top of page
Published in
Academic Frontiers
Development of English Proficiency Capacity Building for Del Pilar Community School Teachers
Academic Frontiers, 2(7), 132-148, ISSN: 3082-4400, 2026.
Recommended Citation:
Piao, J. D.& Sebag, E. G. P. (2026). Development of English Proficiency Capacity Building for Del Pilar Community School Teachers. Academic Frontiers, 2(7), 132–148. https://doi.org/10.5281/zenodo.21763856
Author(s)
Piao, Joecol D., Sebag, Eden Gliff P.
Abstract
This study examined the English proficiency of elementary school teachers at Del Pilar Community School and developed an English Proficiency Capacity-Building Training Program responsive to their identified needs. It aimed to describe the teachers' profiles, assess their proficiency in grammar, vocabulary, pronunciation, and fluency, determine differences according to selected profile variables, and evaluate the acceptability of the developed program. A quantitative one-group pretest–posttest design with descriptive and inferential analyses was employed. Twenty-four teachers participated through total enumeration. Data were collected using a researcher-developed test for grammar and vocabulary, a performance-task rating scale for pronunciation and fluency, and an adapted evaluation tool for program acceptability. Statistical analyses included frequency, percentage, mean, standard deviation, independent-samples t -test, Kruskal–Wallis test, Dwass–Steel–Critchlow–Fligner test, and Wilcoxon Signed-Rank Test at the 0.05 level of significance. Most participants were female, aged 36–40 years, held Teacher I positions, had bachelor's degrees with master's units, and had 6–10 years of teaching experience. Significant improvements were observed in grammar, vocabulary, pronunciation, and fluency following the four-week intervention. Vocabulary recorded the highest gain, while grammar showed moderate improvement. Pronunciation increased from moderate to high proficiency, whereas fluency improved from low to high proficiency. No significant differences were found according to sex, educational attainment, or years of teaching experience. However, significant differences in grammar and vocabulary were identified across positions or designations. The program was rated acceptable in terms of content relevance, clarity and organization, practicality, and usefulness. The findings indicate that the English Proficiency Capacity-Building Training Program was associated with substantial improvements in the participating teachers' English proficiency and may serve as a practical framework for school-based professional development.
Keywords
English proficiency, capacity building, teachers, professional development, grammar, vocabulary, pronunciation, fluency
bottom of page