Teachers' Perceived English Proficiency and Self-Efficacy of English Teachers in the Academic World
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This research used descriptive correlational design to find the significant relationship between perceived English proficiency and self-efficacy of English teachers. The respondents of the study were 142 elementary teachers teaching English in Candelaria West District. It was conducted during the third quarter of SY 2022-2023. Majority of the respondents are within 26-30 and 41-45 years of age, mostly are female, majority of them are in the service for less than five years, with Bachelor Degree, graduate of Education but non-English major, and majority of them use English every day outside the classroom. The respondents use English in a week mainly in teaching an English class. The respondents perceived reading as their most proficient macro skills and speaking, their least proficient. They perceived general English proficiency, speaking skill, and writing skill in the proficient level while listening and reading skills in the highly proficient level. The respondents perceived efficacy to decision making, efficacy to influence resources, instructional efficacy, and efficacy to parental involvement, community and stakeholders in some influence level. Meanwhile, disciplinary selfefficacy and efficacy to create a positive school climate in a great deal level. When it is correlated the results revealed that majority of the self-perceptions in English proficiency are correlated to self-efficacy. However, certain variables found to have no significant relationship to each other. This includes the general English proficiency and the four macro skills to efficacy to influence decision making, efficacy to influence resources and efficacy to parental involvement, community and stakeholders both for writing skills
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it