Pedagogical Expertise of English Teachers and its Relation to Students’ Linguistic Competence

Abstract

Teachers play a central role in shaping students’ language development, particularly in contexts where English is learned as a second or foreign language. This study examined the relationship between English teachers’ pedagogical expertise and students’ linguistic competence among Bachelor of Secondary Education (BSED) English major students at UM Tagum College. Using a quantitative, correlational research design, data were collected from 190 students via a validated survey measuring teachers’ pedagogical expertise and students’ linguistic competence in grammar, reading comprehension, and vocabulary. Descriptive statistics and Pearson’s r were employed for data analysis. Findings revealed that English teachers demonstrated a very high level of pedagogical expertise across all indicators. In contrast, students’ linguistic competence was found to be at a moderate level, with relatively stronger performance in grammar than in vocabulary and reading comprehension. Results further showed that there was no significant relationship between teachers’ pedagogical expertise and students’ linguistic competence. This suggests that while teachers exhibit strong pedagogical practices, other factors beyond classroom instruction may influence students’ language development. The study highlights the need for diversified instructional strategies, enhanced assessment practices, and increased learner engagement to support students’ linguistic growth better. Implications for teaching, curriculum planning, and future research are discussed.