Personal and Professional Qualities of Effective English Teachers in the Philippines

Abstract

This study developed a profile of an effective English teacher in the context of Philippine public secondary schools. The mixed methods design used the interview, observation, and survey to explore the personal and professional practices of 22 purposively sampled English teachers in the top five high achieving public schools in Cavite. The qualitative data were analysed using Qualitative Data Analysis Model of Serdet as cited in Lim (2008). Two effective English teacher models were developed: Personal Qualities (PERQ) and Professional Qualities (PROQ) from the emerging themes inherent in the teacher practices. Results showed that an effective English teacher is purpose-driven, language learning- focused, concerned for students’ overall welfare, highly family-oriented, connected to God, well-informed in their area of teaching, articulate, organized and prepared, student-centered, committed to teaching, adaptable and teachable, willing to learn, resilient, and optimistic. Neither age nor years of teaching created a significant difference in teachers’ personal and professional practices. Married teachers were more likely to engage in practices leading toward professional growth than singles. Teachers whose highest educational attainment was a Bachelor’s degree were more involved in practices pertaining to family than teachers with credits towards a Master’s degree. Personal and professional qualities were found to have stemmed from personal and professional practices, respectively. Although the two models separately classify teachers’ personal and professional qualities, together, these comprise the profile of an effective English teacher. This study highlighted the importance of the components of a teacher’s personal life—personal mission and philosophy, routines and hobbies, health habits, family life and spirituality—in excellent teaching performance. It is recommended that all teachers be given sufficient support to achieve this level of teaching success; that teachers of other disciplines be encouraged to improve the personal areas indicated, as this is associated with professional effectiveness; that effective teachers be trained to mentor average and/or novice teachers; and that the Department of Education (DepEd) put adequate provisions in place to help public school teachers balance their personal and professional lives towards teaching effectiveness and the consequent betterment of the Philippine public education system in general.