Teachers’ Perception on English Instruction and Academic Performance as Mediated by Teacher Practices: Basis for an Action Plan

Abstract

Bridging the gap between English instruction and student achievement requires stronger communication support, enhanced teacher proficiency, and more responsive classroom practices, this study examined teachers’ perceptions of English instruction and the academic performance of learners in Mathematics and Science, with classroom practices as a mediating variable. It utilized an adapted survey-questionnaire to gather data to 97 Key Stage 1 teachers of Sagbayan District, purposively selected as being affected by the transition of MTB to English instruction. Findings revealed that teachers generally hold a moderately positive perception of English instruction, although students’ ease in addressing inquiries in English indicating some difficulty in communication. In terms of classroom practices, results showed consistent implementation of English instruction strategies, yet challenges related to teachers’ proficiency in English as a medium of instruction emerged as the weakest area. Despite these concerns, learners demonstrated a high level of academic achievement, with most classified as Very Satisfactory and a significant proportion as Outstanding, yielding a highly positive overall performance. However, mediation analysis indicated that teachers’ perceptions do not have a statistically significant direct effect on academic performance, and classroom practices do not significantly mediate this relationship, with the total effect also found to be non-significant. It is recommended to strengthen learners’ English communication confidence through structured speaking activities and supportive classroom environments, enhance teachers’ English proficiency and EMI competence through continuous professional development, sustain and improve learner-centered and interactive classroom practices, utilize assessment data more effectively for targeted instructional interventions, and encourage future researchers to employ mixed-methods or qualitative approaches to gain deeper insights into English instruction experiences.