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Asia Pacific Journal of Research Vol: I. Issue XXVIII, June 2015

ISSN: 2320-5504, E-ISSN-2347-4793

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PROBLEMS OFPROSPECTIVE TEACHERS OF PHILIPPINE NORMAL UNIVERSITY,

NORTH LUZON CAMPUS DURING PRACTICE TEACHING

Nicette N. Ganal

Faculty

Philippine Normal University – North Luzon Campus

Alicia, Isabela, Philippines

Olive Joy F. Andaya

Faculty

Philippine Normal University – North Luzon Campus

Alicia, Isabela, Philippines

ABSTRACT

Practice Teaching is a course which requires the application of theories, concepts and principles

surrounding teaching and learning. Every prospective teacher is expected to apply these to test theory and

practice. This study gathered and analyzed the problems the 105 students encountered during practice

teaching. Descriptive-survey was used to collect dataduring the first quarter, school year 2014-2015. No

sampling procedure was done because all student teachers were included as participants. The instrument used

to gather data was questionnaire on problems and difficulties students encountered during practice teaching.

Aspects of the instrument include personal problems, teacher’s preparation problems, class participation

problems, class management problems, instructional problems, problems on evaluation, emotional problems,

and problems in adjusting to pupils/students. To arrive at the correct analysis and interpretation of data,

frequency, percentage and rank were used.

Findings disclosed that the problems and difficulties encountered relate to homesickness, financial

adjustment, family, learners, classroom management, communication skills, instructional skills, instructional

materials and evaluation tools preparation and analysis of test results, different feelings and emotions, and on

adjustment to the cooperating school as a whole.

Key Words:Difficulties, Problems, Practice Teaching, Prospective Teachers


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INTRODUCTION

The apex of all Experiential Learning Courses is Practice teaching. Practice Teaching is the total

immersion of the prospective teacher in the real life of becoming a teacher. During practice teaching, the pre-

service teacher experiences the rudiments of teaching in a cyclical process of planning, actual teaching and

evaluating learning. The pre-service teacher or a student teacher walks the whole process of teaching with a

mentor, called the cooperating teacher. Here, the pre-service teacher puts into actual practice the content and

theory courses, strategies or methods of teaching as well as the pedagogical content knowledge acquired in

related courses prior to Practice Teaching (Experiential Learning Courses Handbook, 2009).

Moreover, the practice teaching program is designed to prepare student teachers for the leadership role

they are to perform as regular teachers. It enables them to have a genuine task on the nature of teaching

experiences. It provides the link between practice teaching on campus and actual work they will do in the

future. Practice teaching is intended for student teachers to continue their introduction in the field of teaching

with the goal of helping to educate the youth of today. Student teaching leads the future teacher to understand

student teaching experiences as well as teaching itself which involves many challenging tasks, and require hard

work. However, such difficult tasks are regarded of having rendered invaluable services in helping young

children (Arabit, et al, 1993).

As the last field study course, the practice teacher should be given all the opportunities to bring out the

best of every prospective teacher. This is necessary in the mastery of the competencies needed as clearly

spelled out in the National Competency-Based Standards for Teachers (NCBTS) and CMO 30, s.2004 and its

regional adaptation.

Teacher training institutions carry the burden of preparing would-be molders of the youth. A

prospective teacher learns the different theories and principles of the teaching learning process. These

eventually are put into practice during the practice teaching phase. The Student Teaching Program is a

component of the teacher education curricula which is intended to meet the needs of prospective teachers in

understanding the fundamentals of the teaching learning process, the problems of actual teaching and the

process of direct learning. It is also a program where prospective teachers will obtain first-hand experiences in

all aspects of teaching. It is in student teaching where they will be challenged in knowing themselves better, in

understanding the nature and aspirations of their students, and in acquiring the basic teaching skills in making a

critical analysis of the various problems related to teaching. The experiences that the students will have during

the internship will help develop their competencies in teaching.

Student teaching is designed to help the prospective teacher an opportunity for directed and guided

participation in the major activities in the classroom. Through participation, the student teacher is expected to

develop essential competencies and skills, which are helpful to classroom work. Likewise, student teaching is

essential for the improvement of students in promoting quality education. This program is the prelude of the

noblest profession-teaching. The teacher is considered as key person of the education process; therefore she/he

should promote good values and manifests them through his/her deeds or actions. In connection with this,

attempts to improve the quality of education should start with the trainings for future teachers.

The internship program is a joint responsibility of DepEd, teachereducation institutions, both public

and private, cooperating school officials, cooperating teachers and college supervisors.


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It is a known fact that student teachers lack the skills and capability to perform with success the role of

a real teacher. They experience problems and difficulties as regards instruction, classroom management,

evaluating learning outcomes, school, learners, teachers and community adjustment and others. Problems

which confront them require urgency and importance to minimize their prevalence to make them develop and

sustain self-efficacy thus perform with quality and excellence.

Success in student teaching depends largely on the student teachers personal and social qualities. The

success also relies on how well cooperating teachers trained student teachers how to teach effectively, manage

classroom discipline and other related functions. During the student teaching phase, the student teacher

develops either a genuine love for or an aversion of teaching. This explains why cooperating teachers who are

assigned to assist the student teacher should possess competencies necessary for the development of teaching

skills of student teachers (Laruan, 2006).

Laruan (2006) has identified the problems and difficulties student teachers encountered during their off-

campus. These are: Personal Problems, Teachers Preparation Problems, Class Participation Problems, Class

Management Problems, Instructional Problems, Problems on Evaluation, Emotional Problems, Problems on

Adjusting to Pupils and students, Problems with School Adjustments, Over Extended and Work Load

Problems and Problems in Guidance.

It was the intention of this study to investigate and analyse the problems encountered by prospective

teachers and synthesized findings that may guide and influence the performance of future student teachers

while they are in their off-campus work. Likewise, the findings of this study may reveal the real situations

students were into duringpractice teaching period so that prompt and appropriate remediation measures and

resolutions will be planned and implemented.

STATEMENT OF THE PROBLEM

The study focused on the investigation and analysis of problems prospective teachers encountered in

the practice teaching program.

