Ghasem Aghajanzadeh Kiasi - Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran,
Parviz Maftoon - Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran,
Parviz Birjandi - Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran,

The study examined the impact of high school English langugae teachers’ awareness of pedagogical competence on student learning. A psychometric instrument of ELTPC was first developed through Exploratory FactorAnalysis (EFA) with 320 high school teachers in Guilan, Northern Iran. Based on the developed instrument, 36 Englishteachers were divided into two groups of aware and unaware teachers of pedagogical competences according toContrasting Groups Method of cut score. Then, 160 high school third graders underwent the instruction of the aware and unaware teachers for 7 weeks. Finally, an interview regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings from the experiment and interview supportedthe teachers in aware group. However, they were not reported as highly practicing the pedagogical competence thatbrought up the issue of mismatch between theory and practice. The findings can be practically used by schools, education administration, and teacher educators.

English teachers awareness, pedagogical competence, teaching quality, high school