Strengthening English Teaching Practice Through Pedagogical Content Knowledge: A Socio-Behavioral Evaluation of Teacher Development in Public Schools

Abstract

This study evaluated the implementation and impact of the Pedagogical Content Knowledge (PCK) in Action program for English teachers, an extension program conducted by Bukidnon State University in collaboration with the Department of Education – Malaybalay City Division. Aimed at improving English instruction in public schools, the program provided structured training on lesson planning, classroom management, and instructional material development. Anchored in the theory of change, the study employed an impact evaluation approach using both quantitative and qualitative data. Quantitative analysis included training evaluation ratings and participant profiles, while qualitative insights were gathered through in-depth interviews with twelve English teachers. Thematic analysis revealed five major themes: improved student engagement and learning outcomes, contextualization of teaching strategies, enhanced teacher confidence and professional growth, integration of theory and practice, and strengthened collaborative and reflective practice. Teachers reported increased confidence, more intentional instructional design, and greater responsiveness to student needs. Students, in turn, showed higher engagement, enthusiasm, and reduced anxiety toward learning English. These outcomes align with the theory of change framework, demonstrating short- and medium-term outcomes that can potentially lead to long-term educational improvements. The findings highlight the effectiveness of context-sensitive professional development in equipping educators with both theoretical understanding and practical teaching tools. The study recommends continued implementation and scaling of PCK-based training programs, particularly in underserved or multilingual regions, where pedagogical adaptation is essential. Emphasis should be placed on collaborative learning, reflective practice, and ongoing support to sustain the positive impacts observed in both teacher development and student learning.