More specifically, the study sought answers to the following questions:

1. What is the demographic profile of the prospective teachers in the variables such as:

1.1 age;

1.2 gender;

1.3 curricular program;

1.4 curriculum year;

1.5 location of cooperating school; and

1.6 residence while doing off-campus work?

2. What are the problems encountered by the prospective teachers in the following areas?

2.1 personal problems;

2.2 teacher’s preparation problems;

2.3 class management problems;

2.4 instructional problems;

2.5 problems on evaluation;

2.6 emotional problems; and

2.7 problems on adjusting to pupils/students?


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CONCEPTUAL FRAMEWORK

Student teaching is designed to help the prospective teacher an opportunity for directed and guided participation in the major activities in the classroom. Through participation, the student teacher is expected to develop essential competencies and skills which are helpful to classroom work. It provides the first intimate contact to the real world of teaching. Practice teaching provides: 1) an opportunity to gain confidence; 2) chance to put theories into practice; 3) an opportunity to learn the skills and attitudes of a competent and effective teacher; 4) the chance to learn about children in real life; 5) an opportunity to improve the knowledge of subject matter; 6) the chance to gain from the benefits of constructive criticism’ 7) an opportunity for self-evaluation and to discover strengths and weaknesses; and 8) an opportunity for the teaching institution to evaluate itself. Practice teaching provides students the opportunity 1) to apply knowledge and skills acquired in teacher education course work; 2) to demonstrate attitude consistent with good teaching; 3) to apply multiple principles of learning and multiple teaching strategies; 4) begin to identify with the role of a teacher; 5) develop entry-level competence in the full range of teaching function; and 6) demonstrate professional and ethical behaviour(Experiential Learning Courses Handbook, 2009). Bustos (1982) have expressed that the problems faced by student teachers could possibly be an omen of future conflicts if not given due attention and resolution. Effectiveness in supervision will be facilitated if supervising instructors and cooperating teachers have knowledge of special and potential problems about student teachers. With it, they can be better prepared to guide student teachers and cope with possible conflicts or negative encounters with inexperienced teachers. Being aware of the types of problems student teachers encountered will be useful in diagnosing problems promptly and identifying immediate remedies, which will reduce anxieties among student teachers. Experience teacher training instructors have noted that despite good programs of recruitment for education students, there were students who enterstudent teaching programs unable to cope with the demands of teaching. When real problems occur, this can cause a great amount of tension and consume much time and energy on the part of the teacher training instructors (Ornstein, 1992). The following are the problems and difficulties encountered by student teachers: (1) Teaching Challenges. New faculty members face a number of challenges as they begin their role as an academic. Accomplished faculty are not daunted by these challenges, and if new faculty members anticipate them and navigate around, over or through them, their level of success will increase, along with their level of satisfaction. A few of the common categories are explored,with some suggestions for overcoming them. Talk with colleagues, check on campus policies, brainstorming with students, and be creative. Addressing challenges with a sense of humor helps place the challenges in perspective. (2) Resource Availability. The availability of resources in institutions varies widely. The resources may include technology, space, laboratory supplies, models, simulations, specimens, library materials, support for writing/math technology skills, and many others. Know the budget available to support your teaching and how to order needed materials. (3) Student Skills. All faculty face students with a wide range of skills, abilities and experiences. Being aware of the range and how to support students to help them each learn is a characteristic of an accomplished instructor. Some skills are discipline specific and need to be explicit. (4) Student Behavior. New faculty members need to address behavior directly. Most often appropriate behavior is addressed in the form of policies outlined in the course syllabus and discussed when going over the syllabus. If issues still arise, it is most effective to address them quickly and directly. Issues may include plagiarism, ethical dilemmas, rudeness, disrespect, and attendance, lack of preparation for class, interruptions or inattentiveness, among others. New faculty members are most successful when they have anticipated the possible issues, anddetermined a response in advance. Many issues are appropriately addressed in the syllabus, and discussed at the beginning of the class. This practice helps avoid many problems by clarifying expectations and consequences before an incident occurs. (5) Classroom environment. College classrooms are shared by many people and this multi-use situation can cause challenges. Classrooms may be occupied when class is scheduled to begin, tables and desks may be dirty, trash left behind by previous students, trash cans overflowing, whiteboards may be filled with writing from other classes, equipment broken or malfunctioning, or furniture may have been rearranged. Some classes have more


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enrolled students than chairs; others are awkwardly arranged for the style of teaching planned. (6) Issues of Difference. This may include gender, race, ethnicity, sexual orientation, religion, urban/rural, or political commitments, among others. While typically a university community better addresses these issues of difference than other settings, there remain some particular challenges for instructors, and these may be particularly acute for new faculty members. These situations are best addresses directly, openly and early on to minimize the impact on an individual’scareer (http://teaching commons.cdl.edu/cdip/facultyteaching/Overcomingteachingchallenges.html). The study of problems and difficulties encountered by student teachers is important and significant because the more known and identified the problems and causes are, the better are the chances of minimizing or eliminating them, thus, student teachers have chances of experiencing success in the program. In the study conducted by Samson et al (2007) and Ganal et al (2009) on the problems and difficulties encountered by student teachers of Philippine Normal University, Isabela Campus, Alicia, Isabela; the findings revealed that the students met problems relating to personal problems, teachers preparation problems, class participation problems, class management problems, instructional problems, emotional problems, problems on adjusting to pupils/students, problems with school adjustment, problems arising from an over-extended Schedules/Workloads and problems in guidance. There are other main challenges encountered by student teachers during their practicum such as: overall ability with classroom management, outdated teaching materials, pedagogical organization of the school, characteristics of students and teachers, non-mastery of the teaching language and content. These problems were gathered from different respondents from teacher training schools. These were categorized as: personal problems, school adjustment problems, problems with adjustment to pupils, problems from over-extended schedule, problems of outside conflicts, instructional problems resulting from a lack of basic teaching skills.

RESEARCH PARADIGM OF THE STUDY

Emotional

problems

Personal problems

Teacher’s

preparation

problems

Class

management

problems

Instructional

problems

Problems on

evaluation

Problems in

adjusting to

pupils and

students

Bachelor of Elementary

Education Student

Teachers

Bachelor of Secondary

Education Student

Teachers

http://teaching/


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The preceding figure presents the nature of the study under investigation. The moderating variables are:

age, gender, curricular program, cooperating school assignment, location of cooperating school and residence

while doing off-campus work.

