Cultural Competence of English Teachers and Their Perceptions towards Mother Tongue-Based Multilingual Education

Abstract

Aims: This study determined which domain(s) of cultural competence among English teachers influence their perceptions of Mother Tongue-Based Multilingual Education (MTB-MLE). Study Design: A quantitative, non-experimental correlational design was employed. Place and Duration of Study: The study was conducted in San Francisco Districts I–IV, Agusan del Sur, Philippines, from June to July 2018. Methodology: Data were collected from 159 English teachers in Grades 1–3 using a validated survey questionnaire. Mean, Pearson r, and regression analysis were used. Results: Teachers demonstrated a high level of cultural competence. However, statistical analysis revealed no significant relationship between cultural competence and teachers’ perceptions of MTB-MLE. Furthermore, no domain of cultural competence significantly influenced these perceptions. Conclusion: Cultural competence does not significantly affect teachers’ perceptions of MTB-MLE. The findings suggest that other factors, such as institutional support and resources, may play a more critical role. It is recommended that teachers receive training focused on practical implementation strategies for MTB-MLE. Future studies should adopt mixed-methods approaches and include a broader range of geographical areas.