Perceived Level of Competence and Performance of the English Professors and the English Aptitude Test of the Students

This descriptive research aimed to investigate the perceived level of teaching competence and teaching performance of the English Professors and the English Aptitude tests of the students in different SUCs in Region VI. There were 24 English Professors and 225 students taken as respondents of the study. The standardized questionnaire in SUC was used to determine the teaching competence and the teaching performance and the aptitude test was adopted from Maastricht University. Descriptive and inferential data analyses were used to interpret the data. As perceived by the teachers’ themselves, supervisors and
students, the level of competence of the English professors were described as “highly competent or vey high” while all of the English Professors belonged to “very satisfactory or very high” level of performance. Hence, the result shows that most of the students fall on the upper intermediate level of aptitude tests, no significant relationship was found out between the English professors’ profile and the perceived level of competence of English Professors, for the student’s profile and perceived level of competence, no significant relationships were noted in terms of sex, then socio economic status, rank in the family and type of high school, there were significant relationship and no significant relationships were noted between the teacher’s profile and the perceived teaching performance of the English professors. Only the students’ profile location of school and the perceived teaching performance had a significant relationship, hence, only the hypothesis in the location to school is to be rejected. When the relationships were determined between the English aptitude tests and the students’ profile, in the socio-economic status grouping of the students had a significant relationship. The relationship between the perceived level of competence and teaching performance was relatively significant. For the relationship between the perceived level of performance and the English aptitude test, it was noted to be not significant. When the respondents were grouped into rural and urban areas, no significant difference was noted in the teaching competence, also no significant difference in the teaching performance and however, there is a significant relationship in the English aptitude test. With these, there is a need to expose the teachers to other latest trends in teaching such that they could be able to hurdle the global needs of the today’s generation. Seminars and trainings should not only be limited to local, regional and national level however, if budget permits, the school should allocate fund in order to send teachers to international trainings and seminars. regular monitoring and evaluation of the performance of the teachers so as to improve their teaching skills, considering that most of the respondents belong to the late forty’s, they should be given the chances to explore, their innate knowledge and skills through using technologies in the conduct of the lesson. Observation of classes can be done to ensure quality delivery of instruction. appropriate teaching strategies should be used by the teachers in order to re awaken the potentials of the students and interest of the students in English. The English instructors and professors should be more focused on functional English for the students to appreciate the importance or significant impact of English in their daily activities.