The research study focused on the barriers to communication, other challenges and the teaching performance of English Teachers. Specifically, it aimed to determine the significant relationship of the profile and barriers to communication to the teaching performance of English Teachers from the SDO Bi?an City, Laguna. The research involved one-hundred thirteen (113) teachers teaching English subjects using Simple Random Sampling technique (Slovin?s Formula). Descriptive research method design was used in this study in gathering and treating the data. A researcher-made questionnaire was used as the main instrument in order to obtain the necessary data. The primary data-gathered instrument used was a questionnaire with 5-point Likert Scale with ratings of (5) Strongly Agree/Very High Barriers/ Very High Challenge/ Very High Expertise, (4) Agree/ High Barriers/ High Challenge/ High Expertise, (3) Moderately High Barriers/ With Moderate High Challenge/Moderate High Expertise, (2) Disagree/Low Barriers/ Low Challenge/ Low Expertise, and (1) Strongly Disagree/Very Low Barriers/ Very Low Challenge/ Low Expertise. Weighted Mean and Standard Deviation was used to determine the barriers to communication, other challenges and the teaching performance of English Teachers. In addition, One-Way ANOVA and PEARSON Product-Moment Correlation was used to determine the significant relationship between the profile and barriers to communication to the teaching performance of English Teachers. The results of the study revealed that most of the English Teachers in terms of the barriers to communication, most of the teachers have ?Very High Barriers?. Also, English teachers in SDO Bi?an City perceive other challenges in teaching with ?Very High Challenge? as well as the teaching performance of English Teachers with ?Very High Expertise.? The relationship between the Barriers to Communication and other challenges has a Significant Relationship with the Teaching performance of English Teachers in terms of Cultural Barriers, Language Barriers, Perceptual Barriers, Interpersonal Barriers, Gender Barriers, and Emotional Barriers. On the other hand, physical barriers have no Significant Relationship with the Teaching Performance of the English Teachers.

Barriers to Communication

Challenges

Teaching Performance