension—and to determine if significant differences existed between examination years.
• Methods:A descriptive quantitative research design was employed, involving the documentary analysis of archived test results. Statistical analyses included Chi-square tests for overall proficiency levels and One-Way Analysis of Variance (ANOVA) to assess variations in mean scores across competencies.
• Results:Findings revealed significant variability and inconsistency in proficiency levels. English Structure scores peaked in 2018 (M = 9.57) but declined significantly in 2017 and 2020 (p < .001). Reading Comprehension reached its highest mean in 2019 (M = 33.50) before experiencing a sharp decline in 2020 (M = 27.51), which was largely attributed to pandemic-related disruptions. Notably, Written Expression showed gradual and consistent improvement over the four-year period.
• Conclusion:The study underscores the need for systematic interventions to strengthen language competence. A Continuing Language Proficiency Development Framework was proposed, highlighting personalized training, targeted grammar and reading interventions, and collaborative learning communities designed to sustain teacher proficiency and improve learner outcomes.