Level of Readiness and Instructional Competence of Grade I and II Teachers in the Mother Tongue-Based Multilingual Instruction

Abstract

The study aimed to determine the level of readiness and instructional competence of Grade I and II teachers in the Mother Tongue-Based Multilingual Instruction in selected elementary schools in Hagonoy, Davao del Sur for the school year 2013-2014 using a descriptive correlational survey research design. The study was conducted to 55 Grade I teachers using two sets of questionnaires. Relative frequency, mean, standard deviation, analysis of variance (ANOVA) and Pearson r were used as statistical tools. The level of readiness of Grade I and II teachers on Mother Tongue-Based Multilingual Instruction was found to be Moderately Ready and the level of instructional competence of these teachers was found to be Proficient. The level of readiness of Grade I and II teachers does not significantly differ when analyzed according to gender, ethnic affiliation and number of trainings attended related to Mother Tongue-Based Instruction but differ when analyzed as to age, teaching experience, educational attainment and teaching position. The level of instructional competence of Grade I and II teachers does not significantly differ when analyzed according to gender, ethnic affiliation, age, teaching experience, number of trainings attended related to Mother Tongue-Based Instruction and teaching position but differ when analyzed as to educational attainment. The level of readiness of Grade I and II teachers in the Mother Tongue-Based Multilingual Instruction was found to be significantly related to their instructional competence. The higher their readiness, the better their instructional competence.