Teachers’ Instructional Competence and Classroom Learning Environment on English Language Learning Success: A Regression Analysis

Abstract

The English performance of learners in the Philippines has continued to fall below proficiency standards, as reflected in national and international assessments showing persistent challenges in reading, writing, and comprehension. This study investigated the relationship and impact of teachers’ instructional competence and the classroom learning environment on English language learning success among Grade 9 students in six public secondary and integrated schools in New Bataan District, Davao de Oro, for the school year 2024–2025. Using a quantitative descriptive-correlational design, 166 respondents completed adapted questionnaires measuring teachers’ instructional competence (mastery of subject matter, teaching skills, classroom management, and assessment skills) and the classroom learning environment (content, teacher and student roles, atmosphere, and evaluation). Students’ first-quarter English test scores served as indicators of learning success. Data were analyzed using mean, standard deviation, Pearson r, and multiple regression. Results revealed that both teachers’ instructional competence and the classroom environment were rated as “Agree” and moderately evident. However, students’ English performance was rated “nearly proficient,” suggesting that favorable instructional and environmental conditions alone did not ensure full proficiency. Statistically no significant relationships or impacts were found between the independent variables and students’ English performance, implying that other factors such as motivation, home language use, and socio-economic conditions may play a greater role. These findings highlighted the need for comprehensive interventions beyond classroom instruction, including enrichment programs, community involvement, and authentic language-use opportunities, to improve learners’ proficiency and confidence in English.