The problems encountered by prospective teachers relate to personal problems, teacher’s preparation

problems, class management problems, instructional problems, problems on evaluation, emotional problems,

and problems in adjusting to pupils and students.

RELATED LITERATURE

Practice teaching provides: 1) an opportunity to gain confidence; 2) chance to put theories into practice;

3) an opportunity to learn the skills and attitudes of a competent and effective teacher; 4) the chance to learn

about children in real life; 5) an opportunity to improve the knowledge of subject matter; 6) the chance to gain

from the benefits of constructive criticism’ 7) an opportunity for self-evaluation and to discover strengths and

weaknesses; and 8) an opportunity for the teaching institution to evaluate itself (Experiential Learning Courses

Handbook, 2009).

Effectiveness in supervision is facilitated if supervising instructors and cooperating teachers have

knowledge of special and potential problems about student teachers. With it, they can be better prepared to the

guide student teachers and cope with possible conflicts or negative encounters with the in experienced

teachers. Being aware of the types of problems if student teachers will be useful in diagnosing problems

promptly and identifying immediate remedies, which will reduce anxieties. Experience teacher training

instructors have noted that despite good programs of recruitment for education students, there were students

who enter student teaching programs unable to cope with the demands of teaching. When real problems occur,

this can cause a great amount of tension and consume much time and energy on the part of the teacher training

instructors (Ornstein, 1992).

The following are the problems and difficulties encountered by student teachers: (1) Teaching

Challenges. New faculty members face a number of challenges as they begin their role as an academic.

Accomplished faculty are not daunted by these challenges, and if new faculty members anticipate them and

navigate around, over or through them, their level of success will increase, along with their level of

satisfaction. A few of the common categories are explored, with some suggestions for overcoming them. Talk

with colleagues, check on campus policies, brainstorming with students, and be creative. Addressing

challenges with a sense of humor helps place the challenges in perspective. (2) Resource Availability. The

availability of resources in institutions varies widely. The resources may include technology, space, laboratory

supplies, models, simulations, specimens, library materials, support for writing/math technology skills, and

many others. Know the budget available to support your teaching and how to order needed materials. (3)

Student Skills. All faculty face students with a wide range of skills, abilities and experiences. Being aware of

the range and how to support students to help them each learn is a characteristic of an accomplished instructor.

Some skills are discipline specific and need to be explicit. (4) Student Behavior. New faculty members need to

address behavior directly. Most often appropriate behavior is addressed in the form of policies outlined in the

course syllabus and discussed when going over the syllabus. If issues still arise, it is most effective to address

them quickly and directly. Issues may include plagiarism, ethical dilemmas, rudeness, disrespect, and

attendance, lack of preparation for class, interruptions or inattentiveness, among others. New faculty members

are most successful when they have anticipated the possible issues, and determined a response in advance.


ISSN: 2320-5504, E-ISSN-2347-4793


Many issues are appropriately addressed in the syllabus, and discussed at the beginning of the class. This

practice helps avoid many problems by clarifying expectations and consequences before an incident occurs. (5)

Classroom environment. College classrooms are shared by many people and this multi-use situation can cause

challenges. Classrooms may be occupied when class is scheduled to begin, tables and desks may be dirty, trash

left behind by previous students, trash cans overflowing, whiteboards may be filled with writing from other

classes, equipment broken or malfunctioning, or furniture may have been rearranged. Some classes have more

enrolled students than chairs; others are awkwardly arranged for the style of teaching planned. (6) Issues of

Difference. This may include gender, race, ethnicity, sexual orientation, religion, urban/rural, or political

commitments, among others. While typically a university community better addresses these issues of

difference than other settings, there remain some particular challenges for instructors, and these may be

particularly acute for new faculty members. These situations are best addresses directly, openly and early on to

minimize the impact on an individual’s

career(http://teachingcommons.cdl.edu/cdip/facultyteaching/Overcomingteachingchallenges.html).

Common Problems in Internship/Student Teaching (www.soe.vcu.edu/)

Virginia Commonwealth University has categorized problems met by interns/student teachers as

follows: A) Competing Activities. Such activity may take the form of a job, university class work, social

activity, or athletics. However, any activity that infringes upon an intern/student teacher’s performance should

be discontinued or sharply modified for the duration of intern/student teaching. The intern/student teacher’s

primary responsibility is to the students, their parents, the cooperating teacher and the school. B) Appearance.

The teaching role is a professional role, one in which pertinent personal hygiene and appropriate dress are

expected. C) Lack of understanding of tasks that is basic to teaching. A partial list of those problems includes:

inability to maintain discipline/classroom control, not motivating pupil’s interest, not being organized,

incomplete planning, failure to budget time, lack of command of subject matter, and unethical behavior.

Difficulties in Student Teaching

Moreover, the following are the special problems facing student teachers: 1) Feeling overwhelmed; 2)

Time Management; 3) Selection of course content from textbook, laboratory manual, syllabus, teacher guides

and others; 4) Understanding what should be taught; 5) Need for involvement in many disciplines in science

and content and for more required mathematics; 6) Incompetence of skill of questioning; 7)Need of training in

using educational television programs, individualized instruction, and other new tools; 8) Fear of performing

experiments unless what should happen is known; 9) Poor preparation in organizing work for single period, 5

days per week; 10) Lack of training in conducting experiments for 30 or more in class; 11) Dealing with

mechanics of individual participation in laboratory work in limited space with limited equipment; 12)

Frustration when periods are cut short; 13) Frustration of not knowing how to keep laboratory work moving;

14) Need to know how to find equipment, how to improvise, how to meet emergencies; 15) Amazed at

demands on time for activities besides teaching; 16) Difficulty in finding suitable professional literature; 17)

Problems concerning evaluation: setting standards and assigning grades; 17) Recognizing real understanding in

pupils; 18) Evaluation of questions for fairness and validity; 19) Career opportunities; 20) Laws regarding

teachers and teaching; 21) Professional growth and development; 22) Transition from student to teacher; 23)

Preparation of valid tests and quizzes; 24) How to deal with exceptional students- the very good, the disabled;

and 24) How to deal with cultural differences.

