TEACHERS’ PROFICIENCY IN TEACHING READING AND TEACHING PRACTICES IN RELATION TO PUPILS’ READING SKILLS

Educational Management

This study determined the teachers’ proficiency in teaching reading and teaching practices in relation to pupils’ reading skills. It employed a descriptive-correlational research design to describe and measure the degree of association between two or more variables or sets of scores. It further employed a qualitative approach for a deep inquiry and understanding. Purposive sampling was used in choosing the respondents. Then, it used the Pearson correlation method and the Multiple Linear Regression approach to test the hypotheses. It came out that the teachers had a proficient teaching in reading. They manifested proficient teaching quality by creating a conducive space for interactive ways to activate student reading skills. There was a significant relationship between the teachers’ proficiency in teaching and pupils’ reading skills; and a significant influence on learners’ reading skills. Moreover, it revealed a significant influence on learners’ reading skills. In conclusion, when the teachers’ practices and proficiency in teaching reading are enhanced, the pupils’ reading skills will be increased. Therefore, understanding the basic text that appear in the selection helps in making inferences and predicting possible results after reading the texts in a sentence or short paragraph.

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