PROFESSORS' PERFORMANCE IN CORRELATION WITH MULTIPLE INTELLIGENCE, TECHNOLOGICAL COMPETENCE, AND ENGLISH LANGUAGE PROFICIENCY

Objectives: This descriptive study utilized the survey method of research, identified the multiple intelligence, and determined the level of technological competence, level of English language proficiency, and level of performance of SUCs professors in the Island of Panay for the SY 2018-2019 Methods: The participants of the study were the randomly chosen professors from the academic rank of assistant professor to a university professor from the randomly chosen colleges and universities of the randomly chosen provinces in the Island of Panay. The instruments used were duly validated and pre-tested instrument patterned from Mckenzie's (1999) Multiple Intelligence Inventory. Also, the Greenwood School District 50 (2018) was used to monitor the mastery of technology competencies of teachers and the English language proficiency from the Department of Lithuanian Studies, Faculty of Philology, Vilnius University. In treating the data, the statistical tools used were Mean, Standard Deviation, Analysis of Variance (ANOVA), and Pearson's r. The level of significance was set at 0.05 alpha. Findings: The study's findings revealed that most SUCs professors were analytic and reflective. The stories of technological competence and English language proficiency of SUCs professors were high, while their level of performance was outstanding. There were no significant differences in the level of technical competence and English language proficiency of SUCs professors classified as their multiple intelligences. A vital relationship existed between technological competence and English language proficiency. No significant relationships existed between performance and technical competence and between performance and English language proficiency