(www.psy.ilstu.edu/pte/353content/noviceprob.html,http://712educators.about.com/od/teachereducation/a/Stud

ent-Teachers-And_Stress.htm.)

http://teaching/

http://www.soe.vcu.edu/

http://www.psy.ilstu.edu/pte/353content/noviceprob.html,http:/712educators.about.com/od/teachereducation/a/Student-Teachers-And_Stress.htm

http://www.psy.ilstu.edu/pte/353content/noviceprob.html,http:/712educators.about.com/od/teachereducation/a/Student-Teachers-And_Stress.htm


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Furthermore, the following are the problems encountered by student teachers with respect to classroom

teaching: 1) Formulating behavioural objectives in the cognitive, affective and psychomotor domain; 2)

Relating the development of the lesson to the objective; 3) Preparing curriculum materials like lesson plans,

visual aid and etc.; 4) Choosing the appropriated method or strategy in teaching in accordance with ability of

the class; 5) Driving and developing desirable Christian national values from the different subjects; 6)

Communicating ideas to the pupils in correct English; 7) Summarizing the details to provide a logical

consequence of the lesson; 8) Encouraging pupils/students to answer correctly; 9) Arousing the Pupil’s interest

to create; 10) Systematically presenting the lessons; 11) Formulating clear, simple, and thought-provoking

questions; 12) Being concern for pupil in adopting flexibility in the course of teaching; 13) Relating lesson to

actual situation ; 14) Manipulating visual aids in the course of teaching; 15) Evaluating test results using

simple statistic e.g. mean/median; 16)Framing questions for appraising the lessons; 17) Maintaining a

wholesome atmosphere in the classroom;

17) Distributing, collecting books, papers etc. in systemic and orderly manner; 18) Keeping room clear and

orderly; 19) Knowing and accomplishing the different school forms; 20) Meeting the deadline for the

submission of lesson plan, reports and forms; 21) Establishing good human relation with the cooperating

teacher, principal, head teacher; 22) Educating the parents of pupils in the community with regard to the value

of education and civic consciousness; and 23) Soliciting funds and cooperation from the people in the

community or pupil implementation of the school projects.

Balch had mentioned seven potential types of student teachers with problems. These are: 1) the

academically deficient student teachers; 2) student teachers with excessive emotional or personal problems; 3)

student teachers with financial worries; 4) student teachers who find difficulty to adjust to a new environment;

5) student teachers who have trouble adjusting to multicultural and economic differences; 6) student teachers

who worry about student acceptance; and 7) student teachers with problems adjusting to professional rules.

RELATED STUDIES

Saricoban (2009) studied on the problems encountered by student-teachers during their practicum

studies and came up with the following conclusions: 1) Problems on lack of support in terms of materials and

equipment; 2) Problems resulting from the course book such as pronunciation and translation activities’ 3)

Problems resulting from the students: needs and interests, motivation, curiosity, discipline, participation,

memorization, language proficiency, reading, speaking and writing skills; 4) Problems resulting from the

curriculum: speaking skills, pronunciation and translation activities, revision, pair and group work activities,

grading, comprehensive; and 5) Problems resulting from the classroom environment such as overcrowded

classrooms, students at different level of language proficiency, and sitting arrangement, noise, colourful

atmosphere, heating, lightening, social and cultural activities.

As to the implications, Saricoban (2009) cited the following: 1) Foreign language (FL) teacher

educators need to gain more insights into the challenges faced by those teachers so that teacher training

programs can design their curricula that will effectively prepare these teacher candidates for their real

professional lives; 2) The foreign language teachers should be very careful when they select the course-book.

The course-book should meet the students’ needs and respond to their interests. It should include translation,

pronunciation, and speaking activities; 3) The school should provide foreign language teachers with the

necessary technical and non-technical materials such as OHPs, projectors, computers, photocopy machine,

flash cards, and etc; 4) Overcrowded classrooms should be reduced in size for better learning to take place; 5)

The school administrations should be very careful about to place students at the same level of foreign language


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proficiency in the same classroom at least as much as possible; and 6) The sitting arrangements must be

changed into a semi-circle and /or U-shaped style for efficient and effective teaching and learning to happen.

Samson (2007) and Ganal (2008) have studied problems and difficulties student teachers met in student

teaching. The studies confirmed that the problems and difficulties encountered related to: personal problems,

teacher’s preparation problems, class preparation problems, class management problems, teacher’s instruction

skills, problems on evaluation, emotional problems, problems in guidance, problems in adjusting to pupils and

students, and problems arising from over-extended schedule workloads.

As regards problems on discipline, the following were encountered by prospective teachers: 1)

Difficulty in making the pupils who were afraid to be scolded to talk freely; 2) Difficulty in dealing with pupils

who are disobedient and stubborn; 3) Knowing the needs of individual pupil in order to help them develop self-

direction; 4) Difficulty in developing self-direction in the pupils who were not given opportunities for making

their own decisions; 5) Difficulty in making the pupils follows persistently the standards, they themselves set;

6) Difficulty in getting pupils to be responsible for the routine activities in the classroom; 7) Difficulty in

making the pupils maintain good behaviour even when the visitors enter the room; and 8) Difficulty in

securing good pupil behaviour without the teachers being militaristic.

Mongata (1984) conducted a research on the instructional difficulties of student teachers at Pangasinan

State University. The nine highest difficulties encountered by student teachers are as follows: 1) Maintaining

interest on the pupils; 2) Asking questions that will direct pupils’ thinking; 3) Expressing oneself effectively in

the medium of instruction; 4) Sensing pupils’ errors and weaknesses during class hours; 5) Bringing out

important points of subject matter of emphasis; 6) Helping pupils state principles and rules learned; 7)

Involving more pupils to participate in the class recitation; and 8) Determining what assignment activities and

experiences to provide in order to meet individual and group needs of pupils.

She also stated the following as major causes of instructional difficulties of student teachers in the order

of their rank. 1) Lack of mastery of subject matter; 2) Lack of different motivation procedures and how to

make use of them; 3) Lack of sufficient instruction and practice of lesson planning; 4) Lack of instruction and

practice in giving assignment; 5) Lack of knowledge of seeking questions in an organized manner; 6) Lack of

proficient knowledge of the medium of instruction; 7) Lack of knowledge of the various ways of presenting a

particular lesson due to inadequate knowledge and skills of selecting, preparing, utilizing teaching evidences;

8) failure to get a working knowledge of measurement and evaluation; and 9) Lack of professional laboratory

experience.

