TEACHER Effectiveness, Classroom Climate and Academic Performance in English of Grade 11 STUDENTS

Abstract

Students' academic performance in English is vital to fulfill the demands of global trends. However, numerous schools worldwide have been experiencing difficulties in their students' academic performance, which may be caused by teacher effectiveness and classroom climate. Specifically, Davao City has low performing students in English. It was observed that most students have limited vocabulary knowledge and difficulty constructing sentences. Moreover, many of them cannot even read English words correctly. This study determined the significant influence of teacher effectiveness and classroom climate on the academic performance in English of Grade 11 students from the secondary schools of Marilog District. Moreover, this study was anchored on the Social Cognitive Theory of Albert Bandura (1986) and the Theory of Educational Productivity by Herbert Walberg (1982). The research is quantitative with a descriptive correlational approach. Further, the study employed two questionnaires, the Teacher Effectiveness Scale in Higher Education (TESHE) and the Classroom Climate Scale. Data showed that the level of teacher effectiveness is always evident and classroom climate is oftentimes evident. However, results also indicated that students’ academic performance in English is still in the developing level. It can be inferred that teacher effectiveness and classroom climate do not significantly influence students' academic performance in English. This indicates that factors other than teacher effectiveness and classroom climate could have a substantial impact on the academic performance in English. Therefore, it is recommended that additional research be conducted to identify the variables that could significantly impact students’ academic performance in English.