Evaluating Instructional Effectiveness in Grade 6 English Teacher Practices and Classroom Challenges in Dupax Del Norte II

Effective English instruction plays a vital role in developing learners' communication skills and achieving the objectives of the K to 12 English Curriculum. This study evaluated the instructional effectiveness of Grade 6 English teachers in Dupax del Norte II, Nueva Vizcaya, by examining curriculum implementation, instructional practices, activities undertaken to strengthen English instruction, and classroom challenges encountered. A descriptive quantitative research design was employed involving Grade 6 English teachers from public elementary schools in the district through total enumeration. Data was collected using a researcher-developed and validated questionnaire and analyzed using frequency, percentage, weighted mean, and standard deviation. Findings revealed that the objectives of the Grade 6 English Curriculum were implemented (M = 3.84, SD = 0.29), with listening obtaining the highest rating among the five language domains. Instructional effectiveness was rated effective (M = 3.67, SD = 0.49), particularly in teaching methods, teaching techniques, assessment tools, and supervisory support. Likewise, activities undertaken to strengthen English instruction were evaluated as effective (M = 3.88, SD = 0.33), reflecting teachers' commitment to improving English language learning. However, the adequacy of instructional materials and administrative support received comparatively lower ratings, indicating areas requiring improvement. Classroom challenges were Moderately Serious (M = 3.31, SD = 0.40), with pupil-related and home-related factors emerging as the most significant concerns. Strengthening instructional resources, enhancing administrative support, expanding professional development opportunities, and fostering stronger school-home partnerships are recommended to further improve instructional effectiveness and learners' English achievement.