METHODOLOGY

Research Design

The research applied the descriptive-survey otherwise known as normative survey. Descriptive research

describes what is. It involves the description, recording, analysis, and interpretation of the present nature,

composition, or processes of phenomena. It often involves some type of comparison or contrast (Calderon and

Gonzales, 2013). It is used to collect demographic data about people’s behavior, practices, intentions, beliefs,

attitudes, opinions and the like and then such data are analyzed, organized and interpreted.


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Participants of the Study

The participants of the study composed of49 Bachelor of Elementary Education (BEEd) and 56

Bachelor of Secondary Education students major in Physical Education and Social Science who underwent

practice teaching during the first quarter of school year 2014-2015. A total of 105 composed the participants of

the study. In the choice of participants, no sampling technique was used because all the student teachers were

included as participants of the study.

Instrument for Gathering Data

To answer the specific problems in the study, the instrument developed by Dr.Pacita L. Samson was

used. A letter of permission to use the questionnaire was sought and granted before the gathering of data.

Procedure for Gathering Data

The participants were informed of the purpose of the research in writing. They were convened in one

venue during their vacant period for one shot floating of the instrument and to expedite retrieval. The

directions were read and explained to the participants to minimize any problems or questions that may arise

during the administration of the questionnaire.

Statistical Treatment of Data

To derive comparisons from the responses of the participants and arrive at the correct analysis and

interpretation of data, frequency, percentage and rank were used.

RESULTS AND DISCUSSION

Problem 1. What is the profile of the respondents in terms of: age, gender, curricular program,

cooperating school assignment, location of cooperating school, and residence while doing off-campus

work?

Table 1.Profile of Respondents on Age

AGE FREQUENCY PERCENTAGE

18 8 7.62%

19 70 66.67%

20 20 19.05%

21 1 0.95%

22 2 1.90%

23 1 0.95%

24 3 2.86%

∑f= 105 ∑P=100%

Table 1 shows the profile of respondents on age. Data show that 70 or 66.67% are aged 19; 20 or

19.05% fall under age 20; 8 or 7.62% are aged 18; 3 or 2.86% are aged 24; 2 or 1.90% are aged 22; 1 or 0.95%

are aged 21 and 23. The data reveal that most of the respondents are in normal age parallel to their year level.


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Table 2. Profile of Respondents on Gender

GENDER FREQUENCY PERCENTAGE

Male 41 39.04%

Female 64 60.95%

∑f= 105 ∑P=100%

Table 2 exposes the gender of the participants. There are 41 or 39.04% males while 64 or 60.95% are

females. It shows that there are more female student teachers than males. This result is similar to the study

conducted by Andaya (2010), where teaching is more attractive to female than male. This result is also

supported by Rotor’s (2004) study that women dominate men in the teaching profession.

Table 3. Profile of Respondents on Curricular Program

CURRICULAR

PROGRAM FREQUENCY PERCENTAGE

Bachelor of Elementary

Education (BEEd) 49 46.67%

Bachelor of Secondary

Education (BSEd) 56 53.33%

∑f=105 ∑P=100%

Table 3 shows the profile of respondents on curricular program. There are 49 or 46.67% who are

enrolled in Bachelor of Elementary Education (BEEd) while 56 or 53.33% are enrolled in Bachelor of

Secondary Education (BSEd).

Table 4. Profile of Respondents on Location of Cooperating School

LOCATION OF

COOPERATING SCHOOL FREQUENCY PERCENTAGE

City 48 45.71%

Town 40 38.10%

Barangay 17 16.19%

∑f=105 ∑P=100%

The Table presents the profile of respondents on location of their cooperating school. It is striking to

note that many of the students are assigned in cooperating schools located in the city as revealed by 48 or

45.71%. There are also 40 or 38.10% whose cooperating school is in the town proper; and 17 or 16.19%

student teachers cooperating school assignment is located in the barangay. The data show that most of the

respondents are assigned in cooperating schools of different locations.


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Table 5. Profile of Respondents on Residence while doing Off-campus Work RESIDENCE WHILE

DOING OFF-CAMPUS STUDENT TEACHING

FREQUENCY PERCENTAGE

Boarding House 77 73.33%

Own House 14 13.33%

Dormitory 8 7.62%

Apartment 6 5.71%

∑f=105 ∑P=100%

Table 5 shows the profile of respondents on residence while doing off-campus work. Data imply that

77 or 73.33% stayed in boarding houses; 14 or 13.33% preferred to stay in their own homes; 8 or 7.62%

resided in dormitory and 6 or 5.71% decided to stay in apartments. It can be affirmed that most of the

respondents preferred to stay in boarding houses because their school assignment is far from their residence.

Problem 2. What are the problems encountered by the prospective teachers in the following areas?

Table 6. Personal Problems

PERSONAL PROBLEMS FREQUENCY PERCENTAGE

Transportation 23 7.54%

Board and lodging 22 7.21%

Clothing 6 1.96%

Cooperating School Expenses 16 5.25%

Involvement in social activities in the cooperating

schools 13 4.26%

Not well poised 4 1.31%

Not properly groomed 4 1.31%

Poor diction 4 1.31%

Has mannerisms 15 4.92%

Not creative 11 3.61%

Not resourceful 4 1.31%

Being away from parents 43 14.10%

Being away from spouse 1 0.33%

Being away from children 1 0.33%

Marital problems 0 0

Not enough time for the family 35 11.48%

Frequent, informal contact with pupils and students 11 3.61%

Identifying misbehaving pupils and students 39 12.79%

Getting even with misbehaving pupils and students 21 6.88%

Playing favourites 7 2.29%

Not meeting the same obligations and expectations

that cooperating teachers expect

25

8.20%

TOTAL 305 100%


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Table 6 displays the personal problems of the respondents. It is evident that most of the student teachers

have encountered problem on being away from parents with 43 or 14.10%;followed by the problem and

difficulty in identifying misbehaving pupils and students with 39 or 12.79%. Moving on, being away with

children and being away with spouse are the least problems met with 1 or 0.33%. It can be inferred that most

of the respondents have met a variety of personal problems relating to homesickness, financial difficulties,

classroom management, communication skills and instructional skills. The results of this study corroborate

with Samson’s (2007) and Ganal’s (2009) study that student teachers meet a variety of personal problems such

as: finances, marital/family relations, failure to meet cooperating teachers’ expectations, poor poise and poor

diction.

