Abstract
This study determined the dimensions of improving English pronunciation skills of elementary pupils through interventions among public-school teachers. Ten participants were invited for in-depth-interview (IDI) and 7 participants for focus group discussion (FGD). Two hundred (200) teachers as respondents used for exploratory factor analysis in the Municipality of Matalam, Cotabato. The study employed an exploratory sequential design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on improving English pronunciation skills of elementary pupils. The results revealed upon factor analysis that interventions in improving English pronunciation skills of elementary pupils have eight themes which include provision of teaching materials and techniques, showcasing expertise and social integration in work organization, enhancing engagement and participation, teachers’ preparation and commitment, identifying problems and finding solutions, provision of support and technology integration for instruction, teachers’ personality and teaching efficacy, and instructional design and methods. Teachers’ Intervention in Improving English Pronunciation Skills Questionnaire with 81 items was developed. Reliability test revealed the results on teachers’ intervention in improving English pronunciation skills the overall Cronbach’s Alpha value of .837 which interpreted as very high. It means that the validity of the instrument was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis (EFA) revealed that there are 81 items of set of questionnaires that are suitable for factor loading. This means that these items are appropriate and pass the face validity for measuring tools in the study.
Keywords: Teachers’ Intervention, English Pronunciation Skills, Public-School Teachers, Exploratory Sequential Design, Exploratory Factor Analysis