Document Type
Paper presentation
School Name
University of Perpetual Help System-DALTA
School Code
ARCHERS2025
Abstract / Executive Summary
This study explored the preparedness and confidence levels of English teachers participating in Catch-Up Fridays, revealing several key findings. The majority of respondents were aged 41 to 45, female, teaching Grade 7, holding a bachelor’s degree, and occupying the position of Teacher I. The data suggests a mature, experienced group of educators at the foundational level of secondary education. The analysis showed that English teachers generally perceive their level of preparedness and confidence for Catch- Up Fridays as satisfactory. However, when examining demographic factors, only the grade level significantly influenced the teachers' preparedness, while confidence levels remained consistent across different demographics. The study also found a significant relationship between teaching strategies and approaches with educational outcomes, while teaching methodologies did not show the same level of impact. An action plan was proposed to enhance teaching strategies, approaches, and methodologies to support the professional development of teachers and improve educational delivery. The study concluded with recommendations for future research to explore factors affecting the demographic composition of educators and their influence on teaching efficacy. Further studies should also investigate the aspects that contribute to the teachers’ preparedness and confidence, the specific influence of grade levels, and the impact of teaching strategies versus methodologies on educational outcomes. These investigations aim to develop targeted strategies that can enhance teacher readiness, engagement, and overall effectiveness in Catch-Up Fridays and similar educational initiatives.
Keywords:
Catch-Up Fridays; teacher confidence; teacher preparedness; teaching strategies; educational outcomes
Preparedness and confidence of english teachers in catch-up fridays across different grade levels
This study explored the preparedness and confidence levels of English teachers participating in Catch-Up Fridays, revealing several key findings. The majority of respondents were aged 41 to 45, female, teaching Grade 7, holding a bachelor’s degree, and occupying the position of Teacher I. The data suggests a mature, experienced group of educators at the foundational level of secondary education. The analysis showed that English teachers generally perceive their level of preparedness and confidence for Catch- Up Fridays as satisfactory. However, when examining demographic factors, only the grade level significantly influenced the teachers' preparedness, while confidence levels remained consistent across different demographics. The study also found a significant relationship between teaching strategies and approaches with educational outcomes, while teaching methodologies did not show the same level of impact. An action plan was proposed to enhance teaching strategies, approaches, and methodologies to support the professional development of teachers and improve educational delivery. The study concluded with recommendations for future research to explore factors affecting the demographic composition of educators and their influence on teaching efficacy. Further studies should also investigate the aspects that contribute to the teachers’ preparedness and confidence, the specific influence of grade levels, and the impact of teaching strategies versus methodologies on educational outcomes. These investigations aim to develop targeted strategies that can enhance teacher readiness, engagement, and overall effectiveness in Catch-Up Fridays and similar educational initiatives.