Table 7. Teacher’s Preparation Problems

TEACHER’S PREPARATION PROBLEMS FREQUENCY PERCENTAGE

Making mistakes in front of the class 38 23.60%

Forgetting or not knowing what to say 18 11.18%

Not knowing how to answer students’/pupils’

questions

2 1.24%

Being unprepared 17 10.56%

Poor command of English and Filipino languages 13 8.07%

Superficial or shallow grasp/ understanding of the

subject/ subject matter

7 4.35%

Instructional materials not well made 17 10.56%

Inability to write lesson plan based on the

teacher’s guide

9 5.59%

Not having sufficient lesson activities so pupils/

students are not doing anything

6 3.73%

Not providing a variety of activities 14 8.70%

Tardiness and absenteeism 2 1.24%

Board work not well-written 3 1.86%

Printing of letters and numbers are not standard 4 2.48%

Not well-planned strategies, i.e. methods do not fit

the content to be taught

2 1.24%

Lack interest in teaching 9 5.59%

TOTAL 161 100%

It can be noted that making mistakes in front of the class is the problem the student teachers

encountered most with 38 or 23.60%; and forgetting or not knowing what to say is the second problem student

teachers met with 18 or 11.18%. The other problems the respondents meet the least are no well-planned

strategies, tardiness and absenteeism, not knowing how to answer student’s/pupil’s questions with 2 or 1.24%.

Data indicate that the respondents go through different problems in preparing themselves for teaching

because they did not have any experiences teaching in the classroom before they were fielded to their

cooperating schools. Again, the results of this investigation support the findings of Samson’s (2007) and

Ganal’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 8. Class Management Problems

CLASS MANAGEMENT PROBLEMS FREQUENCY PERCENTAGE

Handling disciplinary problems ineffectively

29

12.39%

Managing a classroom independently, i.e. even

with no assistance from the student/teachers and

cooperating teachers

36

15.38%

Preparing inadequately the day’s learning

activities

6

2.56%

Not starting activities promptly 18 7.69%

Inability to hold attention of the pupils and

students throughout the period of time

32

13.68%

Inability to perform effectively routine activities

such as:

Checking of attendance 32 13.68%

Distributing and collecting papers 19 8.12%

Erasing the blackboard after using 23 9.83%

Structuring the classroom to enhance learning

activities

11 4.70%

Passing in and out of the classroom 23 9.83%

Borrowing and returning laboratory/ instructional

materials

5 2.14%

TOTAL 234 100%

It could be inferred from Table 8 that managing a classroom independently has been the most frequent

problem that the student teachers encountered with 36 or 34.29%; followed by inability to hold attention of the

pupils and students throughout the period of time with 32 0r 30.48%. Preparing inadequately the day’s learning

activities has been the least problem they faced during their student teaching with 6 or 5.71%.

In the category of inability to perform effectively routine activities, checking of attendance has the

greatest frequency with 32 or 30.48% while Borrowing and returning laboratory/ instructional materials has the

least frequency with 5 or 4.76%.

The data show that classroom management is one of the greatest problems of the respondents. It

generates that respondents should be more knowledgeable of the different approaches in classroom

management for their proper application in the classroom. They should intact in their minds the different

features of classroom such as: multidimensionality, simultaneity, publicness, history, and unpredictability and

the same require strict observance and implementation for a successful delivery of the curriculum to students

and pupils.


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Table 9. Instructional Problems

INSTRUCTIONAL PROBLEMS FREQUENCY PERCENTAGE

Preparing visual aids and other instructional

materials 20 4.68%

Selecting activities to carry out the different parts

of the lesson 16 3.75%

Constructing valid evaluation measures 14 3.28%

Technique to be employed in pacing the activities

properly 11 2.58%

Individualizing instruction, i.e. providing

activities to meet the needs of slow, average, and

fast learners

28 6.56%

Using a variety of materials 13 3.04%

Maintaining interest of pupils and students 30 7.03%

Asking appropriate and different types of

questions that will direct pupils/students thinking 11 2.58%

Interpreting test results and rating performance 16 3.75%

Making effective introduction and motivation 12 2.81%

Giving clear direction and logical explanation 14 3.28%

Distributing questions properly 11 2.58%

Providing varied learning tasks 5 1.17%

Giving incidental teaching when necessary 11 2.58%

Focusing students’ attention to important points

in summarizing 10 2.34%

Guiding students’ attention to important point in

summarizing 7 1.63%

Handling student’s wrong answer tactfully 15 3.51%

Providing appropriate verbal and non-verbal

reinforcements 3 0.70%

Presenting agreement properly 11 2.58%

Integrating government thrusts and moral values

to lessons where feasible 8 1.87%

Teaching only a number of subjects one can

handle, i.e. not teaching all the subjects 14 3.28%

Difficulty in formulating behavioral objectives in

the cognitive, affective and psychomotor

domains of learning

16 3.75%

Inability to develop the lesson in relation to the

objectives 3 0.70%

Lack of skills to relate the lesson to the

development of the pupils/students 7 1.63%

Lack of skills in preparing curriculum materials

e.g. lesson plan or module 3 0.70%

Lack of skills in choosing the appropriate method 15 3.51%


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of strategy of teaching in accordance with the

ability of the class

Inability to relate and coordinate the assignment

with the previous and succeeding lessons 14 3.28%

Limited vocabulary in communicating ideas of

pupils and students 14 3.28%

Inability to ask thought- provoking questions 16 3.75%

Disorganized presentations of the lessons 6 1.41%

Inability to stimulate and draw out correct

responses from the pupils/students 6 1.41%

Lack of skills in formulating clear, simple and

easily understood questions 4 0.94%

Lack of skills in directing appropriate questions

to pupils and learners of different abilities 4 0.94%

Ineffective use of multi-sensory aids 11 2.58%

Inability to summarize the lessons at the end of

the period 7 1.63%

Inability to provide maximum involvement of

pupils and learners in the learning activities 17 3.98%

Inability to note important details and key points

of the lessons 4 0.94%

TOTAL 427 100%

It could be noted from the Table that the respondents had a great problem on maintaining the interest of

pupils and students with 30 or 7.03%; second is individualizing instruction with 28 or 6.56%. Providing

appropriate reinforcement, inability to develop the lesson in relation to the objectives, lack of skill in preparing

curriculum material are the least problems.

