📄 Abstract
This study aimed to determine the relationship between English teachers’ professional qualifications and teaching performance among Grade 8 teachers in the Division of Davao de Oro. Specifically, it examined the extent of teaching performance in English in terms of course organization, quality of teaching, and evaluation and feedback of learning, as well as the extent of English teachers’ professional qualification across domains such as personal and professional values, professional development, following and assessing teaching and development, school environment, school-family relations, and program and content knowledge in English. A quantitative research approach employing a descriptive correlational design was utilized. The respondents consisted of one hundred fifty-two (152) Grade 8 English teachers selected from the Division of Davao de Oro. Data were collected using validated and pilot-tested survey questionnaires adapted from established instruments. Statistical tools, including weighted mean, standard deviation, Pearson Product-Moment Correlation, and multiple regression analysis, were used to analyze the data at the 0.05 level of significance. Findings revealed that both teaching performance in English and English teachers’ professional qualification were at an extensive level. A significant relationship was established between the two variables, indicating that higher levels of English teachers’ professional qualifications are associated with improved English teaching performance. Moreover, all domains of English teachers’ professional qualifications significantly influenced English teaching performance, with program and content knowledge in English identified as the strongest predictor. It is recommended that educational stakeholders strengthen targeted professional development initiatives in English education, enhance teachers’ mastery of the English curriculum, and provide sustained support systems that promote effective English instructional practices and continuous professional growth.
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📚 How to Cite:
Girlie U. Peloton , ENGLISH TEACHERS’ PROFESSIONAL QUALIFICATION AS A PREDICTOR OF THEIR TEACHING PERFORMANCE IN THE DIVISION OF DAVAO DE ORO , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 128 - 140 , DOI: https://doi.org/10.36713/epra28269