Teaching Styles, Students’ Motivation, and Grit as Correlates of Students’ Performance in English

Abstract

This study was conducted to examine the relationship between students' English performance and the following constructs: teaching styles, teachers' leadership behavior, students' motivation to learn English, and students' level of grit. The statistical tools used in this descriptive research study were frequency analysis, mean computation, and correlation analysis. The performance of students in English is categorized as moderately proficient. As perceived by the students, the teachers frequently exhibit the four dimensions of teaching style. The findings reveal that the students are more integratively motivated than instrumentally; on average, they have a moderate level of grit. All constructs in this study show significant correlations with students' English performance, except for instrumental motivation. The significant correlation between students' performance in English and teaching style and integrative motivation is positive, but with grit, it is negative.