It could be confirmed that respondents lack the prerequisites of delivering systematized and quality

instruction. Perhaps they have forgotten the theories and principles requisites to effective and efficient

communication of the curriculum. Also, they do not know the proper application of things they have learned in

foundation and pedagogy courses.Finally, they experience problems and difficultiesin selecting, preparing and

utilizing instructional materials which are diverse, flexible, objective, multidimensional etc. to satisfy

individual differences in learning.

The problems identified are the same problems the respondents encountered during practice teaching

conducted by Samson (2007), Ganal and Saricoban (2009).


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Table 10. Problems on Evaluation

PROBLEMS ON EVALUATION FREQUENCY

PERCENTAGE

Lack of skill in choosing appropriate activity in

assessing pupils and student learning 19 19.39

Lack of skill in constructing appropriate

questions for appraising the lesson 6 6.12%

Difficulty in making different types of questions 24 24.49%

Lack of knowledge in creating a strategy to

facilitate accurate correction of test papers 14 14.29%

Lack of skill in utilizing test results as basis for

improving instructions 12 12.24%

Lack of skill in interpreting test result using

simple statistics (eq. mean, median) 16 16.33%

Lack of skills in administering test effectively 7 7.14%

TOTAL 98 100%

The Table shows the frequency distribution of the problems of respondents on evaluation. Based on the

data gathered, the respondents had a great problem on creating different types of questions with 24 or 24.49%;

followed by the lack of skill in choosing appropriate activity in assessing pupils and student learning with 19 or

19.39%. On the other hand, constructing different types of questions is the least problem the respondents

encountered with 6 or 6.12%.

The data imply that student teachers lack knowledge and assessment skills that measure the learning

skills and experiences of students. They show evidences of insufficiency of understanding, appreciation and

application on the different principles of test construction, analyzing test results and application of results of

tests to improve further teaching and learning outcomes.

The aforementioned problems are also the problems the respondents encountered during practice

teaching conducted by Samson (2007), Ganal and Saricoban (2009).

Table 11. Emotional Problems

EMOTIONAL PROBLEMS FREQUENCY PERCENTAGE

Excessive stress in doing the tasks 27 15%

Frustration over one’s inadequacies 15 8.33%

Low self-esteem or not believing in one’s

capabilities 13 7.22%

Depression or feeling very low(eq. inability to

sleep well, strong heart beat) 29 16.11%

High anxiety in working so hard at winning the

pupils and students 10 5.56%

Undesirable development of a relationship

between the student-teacher and the

pupils/students

10 5.56%

Difficulties in establishing desirable relationship 8 4.44%


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with the principal, cooperating teachers and other

school personnel

Feeling of timidity 10 5.56%

Feeling of insecurity 8 4.44%

Feeling of immaturity 7 3.89%

Feeling scared or insecure of being a beginning

student teacher 24 13.33%

Feeling inadequate and insecure in the presence of

experienced professionals 19 10.56%

TOTAL 180 100%

It is obviously seen on the Table that depression or feeling very low has been the respondents’ greatest

problem with 29 or 16.11%; and second is excessive stress in doing the task with 27 or 15%. Meanwhile,

feeling of immaturity has been their least problem with 7 or 3.89%.

The data indicate that 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. They lack sense

of efficacy and confidence toward teaching. They still need more self-discipline to control their emotions to be

more effective and efficient in their job.

It may be inferred that prospective teachers are inflicted with these emotions because of their

insufficient readiness for student teaching, and lacks of self-esteem and sense of achievement.

Table 12. Problems on Adjusting to Pupils and Students

PROBLEMS ON ADJUSTMENT FREQUENCY PERCENTAGE

How to be accepted by pupils and students 32 29.91%

Working effectively with different kinds of pupils

and students(eq. the fast learners the average and the

slow learners)

27 25.23%

Insecurity of student teacher in a class where pupils

and students come from prominent families 7 6.54%

Superiority complex of student teachers over pupils

and students belonging to lower stratum families 6 5.61%

Opposite sex attraction between mature pupils and

students and young/ immature student teachers 9 8.41%

Being unpopular to some students/ pupils 15 14.02%

Winning the esteem/respect of pupils and students 11 10.28%

TOTAL 107 100%

The Table shows the frequency distribution of the problems and difficulties of respondents in adjusting

to pupils and students. It could be gleaned that how to be accepted by pupils and student has been their greatest

problem with 32 or 29.91%. Second is working effectively with different kinds of pupils and students with 27

or 25.23%. Additionally, the least problem that the respondents encountered is superiority complex of student

teachers over pupils and students belonging to lower stratum families with 6 or 5.61%.


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The data uphold that respondents experience these problems because of uniqueness of personality,

values they uphold, culture, breadth and type of experiences relative to pre-service education and of course

mental traits and characteristics.

SUMMARY of FINDINGS

A. On Profile of the Respondents

Age. There are 70 or 66.67% are aged 19; 20 or 19.05% fall under age 20; 8 or 7.62% are aged 18; 3 or 2.86%

are aged 24; 2 or 1.90% are aged 22; 1 or 0.95% are aged 21 and 23.

Gender. There are 41 or 39% males while 64 or 61% are females.

Cooperating School Assignment. 19 or 18.10% taught at Santiago City National High School, 17 or 16.19%

taught at Alicia National High School, and 4 or 3.81% were deployed at Enrile West Central School.

Grade/Year Level Assignment. 14 or 13.33% were assigned to handle 4th

year. 13 or 12.38% were assigned

each in Grade 9 and Grade 5 and 2 or 1.90% handled Grade 2.

Location of Cooperating School. 48 or 45.71% of the respondents had their student teaching in the city; 40 or

38.10% were assigned in cooperating schools located in the town; and 17 or 16.19% taught in the barangay.

