Abstract
This study aims to determine the model more appropriate for teachers communicative ability. This study focuses on the relationship between teachers beliefs, instructional practices, and teachers oral skills related to teachers communicative ability in Filipino. The research employed quantitative design and structural equation modeling. Following an expertâ??s validation and approval of the questionnaire, tabulation, analysis, and data translation were immediately performed. Additionally, performing data interpretation using the mean, standard deviation, Pearson product-moment correlation coefficient, multiple regression, and structural equation model. Around 400 participants were recruited using data from Region XIâ??s ten public secondary school divisions. The study discovered that all independent and non-independent variables and their indicators achieved the highest level of descriptiveness. Thus, a significant correlation exists between teachers beliefs, instructional practices, oral proficiency, and communicative competence. The studyâ??s findings indicate that the fifth model is more appropriate for teachersâ?? communicative competence in the Filipino language.
Keywords
education, communicative competence, instructional practices, belief, oral proficiency, regression, structural model, Philippines
DOI
View DOI - (https://doi.org/10.36713/epra9603)
How to Cite:
Arcel W. Gacasan PhD, Elleine Rose A. Oliva , A STRUCTURAL EQUATION MODEL OF COMMUNICATIVE COMPETENCE IN FILIPINO , Volume 8 , Issue 2, february 2022, EPRA International Journal of Multidisciplinary Research (IJMR) , DOI: https://doi.org/10.36713/epra9603