Language proficiency and soft skills of Senior High School: Basis for teacher development program

This study investigates the interplay between language proficiency and soft skills development. Specifically, it sought to answer the following statements; the language proficiency of the respondents in terms of reading, writing, speaking, and listening; the level of soft skill development of the respondents in terms of problem-solving skills, communication skills, teamwork and collaboration, and emotional intelligence; the significant relationship between the proficiency level of the respondents and their level of soft skill development; and the program that may be proposed to enhance the language proficiency. Using a descriptive-correlational design, data were gathered through an adapted EF Standard English Test and a researcher-made questionnaire to assess the soft skill development of the respondents chosen using purposive sampling technique in 360 Senior High School students. It is then analyzed with descriptive statistics, including means, percentages, and standard deviations and Spearman's rank correlation to determine the correlation of language proficiency and soft skills of the respondents. The findings indicate that while students demonstrate strong speaking and listening abilities, there is a need to improve reading and writing skills, and significant positive correlations exist between language proficiency and soft skills. These insights underscore the urgent need for an Advanced Literacy Instruction Training Program designed to equip educators with evidence-based strategies and interactive methodologies to enhance both academic and interpersonal competencies.