Teaching English 3 in public elementary schools: Perspectives of Grade 3 teachers

Abstract

English instruction plays an important role in developing the communication, comprehension, and language skills of elementary learners. However, limited district-level evidence is available on how Grade 3 English instruction is implemented and on the challenges teachers encounter in carrying out the curriculum. This study examined Grade 3 English instruction from the perspective of Grade 3 teachers in public elementary schools in Gamu District, Isabela. A descriptive survey design was employed, involving 18 Grade 3 English teachers. Data were gathered through a structured questionnaire and informal interviews and were analyzed using frequency, percentage, ranking, and weighted mean. The findings showed that the Most Essential Learning Competencies in English 3 were realized, while the methods, techniques, strategies, approaches, instructional materials, assessment tools, and administrative and supervisory support were generally rated very effective. Teachers nevertheless encountered manageable setbacks, particularly in curriculum alignment, class size, instructional resources, and lesson preparation. The study recommends sustained teacher support, appropriate resources, and responsive instructional practices.