Challenges Encountered and Attitude of Educators Towards the Implementation of Outcomes-Based Education in Teaching English Among SUCs in Zamboanga City

Abstract This study explores the challenges encountered and attitudes expressed by English language educators toward the implementation of Outcomes-Based Education (OBE) in state universities and colleges (SUCs) in Zamboanga City, Philippines. Employing a descriptive-quantitative correlational research design, data were collected from 72 language educators using structured survey questionnaires measuring demographic profiles, perceived challenges, and attitudes toward OBE. Statistical analyses, including frequencies, t-tests, ANOVA, and Pearson correlations, revealed that the most significant challenges in OBE implementation were a preference for traditional teaching methods, scarcity of OBE-aligned instructional materials, and limited student engagement with OBE syllabi. Attitudes toward OBE were generally positive across all demographic groups, demonstrating educators’ recognition of OBE's potential to enhance learning outcomes and readiness to embrace this pedagogical shift. Notably, no significant differences in challenges or attitudes were found based on gender, length of service, or educational attainment, suggesting systemic issues that transcend typical demographic boundaries. The inverse relationship between perceived challenges and positive attitudes underscores the need for institutional support mechanisms including continuous professional development, resource provision, and fostering a culture of innovation. The study concludes that despite existing obstacles, educators’ favorable disposition provides a strong foundation for improving English language instruction through OBE, recommending sustained strategic efforts and expanded research to optimize implementation across diverse educational contexts.