Grade 5 English curriculum implementation: Teachers’ perspectives on instructional practices, resources, and challenges

Abstract

English remains a component of elementary education, requiring teachers to translate curriculum competencies into classroom instruction. However, evidence is limited on how Grade 5 English competencies are realized and the conditions supporting or constraining implementation in Tumauini North District. This study examined English 5 education from the perspectives of 18 Grade 5 English teachers in 16 public elementary schools. Using a descriptive-survey method, data were gathered through a questionnaire and interviews and analyzed using frequency, percentage, ranking, weighted mean, and chi-square. The findings showed that the Most Essential Learning Competencies were realized, with a weighted mean of 4.05. Teaching methods were effective (4.17), while techniques, strategies, and approaches were very effective (4.25–4.29). Instructional materials were adequate (3.42), whereas assessment and school support were very effective. Setbacks were moderately difficult (2.67), but activities addressing them were very effective (4.34). The study recommends stronger resources, professional development, and institutional support while sustaining learner-centered practices.