Abstract
This study determined the extent of teachers’ linguistic challenges of Filipino teachers. There were 10 participants invited for in-depth-interview (IDI) and 7 participants for focus group discussion (FGD). Two hundred (200) teachers for exploratory factor analysis from elementary and secondary public schools in the Municipality of Makilala, Cotabato were used as respondents. This study employed an exploratory sequential design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on linguistic challenges for in-depth-interview (IDI) and focus group discussion (FGD). The results revealed that factor analysis indicate that a teachers’ linguistic challenges have three factors that include teaching methods and techniques, language constraints and barriers, self-growth and improvement and Teachers’ Linguistic Challenges Questionnaire with 39 items was developed to measure the teachers’ linguistic challenges. Reliability test revealed the results on teachers’ linguistic challenges the overall Cronbach’s Alpha value of .922 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 39 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’ Linguistic Challenges, Filipino Teachers, Exploratory Sequential Design, Municipality of Makilala