Pedagogical Competence of English Teachers in Professional Learning Communities: Evidence from ETA Pinrang Regency

Abstract

This study investigated the pedagogical competence of English teachers participating in the English Teachers Association (ETA) in Pinrang Regency, Indonesia. Pedagogical competence is a key determinant of instructional quality and student learning outcomes. Using a quantitative descriptive survey design, the study involved 50 English teachers selected through total sampling. Data were collected through a structured questionnaire covering four dimensions: understanding learners, instructional planning, teaching implementation, and learning evaluation. Descriptive statistical analysis showed that respondents demonstrated a high level of perceived pedagogical competence. Across questionnaire items, 82% of responses were categorized as “Agree” and 18% as “Strongly Agree,” indicating consistently positive self-assessments. Understanding learners emerged as the strongest dimension, while learning evaluation received comparatively lower scores, although it remained in the high category. The findings suggest that active participation in ETA may contribute positively to teachers’ professional growth through collaboration, knowledge sharing, peer support, and reflective practice. They also highlight the value of localized professional learning communities in regional contexts where access to large-scale training opportunities may be limited. Because the study relied on self-reported data, future research should incorporate classroom observations, interviews, and mixed-method approaches to gain a more comprehensive understanding of actual pedagogical practices. This study offers practical insights for strengthening teacher development programs and improving the quality of English language teaching.