The Effectiveness of Project Flip: Faculty Language Improvement Program on the Language Proficiency of the Junior High School Faculty

Junior High School teachers are expected to have a high level of English proficiency, necessitating ongoing professional development. A study at the University of Saint Louis – Junior High School assessed teachers' English proficiency through a test focusing on Subject Verb Agreement, Prepositions, Word Usage, Parts of Speech, and Verb Tenses. The results indicated that while some teachers excelled, many scored low across various areas. In response, an intervention program called FLIP was implemented, which effectively addressed the identified issues. Significant improvements were observed in the teachers' language competencies post-implementation, particularly in Verb consistency and Parts of Speech. This highlights the importance of continuous training and targeted interventions to enhance English proficiency among educators, ultimately benefiting the quality of language education provided to students.

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