Teachers’ Scholastic Achievement Test and Students’ National Achievement Test in English: Basis for Proficiency Training Design

This study investigates the relationship between the English content knowledge of secondary school teachers and the National Achievement Test (NAT) performance of Grade 10 students in Northern Mindanao, Philippines. Specifically, the study aims to identify how teachers’ Scholastic Achievement Test (SAT) results influence students’ NAT scores, assess teacher profiles, and determine the need for a tailored English proficiency training program. Utilizing a mixed-methods approach, quantitative data were gathered through standardized SAT and NAT results, and qualitative insights were obtained from in-depth interviews with high-performing and low-performing teachers. Findings revealed that teachers exhibited an average mastery of English, with a mean SAT score of 41.34%. Similarly, students achieved an average mastery level in the NAT, with Region 10 surpassing the national average by 1.06%. Statistical analysis indicated a significant relationship between teachers’ SAT performance and students’ NAT outcomes (t = 2.45, p = 0.016), underscoring the impact of teacher proficiency on student achievement. Furthermore, qualitative responses highlighted teacher training gaps, particularly in applying Communicative Language Teaching (CLT) strategies and alignment of classroom assessments with NAT standards. The study concludes that while teachers’ content knowledge significantly influences student performance, other factors such as student engagement, teaching methodologies, and school support also play crucial roles. Based on these findings, the study proposes an eight-day English proficiency training program to enhance teachers’ critical reading and writing competencies and pedagogical strategies aligned with the NAT framework.