Residence During Off-Campus Teaching. 77 or 73.33% of the respondents stayed in boarding houses; 14 or

13.33% of them stayed in their own homes;8 or 7.62% stayed in dormitory and the remaining 6 or 5.72%

preferred to stay in apartments.

B. On Problems Encountered in Student Teaching

1. Personal Problems

Being away with parents has 43 or 14.10%; identifying misbehaving pupils and students with 39 or

12.79%. Being away with children and being away with spouse has 1or 0.33%.

2. Teacher’s Preparation Problems

Making mistakes in front of the class has 38 or 23.60%; forgetting/not knowing what to say has 18 or

11.18%. And no well-planned strategies, tardiness and absenteeism, not knowing how to answer

student’s/pupil’s questions got 2 or 1.24%.

3 Class Management Problems

Managing a classroom independently has 36 or 15.38%. Preparing inadequately the day’s learning

activities is the least with 6 or 2.56%. The inability to perform effectively routine activities, checking of

attendance has 32 or 13.68% while borrowing and returning laboratory/ instructional materials has 5 or 2.14%.

4. Instructional Problems

The respondents had a great problem on maintaining interest of pupils and students with 30 or 7.03%;

individualizing instruction, i.e. providing activities to meet the needs of slow, average, and fast learners has 28

or 6.56%. Another problem encountered was providing appropriate reinforcement, inability to develop the

lesson in relation to the objectives; and lack of skills in preparing curriculum material has 3 or 0.70%.

5. Problems on Evaluation

The respondents had a great problem on creating different types of questions with 24 or 24.49%;

followed by lack of skill in choosing appropriate activity in assessing pupils and student learning with 19 or

19.39%. And constructing different types of questions has 6 or 6.12%.

6.Emotional Problems

Depression or feeling very low has 29 or 16.11%; excessive stress in doing the tasks has 27 or 15%. On

the other hand, feeling of immaturity has 7 or 3.89%.


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7. Problems on Adjusting to Pupils/Students

How to be accepted by pupils and student has 32 or 29.91%. Second is working effectively with

different kinds of pupils and students with 27 or 25.23%. On the other hand, insecurity of student teacher in a

class where pupils and students come from prominent families with 7 or 6.54% and superiority complex of

student teachers over pupils and students belonging to lower stratum families has 6 or 5.61%.

CONCLUSIONS

1. The age of the respondents coincide with their year level.

2. The respondents are dominated by females.

3. The respondents come from the Bachelor of Elementary Education (BEEd} and Bachelor of Secondary

Education (BSED) curricular programs.

4. The respondents had their student teaching in selected public elementary and secondary schools.

5. The student teachers were assigned in the different grade and year levels.

6. The cooperating schools of the participants were located in the city, town and barangay.

7. The residence of the participants during off-campus work is their own homes, boarding houses, dormitories

and apartment.

8. The problems encountered by the student- teachers relate to homesickness, financial aspects, emotions,

classroom management, communication skills, instructional skills, tests construction and interpretation of

results, and adjustment to the school at large.

DIRECTIONS FOR FUTURE RESEARCH:

1. The results of the study may be considered as bases for curriculum planning in the different learning areas.

2. Conferences and orientations should be conducted before deployment to inform student teachers of possible

problems and difficulties they will encounter so that interventions and solutions would be planned and

implemented properly and immediately.

3.Class observations in the different cooperating schools should be done prior to student teaching in order for

students to get knowledge on actual classroom situations.

4. Conduct a similar studyon a largerscale involving stakeholders such as college supervisors, cooperating

teachers, school heads and parents.

REFERENCES

1. Andaya, O. J. 2010. The Profile of Faculty and Students in Teacher Education Institutions of Selected

SUC’s of Region 02.

2. Arabit, P. et al. (1993). Handbook on student teaching. Rex Book Store, Manila.

3. Calderon, J. & Gonzales, E. (2013).Methods of research and thesis

writing.www.nationalbookstore.com ISBN 971-08-5508-5 pp.61- 64.

4. Bustos, A. (1982). Handbook on practice teaching. Al JMC Press Inc. Quezon Avenue, Quezon City.

5. Fraenkel, J. (2006). How to design and evaluate research in education. New York: McGraw-Hill

6. Ganal, N. (2009). Problems and difficulties encountered by student teachers of Philippine Normal

University, Isabela Campus, Alicia, Isabela.

7. Laruan, MJ. (2006). Problems of student teachers.The Modern Teacher, Vol. LV, No.1.

http://www.nationalbookstore.com/


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8. Mongata, N. (1984). Instructional difficulties of student teachers at Pangasinan state university.

Unpublished Master’s Thesis. Pangasinan State University, Bambang, Pangasinan.

9. Ornstein, A. &Hunkins, F. Curriculum: foundations, principles and issues.Allyn and Bacon.

10. Rotor, A. (2004). “Qualities of Effective Teachers”. Ad Veritum, Vol. 4. No. 1

11. Samson, P. (2007). Problems and difficulties encountered by student teachers of Philippine Normal

University. Philippine Normal University, Isabela Campus, Alicia, Isabela.

12. Saricoban, W. (2009). Problems encountered by student teachers during their practicumstudies.

Unpublished Master’s Thesis.

13. Experiential Learning Courses Handbook (2009).A Project of the Teacher Education Council,

Department of Education and Commission on Higher Education.

14. www.abacon.com ISBN 0-205-27702-0 p. 21.

15. www.sciencedirect.comAccepted January 15,2010

16. (www.psy.ilstu.edu/pte/353content/noviceprob.html,(www.soe.vcu.edu/)August 21, 2009

17. http://www.scielo.org.za/scielo.php?pid=s0256-01002009000300004&script=sci_arttext

September 12, 2011

18. http://www.savap.org.pk/journals/ARInt./Vol.1(2)/2011(1.2-32).pdfOctober 29, 2009

19. http://www.sciencedirect.com

http://www.abacon.com/

http://www.sciencedirect.com/

http://www.psy.ilstu.edu/pte/353content/noviceprob.html

http://www.soe.vcu.edu/

http://www.scielo.org.za/scielo.php?pid=s0256-01002009000300004&script=sci_arttext

http://www.savap.org.pk/journals/ARInt./Vol.1(2)/2011(1.2-32).pdf

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