English Proficiency Levels and Instructional Delivery Effectiveness Among Teachers in Mobo National High School

Abstract

This study examined the relationship between teachers' English proficiency and their instructional delivery effectiveness at Mobo National High School. Utilizing a descriptive research design with validated surveys, the study analyzed a teaching staff predominantly composed of mid-career, highly qualified female educators, 77% of whom hold master's degrees or units. The findings revealed that the teachers possess high English proficiency, scoring highest in grammar and structure (4.43 weighted mean), followed by oral communication (4.12) and vocabulary breadth (3.95). Consequently, their instructional delivery proved effective, with strong performances in lesson presentation (4.17), classroom management (4.03), and student engagement (3.98). A significant positive correlation was established: higher linguistic competence directly enhances lesson clarity and classroom interaction. Despite these proficiencies, teachers face critical instructional bottlenecks. Foremost among these are student-centered challenges, particularly severe student language anxiety and fear of making mistakes in an "English Only" environment. These hurdles are compounded by institutional constraints, including large class sizes that restrict individual practice, and a lack of modern audio-visual technology. To bridge these gaps, the study recommends targeted professional development workshops, modernizing classroom technology, reducing class sizes, and implementing student-centered, scaffolded lesson plans to alleviate language anxiety.