Abstract

The main objective of the research was to assess the relationship between instructional practices of teachers on students’ academic performancein English. To achieve this aim, the researcher selectedAssistant Language Teachers (ALTs)and public secondary students in Okinawa Prefectureas respondents of the study during the school year 2020-2021. The primary data gathering tools used in the study was a standardized questionnaire Instructional Practices Survey adopted from Valentine (2000) on determining teachers’ instructional practices and a documentary analysisto determine the point average of the respondents’ level of academic performancein English. The collected data were analyzed and treated statisticallywith theuse of Statistical Packages for Social Sciences (SPSS). Results revealed that there is a positive strong correlation between instructional practices andthe students’ academic performance in English as evidenced by .853 correlation coefficient. Findings indicate that a high level of instructional practices among teachers contribute to the increase of academic performance of students in English. The study recommended that school principals may conduct frequent teachers’ assessment, training needs assessment to maintain this status -focusing on the needs of teachers in terms of their professional growth and development, and continuous monitoring of students endeavors.