Perception, Challenges, And Academic Performance of Pre-Service Teachers in Student Teaching

Abstract

This descriptive-correlational study was conducted among 152 randomly selected male and female pre-service teachers of Isabela State University-Echague campus. The purpose of which was to describe and analyze their perception, challenges and academic performance in student teaching with the aim of developing intervention program. Data were collected through survey using an adopted questionnaire. Majority of the respondent were female with academic performance of above-average. The study revealed that male pre-service teachers have more positive perception about student teaching than the female. Specifically, male pre-service teachers perceived that student teaching was an avenue for them to develop their knowledge and skills in teaching including appropriate attitude of an outstanding teacher. However, the study also revealed that male pre-service teachers encountered more challenges than the female pre-service teachers in the areas of classroom management, social environment, curriculum development and relationship with their supervising instructors and cooperating teachers. The study also found out that improving strategies on controlling students’ behavior, mastery of the subject matter, use of instructional materials, developing cordial relationship with other teachers and cooperating teachers, conduct of supervisory activities as often as possible and providing feedbacks will strengthen the possibility of having a better academic performance among the pre-service teachers. Intervention activity, therefore, is suggested focusing on male pre-service teachers with the aim of providing scaffolding in the areas of teaching approaches, communication and promoting good relationship with peers, supervisors and the students, including instructional materials development, values integration and the like.