International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 3 (May-June 2026) Submit your research before last 3 days of June to publish your research paper in the issue of May-June.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 3
May-June 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Instructional Competencies and Challenges Encountered by Teachers in Teaching English

Author(s) Ms. Hazel Espinosa Zarcauga, Dr. Noel Alvarez Balares
Country Philippines
Abstract This study examined the instructional competencies of Grade 4 English teachers, the challenges they encounter, and their relationship to learners’ academic performance in public elementary schools in the Second Congressional District of Camarines Sur. Grounded in educational theories emphasizing learner-centered instruction and motivation, the study aimed to determine how teachers’ competencies and contextual challenges influence learners’ achievement in English. A descriptive-correlational research design was employed, involving 45 teachers and 495 learners selected through total enumeration and proportionate sampling. Data were collected using a validated survey questionnaire and documentary analysis of learners’ General Weighted Average in English. Statistical tools such as weighted mean, standard deviation, Pearson product-moment correlation, and regression analysis were used to analyze the data. Results revealed that teachers demonstrated high levels of instructional competence, particularly in instructional delivery, while frequently encountering challenges related to diverse learning needs, resources, and classroom environment. Learners’ academic performance was generally satisfactory. Correlation analysis showed weak and mostly non-significant relationships between competencies, challenges, and academic performance, while regression analysis indicated that these variables had minimal predictive impact on learners’ achievement. Based on the findings, an Inclusive and Differentiated Instructional Enhancement Program was proposed to strengthen teachers’ competencies, address classroom challenges, and improve learner outcomes in English.
Keywords Instructional Competencies, teaching challenges, academic performance, differentiated instruction, english education
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-26
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79598
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 3Cover Page Vol 8 Isu 2Cover Page Vol 8 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals