the challenges among pre-service secondary...

Peer Reviewed Journal

115

The Challenges Among Pre-Service Secondary Teachers

MARY FLOR L. BALTAZARhttp://orcid.org/0000-0001-7460-3451

[email protected] Michael College of Caraga, Nasipit, Agusan del Norte, Philippines

ALEXANDER Y. BERNALDEZhttp://orcid.org/0000-0003-0077-5693


CRISTENA M. LIGAYNAhttp://orcid.org/0000-0003-2841-2843


KATY LYN J. MALAZARTEhttp://orcid.org/0000-0002-1229-3264


Gunning Fog Index: 13.35 • Originality 99% • Grammar Check: 99%Flesch Reading Ease: 44.10 • Plagiarism: 1%

ABSTRACT

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it prepares student-teachers to become qualified teachers in the future. This study concerned to determine the challenges encountered among pre-service secondary teachers of Saint Michael College of Caraga (SMCC), during practice teaching. The researchers, with permission to the owner, used the research instrument for this study and were administered to 39 respondents. The data were tabulated and

SMCC Teacher Education JournalISSN Print: 2008- 0598 • ISSN Online: 2008-0601

Volume 1 • June 2019DOI:

SMCC Teacher Education Journal

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analyzed using percentage, weighted mean, Pearson Correlation and One-way ANOVA. The result in the findings disclosed that the challenges most encountered by the pre-service secondary teachers of Saint Michael College of Caraga were the delivery of instruction while the least issue encountered was assessment learning. The following recommendations were advised: to engaged pre-service secondary teachers in different seminar-workshop that caters with the existing issues as well as providing them with continuing education and development in teaching.

KEYWORDS

Challenges, pre-service secondary teachers, descriptive survey, Philippines

INTRODUCTION

The training for pre-service teachers is one of the integral aspects of every teacher’s education curriculum since it prepares student-teachers to become qualified teachers in the future (Mark Ulla, 2016). The Commission on Higher Education (CHED) and the Department of Education (DepEd) released a joint memorandum order no. 39 of 2005 in which it stated some “guidelines on the deployment of student teachers.” Among the guidelines provided were the roles of teacher education institution and the school division superintendents in the practicum teaching of the pre-service teachers; selection of cooperating schools, cooperating mentors/teachers and their duties and functions; and the responsibilities of student-teachers. Teachers should be given all the opportunities to bring out the best in them, as stated in the National Competency-Based Standards for Teachers (NCBTS), Commission on Higher Education Memorandum Order (CMO) no. 30, s.2004 and CMO no. 75, s. 2017 and its regional adaptation.

The pre-service secondary teachers were the students enrolled in the Bachelor of Secondary courses. They undergo training in knowing themselves better, in understanding the nature and aspirations of their students, and in acquiring fundamental teaching skills in making a critical analysis of the various problems related to teaching. The practice teaching experiences helped them develop their competencies in teaching as well as their social skills (Dacanay, Otida, Panganduyon, & Arcilla, 2019). According to Abas (2016), the legal framework of the Philippine higher education system, CHED, Republic Act (R.A) no. 7722, declares under Section 2 that, “The State shall protect, foster and promote the right of all citizens to affordable quality education at all levels and shall take appropriate steps to ensure that education shall be accessible to all.” It also provides for the advancement of learning as well as the education of professionals. In consonance with R.A No. 7722, undergraduate teacher education in Higher Education Institutions (HEIs) throughout the country continuously prepares prospective teachers of the basic education sector to fulfill their roles and responsibilities and helps sustain quality education. Teacher education programs work for the “highest standards of


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objectives, components, and processes of teacher education curriculum.” Thus, the CMO No. 75, series of 2017, which specifies the core competencies expected of BSEd graduates regardless of the type of HEI they graduate from and in recognition of the spirit of outcomes-based education.

Through peer observation and interview conducted by the researchers to some pre-service secondary teachers of Saint Michael College of Caraga, it shows that the challenges they usually encountered were in the areas of making the instructional materials, meeting the objectives of the lesson plan and managing the classroom. From this study, the school administration will determine if the training followed by the pre-service secondary teachers is efficient despite the challenges they encountered and administer support on their training. The teachers and pre-service teachers will benefit in this study as they will be aware of this issue and will provide consideration and understanding to the pre-service students as well as give clear instructions. Lastly, the parents and guardians will be made aware of the challenges their children faced during practice teaching and will provide all the support they can offer.

FRAMEWORK

This study adhered to the Social Learning Theory of Albert Bandura (1969). This theory explained that humans were social beings who learn from observing others and their surroundings. It focused on the learning that occurred within a social context; this referred to the teaching-learning environment and considered that people learned from one another. There were four main stages of social learning that Bandura recognized, first was attention, this was the external or internal factors that influenced whether consciousness was increased or decreased, implying that if the secondary pre-service students wanted to learn then they must pay attention, such as observing the teaching-learning process, the students, and especially their paired teacher. The second was retention; this meant absorbing and remembering what the pre-service secondary teachers paid attention to, such as how he/she remembered what they had learned in their three years of learning in college — remembered well how the cooperating teacher does their routine or the ideas and techniques shared by them. Recall what they had observed on the student’s differences to what he/she already know from their FS observation.

The third was a reproduction, which referred to the application of what has been learned, this was where practice teaching inserted itself, such as in making a lesson plan and demonstrating it like how a teacher should, the application in the teaching-learning process. Last was motivation, which droves the secondary pre-service students to continue what they had started despite the challenges they had encountered. Bandura emphasized that knowledge needed to be presented in an authentic context, and that, learning requires social interaction and collaboration. Social learning theory provides the pre-service teachers the opportunity to learn through meaningful and systematic exposure in actual settings.


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OBJECTIVE OF THE STUDY

This study focused on the investigation and analysis of the challenges among pre-service secondary teachers at Saint Michael College of Caraga during practice teaching.

METHODOLOGY

Research DesignIn this study, the researchers used descriptive-survey. It aimed to describe what is

the problem or situation in the study all about. Descriptive research is concerned with ascertaining conditions, which prevail in group cases chosen for the study and often involves comparison or contrast (Calderon and Gonzales, 2013). The researchers used this type of research to find out the challenges among the pre-service secondary teachers of Saint Michael College of Caraga.

Research LocaleThe study was conducted in Saint Michael College of Caraga which was located

at the heart of Nasipit, in Atupan Street, Nasipit, Agusan del Norte and was founded in the year of 1948, with Fr. Francisko Van Dyke as the first director. Currently, the president of SMCC is Msgr. Bienvenido Betaizar. Saint Michael College of Caraga (SMCC) former Saint Michael Institute (SMI) was a non-profitable, nonsectarian institution which offers education from elementary to college.

Research RespondentsIn the choice of respondents, the sampling technique used was the Total

Population Sampling, since the respondents of this study were the officially enrolled pre-service teachers of Saint Michael College of Caraga from the fourth-year students of the Bachelor of Secondary Education major in English. A total of 39 composed the respondents of this study.

Research InstrumentsThe research instrument used to gather data was the standardized instrument

developed and used by Pacita L. Samson, Ed. D, which was also used by Nicette Ganal, Ed. D in her published study about the ‘Problems and Difficulties Encountered by Students during Student Teaching.’ The researchers sent a message to both of the names above through messenger and were granted permission. The research instrument is composed of the demographic profile and the challenges encountered by the pre-service secondary teachers. They are as follows; age, gender, the location of the cooperating school, residence during practice teaching and socio-economic background. The challenges are; personal issues, teacher’s preparation, and classroom management, delivery of instruction, assessment learning, emotional issues and student adjustment.


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Ethical Standards The study subscribed to the principles of Informed consent, which meant that

the respondents were fully informed about the nature and objectives of the study. This study abides by the voluntary participation in research, implying that the respondents had the right to withdraw from this research at any time during the data gathering. The researchers followed the safety of the respondents in participation. The researchers did not place the respondents at risk or harm of any kind. The respondents were given the privacy, protection, confidentiality, and anonymity of the respondents. Lastly, trust, the respondents did not subject to any acts of deception or betrayal during the research process or even in its published outcomes. The respondents will also have the right to know the conclusion of this study.

Data Gathering ProcedureThe researchers followed the following processes in gathering the data needed for

this study. First, the researchers sent a letter of approval to conduct the study addressed to the Dean’s office. Second, the researchers sent a letter to the School Registrar asking for the list of the currently enrolled fourth-year students taking the course of Bachelor of Secondary Education major in English. Third, the researchers sent a message of permission to the owner of the survey questionnaire, Pacita L. Samson, Ed. D. and were granted permission. The researchers also asked Nicette Ganal, Ed. D about the copy of the instrument and were given. Upon analyzing and interpreting the findings of this study correctly, Frequency, Percentage, Weighted Mean, Spearman Rho, Pearson’s Correlation and ANOVA were used.

RESULTS AND DISCUSSION

Table 1. Personal issues of RespondentsSTATEMENTS Weighted

MeanVerbal

Description

1. Transportation from house to cooperating school 2.64 Sometimes

2. Board and lodging 2.31 Seldom

3. Clothing 2.18 Seldom

4. Cooperating School Expenses 2.41 Seldom

5. Involvement in social activities in the cooperating schools 2.49 Sometimes

6. Not well poised 1.74 Seldom

7. Not properly groomed 1.74 Seldom

8. Poor diction 1.87 Seldom

9. Has mannerisms 1.97 Seldom

10. Not creative 1.72 Seldom


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11. Not resourceful 1.64 Seldom

12. Being away from parents 2.15 Seldom

13. Being away from spouse 1.51 Seldom

14. Being away from children 1.56 Seldom

15. Marital problems 1.46 Seldom

16. Not enough time for the family 2.41 Seldom

17. Frequent, informal contact with students 1.87 Seldom

18. Identifying misbehaving students 2.28 Seldom

19. Getting even with misbehaving students 2.03 Seldom

20. Playing favorites 1.69 Seldom

21. Not meeting the same obligations and expectations that cooperating teachers expect

1.56 Seldom

AVERAGE WEIGHTED MEAN 1.96 Seldom

Table 1 indicates that the respondents sometimes encountered an issue in arriving early to their cooperating school due to transportation expenses, limited access to vehicles and sometimes tardiness in waking up early. They sometimes find it hard to involve themselves in the social activities of their cooperating schools which sometimes have extra expenses that they can’t meet. On the other hand, the respondents do not have many problems in terms of marital such as being away from spouse and children, since the majority of the respondents are still single and are not yet married.

The study of Ganal & Guiab (2014) revealed that the respondents encountered challenges in regards to personal issues. This issue refers to school expenses, lack of interest and negative attitude towards the subject. Moreover, McCray & McHatton (2011) has categorized problems met by student teachers that are relatable to the personal problem among pre-service teachers. Such challenges may take the form of a job, university class work, social activity, or athletics. However, any task that infringes upon a student teacher’s performance should be discontinued or sharply modified for the duration of student teaching. Ulla (2016) stated in his study that students faced several challenges, some of which are personal and related to students themselves, others are related to education.


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Table 2. Teacher’s preparation

STATEMENTS WeightedMean

Verbal Description

1. Making mistakes in front of the class 1.85 Seldom

2. Forgetting or not knowing what to say 1.77 Seldom

3. Not knowing how to answer students’/pupils’ questions 1.62 Seldom

4. Being unprepared 1.41 Never

5. Poor command of English and Filipino languages 1.92 Seldom

6. Superficial or shallow grasp/ understanding of the subject/ subject matter 1.95 Seldom

7. Instructional materials not well made 1.51 Seldom

8. Inability to write lesson plan based on the teacher’s guide 1.38 Never

9. Not having sufficient lesson activities so pupils/ students are not doing anything 1.56 Seldom

10. Not providing a variety of activities 1.41 Never

11. Tardiness and absenteeism 1.36 Never

12. Board work not well-written 1.46 Seldom

13. Printing of letters and numbers are not standard 1.41 Never

14. Not well-planned strategies, i.e. methods do not fit the content to be taught 1.49 Seldom

15. Lack interest in teaching 1.33 Never


Table 2 indicates that the respondents seldom have a full understanding of their subject matter. They also find it difficult to communicate in English and the Filipino language when holding a class; thus seldom they end up making mistakes when teaching. The respondents did not have a lack of interest in teaching, considering that the work they want to pursue is teaching itself. Also, they also did not exercise tardiness and absenteeism during practice teaching since according to them “it’s bad for the record.” The respondents also seldom have a problem when it comes to writing a lesson plan based on the teacher’s guide since they already have experience in writing lesson plans.

Data support the findings of Ganal & Andaya’s (2009) study that student teachers go through problems on committing mistakes while teaching, instructional materials development, lesson planning, and others.


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Table 3. Classroom management


Verbal Description

1. Handling disciplinary problems ineffectively 1.62 Seldom

2. Managing a classroom independently, i.e. even with no assistance from the student/teachers and cooperating teachers

2.21 Seldom

3. Preparing inadequately the day’s learning activities 1.49 Seldom

4. Not starting activities promptly 1.44 Never

5. Inability to hold attention of the pupils and students throughout the period of time 1.74 Seldom

6. Inability to perform effectively routine activities such as:Checking of attendance 1.69 Seldom

7. Inability to perform effectively routine activities such as:Distributing and collecting papers 1.46 Seldom

8. Inability to perform effectively routine activities such as:Erasing the blackboard after using 1.41 Never

9. Inability to perform effectively routine activities such as:Structuring the classroom to enhance learning activities 1.36 Never

10. Inability to perform effectively routine activities such as:Passing in and out of the classroom 1.44 Never

11. Inability to perform effectively routine activities such as:Borrowing and returning laboratory/ instructional materials

1.26 Never


Table 3 indicates the majority of the respondents seldom have a problem in managing the classroom since they can’t hold the attention of the students the whole period. Though, when they do, it’s usually because of the absence of cooperating teachers, thus, failing to get the complete attention of the students leading to the disruption of routine activities. On the other hand, the respondents never have the problem in borrowing and returning laboratory or instructional materials since they don’t borrow their IM’s; they create it. Also, they also always check the classroom they are assigned such as cleaning the blackboard after use or rearranging the disarrange chairs and desks.

Saromines-Ganne & Leong (2003) pointed out the challenges in pre-service teaching from the classroom environment such as overcrowded classrooms, students at a different level of language proficiency, and sitting arrangement, noise, colorful atmosphere, social and the pre-service teachers faced cultural activities.


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Table 4. Delivery of instruction of the respondents


Verbal Description

1. Preparing visual aids and other instructional materials 2.56 Sometimes

2. Selecting activities to carry out the different parts of the lesson 2.54 Sometimes

3. Constructing valid evaluation measures 2.36 Seldom

4. Technique to be employed in pacing the activities properly 2.41 Seldom

5. Individualizing instruction, i.e. providing activities to meet the needs of slow, average, and fast learners 2.54 Sometimes

6. Using a variety of materials 2.44 Seldom

7. Not properly groomed 1.51 Seldom

8. Maintaining interest of and students 2.28 Seldom

9. Has mannerisms 2 Seldom

10. Asking appropriate and different types of questions that will direct students thinking 2.31 Seldom

11. Interpreting test results and rating performance 2.28 Seldom

12. Giving clear direction and logical explanation 2.36 Seldom

13. Distributing questions properly 2.44 Seldom

14. Providing varied learning tasks 2.56 Sometimes

15. Giving incidental teaching when necessary 2.10 Seldom

16. Focusing students’ attention to important points in summarizing 2.36 Seldom

17. Guiding students’ attention to important point in summarizing 2.31 Seldom

18. Handling student’s wrong answer tactfully 2 Seldom

19. Providing appropriate verbal and non-verbal reinforcements 2.15 Seldom

20. Presenting agreement properly 2.18 Seldom

21. Integrating government thrusts and moral values to lessons where feasible 2.49 Sometimes

22. Teaching only a number of subjects one can handle, i.e. not teaching all the subjects 2.08 Seldom

23. Difficulty in formulating behavioral objectives in the domains of learning 2 Seldom

24. Inability to develop the lesson in relation to the objectives 1.56 Seldom

25. Lack of skills to relate the lesson to the development of the pupils/students 1.44 Never


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26. Lack of skills in preparing curriculum materials e.g. lesson plan or module 1.62 Seldom

27. Lack of skills in choosing appropriate method of teaching in accordance with the ability of the class 1.64 Seldom

28. Inability to relate and coordinate the assignment with the previous and succeeding lessons 1.33 Never

29. Limited vocabulary in communicating ideas of students 1.82 Seldom

30. Inability to ask thought- provoking questions 1.67 Seldom

31. Disorganized presentations of the lessons 1.38 Never

32. Inability to stimulate and draw out correct responses from the students 1.56 Seldom

33. Lack of skills in formulating clear, simple and easily understood questions 1.54 Seldom

34. Lack of skills in directing appropriate questions to learners of different abilities 1.67 Seldom

35. Ineffective use of multi-sensory aids 1.64 Seldom

36. Inability to summarize the lessons at the end of the period 1.62 Seldom

37. Inability to provide maximum involvement of learners in the learning activities 1.77 Seldom

38. Inability to note important details and key points of the lessons 1.62 Seldom


Table 4 indicates that the majority of the respondents encounter the challenges in selecting and preparing instructional materials that are fit to the varied learning styles of the students. Also, the respondents also find it challenging to provide activities that meet the need of the learners’ development stages. On the other hand, the respondents do not have problems with regards to giving assignments to the students. They also always have their lesson plan as their guide in teaching. Thus their presentation of the lesson is organized and meaningful. According to Ganal & Andaya (2015), respondents lack enough capability to deliver systematized and quality instruction. Probably they have forgotten the theories and principles for effective and efficient communication of the curriculum. They do not know the proper application of things they have learned in basic and pedagogy courses. Finally, they experience concerns and issues in selecting, preparing and utilizing instructional materials which are diverse, flexible, objective, multidimensional, etc. to satisfy individual differences in learning. Saromines-Ganne & Leong (2003) said that the teacher must use varied techniques and teaching strategies in to come up with an instruction that brings better achievements of the students.


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Table 5. Assessment learning issues of the respondents


Verbal Description

1. Lack of skill in choosing appropriate activity in assessing student learning

1.62 Seldom

2. Lack of skill in constructing appropriate questions for appraising the lesson

1.49 Seldom

3. Difficulty in making different types of questions 1.54 Seldom

4. Lack of knowledge in creating a strategy to facilitate accurate correction of test papers

1.56 Seldom

5. Lack of skill in utilizing test results as basis for improving instructions

1.51 Seldom

6. Lack of skill in interpreting test result using simple statistics (eq. mean, median)

1.51 Seldom

7. Lack of skills in administering test effectively 1.44 Never


Table 5 indicates the majority of the respondents lack assessment strategies since they only have their limited knowledge in assessing their students which only added to the difficulty in creating their pedagogies. Also, the respondents also lack the skills to make different types of questions for the students. Nevertheless, the respondents still can administer tests effectively and constructing an appropriate question about the topic.

In the findings of Ganal & Andaya (2015), student teachers do not have enough knowledge and assessment skills to measure the learning skills and experiences of the students. Insufficiency of understanding, appreciation and application on the different principles of test construction, analyzing, and application of test results improve further teaching and learning outcomes.

Table 6. Emotional issues of the respondents

EMOTIONAL ISSUES WeightedMean

Verbal Description

1. Excessive stress in doing the tasks 1.87 Seldom

2. Frustration over one’s inadequacies 1.72 Seldom

3. Low self-esteem or not believing in one’s capabilities 1.56 Seldom

4. Depression or feeling very low(eq. inability to sleep well, strong heart beat) 1.97 Seldom

5. High anxiety in working so hard at winning the students 1.79 Seldom

6. Undesirable development of a relationship between the student-teacher and students 1.62 Seldom


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7. Difficulties in establishing desirable relationship with the principal, cooperating teachers and other school personnel 1.44 Never

8. Feeling of timidity 1.54 Seldom

9. Feeling of insecurity 1.67 Seldom

10. Feeling of immaturity 1.74 Seldom

11. Feeling scared or insecure of being a beginning student teacher 1.56 Seldom

12. Feeling inadequate and insecure in the presence of experienced professionals 1.72 Seldom


Table 6 indicates that the majority of the respondents seldom feel very low due to their lack of sleep from excessive stress in doing the tasks. Also, they also find difficulty in winning the students over since they tend to work hard for the students’ acceptance and to make them worthy of the student’s respect. On the other hand, the respondents do not have problems in establishing a good rapport with the school staff in their cooperating school most especially to the presence of experienced teachers since they respect them thus, treating them respectfully. The pre-service secondary teachers do not exercise the timid personality since teachers are widely known to be confident in whatever they do.

According to Ganal (2015), student teachers go through the different kinds of feelings and emotions ranging from depression, stress, insecurity, anxiety, and poor social relationship in the school at large. The pre-service teachers still need control over their emotions to be more productive and effective in their job.

Table 7. Student adjustment issues of the respondents


Verbal Description

1. How to be accepted by students 2.03 Seldom

2. Working effectively with different kinds of students (eq. the fast learners the average and the slow learners) 2.33 Seldom

3. Insecurity of student teacher in a class where students come from prominent families 1.92 Seldom

4. Superiority complex of student teachers students belonging to lower stratum families 1.82 Seldom

5. Opposite sex attraction between mature students and young/ immature student teachers 1.46 Seldom

6. Being unpopular to some students 1.69 Seldom

7. Winning the esteem/respect of students 2.15 Seldom



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Table 7 indicates the Student Adjustment Issues of the Respondents. As shown, the statement “Working effectively with different kinds of students (eq. the fast learners, the average learners and the slow learners)” ranked first having a weighted mean of 2.33 with a verbal description of seldom. The statement “Winning the esteem/respect of students” ranked second having a weighted mean of 2.15 with a verbal description of seldom and the statement “How to be accepted by students” ranked third having a weighted mean of 2.03 with a verbal description of seldom. The lowest-ranked statement is “Opposite sex attraction between mature students and young/ immature student teachers” having a weighted mean of 1.46 with a verbal description of seldom. They were followed by the statement of “Being unpopular to some students” having a weighted mean of 1.69 with a verbal description of seldom and the statement “Superiority complex of student teachers students belonging to lower stratum families” having a weighted mean of 1.82 with a verbal description of seldom.

Therefore the majority of the respondents face the problem of variety since students differ from one another. There are fast learners, slow learners, and average ones. These students have their learning styles. Also, the respondents also have the challenge of acceptance from the students. On the other hand, the respondents did not exercise superiority complex on their less fortunate students. They did not think much about being popular or unpopular to the students. Though, since popularity affects how the students receive them, they still think about it.

In the study of Ganal & Andaya (2015), pre-service teachers experience problems on adjusting to the students because of the uniqueness of personality, values they uphold, culture, breadth and type of experiences relative to pre-service education and of course mental traits and characteristics. Since pre-service teachers, that comes expecting idealized views of students and an optimistic, oversimplified picture of room practice that are well-behaved and disciplined. Thus, they are usually unprepared to deal with problems of class control and discipline.

Table 8. Summary of the challenges among the respondents

Challenges among Pre-service Secondary Teachers WeightedMean

Verbal Description RANK

Personal Issues 1.96 Seldom 2

Teacher’s Preparation 1.56 Seldom 5.5

Classroom Management 1.56 Seldom 5.5

Delivery of Instruction 2.00 Seldom 1

Assessment Learning 1.52 Seldom 7

Emotional Issues 1.68 Seldom 4

Student Adjustment 1.91 Seldom 3

Arithmetic MEAN 1.74 Seldom


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Table 8 indicates the Summary on the Challenges among the Respondents. As shown, Delivery of instruction ranked first among the seven challenges having a weighted mean of 2.00 with a verbal description of seldom. This is followed by Personal Issues having the second rank and a weighted mean of 1.96 with a verbal description of seldom. Then Student Adjustment, which ranked third, having a weighted mean of 1.91 with a verbal description of seldom. Next is Emotional Issues which ranked fourth having a weighted mean of 1.68 and a verbal description of seldom. Now, as it turns out, both Teacher’s Preparation and Classroom Management ranked five point five having a weighted mean of 1.56 and a verbal description of seldom. Lastly, Assessment Learning, having a weighted mean of 1.52 with the same verbal description as others above

CONCLUSIONS

The results from this study indicated the Challenges among Pre-service Secondary Teachers of Saint Michael College of Caraga: Basis for Training Program. It should note that based on the data presented in this study, Delivery of Instruction is the most challenging part in practice teaching since they must use the variety of techniques and teaching strategies to come up with an instruction that brings better achievements of the students (Salandanan, 2013). Teaching is a social learning process and active one, future teachers, must associate with many strategies in teaching and be more exposed to the teaching experience.

Through the result of the study, it was concluded that the theory proposed by Albert Bandura about the Social Learning Theory supported this study. This theory explained that humans were social beings who learn from observing others and their surroundings. It stressed that learning occurred within a social context; this referred to the teaching-learning environment wherein the pre-service teachers interact with their cooperating students, teachers, co-pre-service teachers and the school as a whole. As Bandura stated, people learned from one another and that knowledge needed to be presented in an authentic context, and that, learning requires social interaction and collaboration. Social learning theory provides the pre-service teachers the opportunity to learn through meaningful and systematic exposure in actual settings.

RECOMMENDATIONS

From the conclusion of the study, the following recommendations are presented:

Primary RecommendationsThe researchers would like to recommend the implementation of the “Intervention

Program for the Pre-service Secondary Teachers of Saint Michael College of Caraga” since this will help the pre-service secondary teachers in their teaching. Also, according to Dacanay, Otida, Panganduyon, & Arcilla (2019), the challenges faced by the pre-


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service secondary teachers could be a sign of future conflicts if not given enough attention and consideration. The earlier and more known the concerns and reasons are, the better the chances are in eliminating them to effect a successful and meaningful student teaching program.

To the School AdministratorsThe school administrators, they should emphasize the importance and benefits of

the formulation of pre-service teaching programs for the practice teachers that would ensure their improvement in teaching and continuing education. As stated by Corpuz & Salandanan (2013) teaching is a social learning process and active one, future teachers, must associate with many strategies to teaching and be more exposed in the teaching experience.

To the Cooperating TeachersThe cooperating teachers, they should have an active relationship with their

assigned pre-service teacher. Teachers are also required to engage in learning opportunity in professional development such as workshop, mentoring, and training to support their role as stated by Tanang & Abu (2014).

To the Pre-service Secondary TeachersThe pre-service secondary teachers, they should wholly understand the implications

of being a teacher. Thus, they should cooperate and commit to the programs held by the school. Learning does not happen one night; it’s a step-by-step process (Salandanan, 2014). They must learn what they can and integrate what they learn in the teaching-learning process.

LITERATURE CITED

Abas, M. (2016). Difficulties in Field-Based Observation among Pre-Service Teachers: Implications to Practice Teaching. Cotabato City. Retrieved on August 24, 2018 from https://eric.ed.gov/?id=EJ1108531.

Auwarter, A. & Aruguete, M. (2008). Effects of Student Gender and Socioeconomic Status on Teacher Perceptions. Lincoln University of Missouri. Retrieved on September 5, 2018 from https://bit.ly/32RL6l8

Bandura, A. (1969). Social-learning theory of identificatory processes. Handbook of socialization Theory and research, 213, 262. Retrieved on June 18, 2019 from https://bit.ly/2vKUgAN


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Corpus, B., Salandanan, G. (2014). Principles of Teaching 2. Quezon City: Lorimar Publishing Inc. Retrieved on May 8, 2019 from https://bit.ly/2ygX3T6

Corpuz, B., Salandanan, G. (2013). Principles of Teaching 1. Quezon City: Lorimar Publishing Inc. Retrieved on March 8, 2019 from https://bit.ly/2SGb4De

Dacanay, C. G., Otida, A. G., Panganduyon, C., & Arcilla Jr, F. E. (2019). Challenges Experienced by the Student Teachers of Philippine College Foundation during Their Practice Teaching. Retrieved on June 20, 2019 from https://bit.ly/2HxzWZK

Ganal, N. & Andaya, O. (2015). Problems of Prospective Teachers of Philippine Normal University, North Luzon Campus during Practice Teaching. Alicia, Isabela. Retrieved on August 17, 2018 from https://bit.ly/2Gtu3My

Lucas, M., Corpuz, B. (2014) Facilitating Learning: A Metacognitive Process. Quezon City: Lorimar Publishing Inc. Retrieved on June 8, 2019 from https://bit.ly/2YpDS8y

McCray, E. D., & McHatton, P. A. (2011). “Less Afraid to Have” Them” in My Classroom”: Understanding Pre-Service General Educators’ Perceptions about Inclusion. Teacher Education Quarterly, 38(4), 135-155. Retrieved on June 8, 2019 from https://bit.ly/30QDHAC

Mueller, M., & Hindin, A. (2011). An Analysis of the Factors That Influence Preservice Elementary Teachers’ Developing Dispositions about Teaching All Children. Seton Hall University. Retrieved on May 8, 2019 from https://bit.ly/2SK1X4O

Republic Act No. 7722. Retrieved on https://bit.ly/2Oe15mG

Saromines-Ganne, B., & Leong, P. (2003). The” Art” of Online Learning: Teaching Visual Art Virtually. In IASTED International Conference on Computers and Advanced Technology in Education including the IASTED International Symposium on Web-Based Education (pp. 659-663).

Tanang, H., & Abu, B. (2014). Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia. Journal of curriculum and teaching, 3(2), 25-42.

Ulla, M. (2016). Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience. Thailand. Retrieved on August 24, 2018 from https://bit.ly/311e1l5

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