Competency Of English Program Teachers Based on Southeast Asia Teachers Competency Framework (SEA-TCF) And Its Influence on the Academic Performance of Primary Students In Samut Prakan, Thailand

This study examined the competency of English Program teachers using the Southeast Asia Teachers Competency Framework (SEA-TCF) and its relationship to the academic performance of primary students in Samut Prakan, Thailand. Specifically, it assessed teachers’ profile variables, level of competency across SEA-TCF domains, students’ academic performance, and the significant relationships among these variables. A cross-sectional research design was employed using a researcher-made, expert-validated questionnaire administered to 100 primary teachers selected through stratified random sampling from two school groups in Samut Prakan. Data were analyzed using frequency counts, percentages, weighted mean, Pearson r correlation, and Eta statistics. Findings revealed that English Program teachers demonstrated a high level of competency across SEA-TCF domains, particularly in professional development and content knowledge. However, primary students’ academic performance was found to be at a moderate level in English proficiency, literacy, numeracy, higher-order thinking, and classroom engagement. Results further showed a significant positive relationship between teacher competency and student academic performance. Professional factors such as teaching experience, training exposure, and income were also significantly associated with both teacher competency and student outcomes. Based on the findings, a SEA-TCF-aligned capacity-building program was proposed to strengthen teachers' competencies and enhance students' academic performance. The study underscores the importance of continuous professional development in improving instructional quality and learner achievement.