Eunice S. Villegas¹, Joel D. Potane^1,

This study examined the role of students’ self-esteem as a mediating variable in the relationship between Teachers’ Pedagogical Practices (TPP) and English Language Proficiency (ELP), and whether demographic profiles influence the strength or direction of this relationship. Using a descriptive-correlational design, data were collected from 270 students enrolled in English-related programs at selected higher education institutions in Misamis Oriental during Academic Year 2024–2025. Validated survey tools and a standardized English proficiency test were used, with statistical analyses including descriptive statistics, Pearson correlation, multiple regression, mediation, and moderation. Results showed that most respondents were female, single, and aged 18 to 20. Teachers' Pedagogical Practices (TPP) were reported as highly practiced, and students exhibited high levels of self-esteem; however, their English Language Proficiency was low. Regression analysis indicated that neither Teachers' Pedagogical Practices (p = 0.635) nor self-esteem (p = 0.177) significantly predicted students' English Language Proficiency. However, pedagogical practices significantly influenced students’ self-esteem (β = .211, p < .000). Mediation analysis revealed that self-esteem did not mediate the relationship between pedagogical practices and English Language Proficiency (indirect effect = -0.006, p = .266). Likewise, the moderating variables; age, sex, and civil status, did not significantly moderate the relationship (p > .05 for all interaction terms). The study concludes that although Teachers’ Pedagogical Practices enhance students’ self-esteem, they did not significantly predict or mediate improvements in English Language Proficiency. Thus, there is a need to create holistic instructional strategies and policies that address factors beyond pedagogy and psychological aspects.

English Language Proficiency (ELP), Pedagogical Practices, Self-Esteem, Mediation Analysis, Moderation Analysis