Learning Competencies among English Language Teachers: An Exploratory Approach on the Challenges in Resources, Teacher Capacity, and Assessment

The Philippine MATATAG Curriculum is one such reform that advocates for teachers to be models and develop LLL competencies; however, the situation of ELTs during the development of LLL competencies is neither fully understood nor explicitly addressed. The present exploratory qualitative study focused on the perceptions and experiences of the lifelong learning competencies of the ELT teachers of the Junior High Schools in Taguig City District 1 in the context of limited resources, institutional constraints and shifting assessment requirements. The study employed a phenomenological design based on Resource Dependence Theory (RDT) and Lifelong Learning Competency Framework. Fourteen licensed ELTs were interviewed from the three top-performing public high schools, while the transcripts were analyzed using Interpretative Phenomenological Analysis (IPA). Six emergent theme clusters and four cross-case patterns were generated from the analysis. The teacher faced the lack of materials, devices and connectivity by personal spending, self-created materials, and students' mobile connectivity (Downward Resource Subsidy and Institutional Scarcity). They endured conflict between institutional policies and the skills policies encourage (Institutional Policy–Teaching Dissonance), including AI literacy and gadget bans, and a three-term calendar with a day of training. They addressed formal learning gaps with webinars, online communities, learning action cell sessions and reflective practice (Autonomous Upskilling) and they explained learning reciprocally with colleagues and students (Reciprocal Co-Learning). A lack of funding, the time required to grade complex competencies, and the authenticity of out-of-school assessments, especially with the advent of artificial intelligence, hamper the implementation of assessment innovation, such as portfolios, self-assessment, and performance tasks. The time spent on administration also reduced time to learn, with one participant stating that there are few institutional barriers. Results are not generalizable, but indicate that teachers continue to learn a lot through their own effort and integration, and highlight the importance of allowing time, reducing administrative burdens, providing appropriate resources, infrastructure, and systems of assessment and devices.

lifelong learning competencies; English language teachers; Resource Dependence Theory; Interpretative Phenomenological Analysis; MATATAG Curriculum

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