Explanatory Sequential Study on the Impact of Instructional Strategies and Teacher Beliefs on Teaching Effectiveness in English Using Two-Way Anova

This explanatory sequential mixed-method study investigated the impact of instructional strategies and teacher beliefs on teaching effectiveness in English. The quantitative phase examined the extent of instructional strategies—specifically the use of interactive methods, incorporation of multimedia resources, and differentiation of instruction—as well as teacher beliefs in terms of confidence, perceived student engagement, and perceptions of students’ language proficiency. Additionally, the level of teaching effectiveness was measured through students’ performance, classroom management, and teacher satisfaction. A total of 127 English teachers participated in the survey using a re-scaled 3-point Likert instrument. Statistical analysis using Two-Way ANOVA revealed no significant interaction or main effects of instructional strategies and teacher beliefs on teaching effectiveness. The qualitative phase, guided by selected participants’ responses, provided deeper insights. Findings indicated that instructional strategies are effective only when aligned with teacher beliefs and classroom realities. Teachers emphasized the need for contextual adaptation, noting that some strategies, though theoretically sound, may not yield the intended outcomes due to situational constraints. The integration of both strands highlights the complexity of instructional effectiveness and the necessity of reflective, adaptive teaching practices.