Competence of Teachers Trained in Early Language, Literacy, and Numeracy (ELLN) in Motiong District

Abstract

This study examined the impact of the Early Language, Literacy, and Numeracy (ELLN) program on the teaching methodologies and language competence of elementary teachers in the Motiong District. It aimed to assess changes in instructional practices before and after ELLN training and identify strategies to sustain improved teaching performance. Data from 30 teacher-respondents revealed that the majority were Teacher I in rank, had 1–3 years of experience teaching language and numeracy, and had attended orientation-related trainings. Prior to ELLN, most teachers relied on activity-based strategies, but after undergoing ELLN training, they shifted to using differentiated instruction, which was found to be more effective in addressing diverse learning needs. Statistical analysis showed a significant difference in both teaching methodologies and language competence before and after ELLN participation. A strong correlation was also established between instructional strategies and teachers’ language competence. Teachers perceived ELLN training as instrumental in improving their pedagogical expertise, particularly in the use of developmentally appropriate and learner-responsive methods. The study concluded that ELLN significantly enhanced the language competence and instructional approaches of teachers. Recommendations include continuous professional development through higher education, sustained and improved school-based ELLN training programs, and the development of more advanced and teacher-centered ELLN modules. Strengthening collaboration among education stakeholders and promoting research-driven innovations in teaching strategies were also emphasized.