Critique - Res - Reyes Et Al 1

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
THE PROBLEMS AND COPING MECHANISM

OF NEUST-MGT STUDENT TEACHERS
DURING INTERNSHIP
A Thesis Presented to
the Faculty Members of
Municipal Government of Talavera
In Partial Fulfillment
of the Requirements for the
Bachelor of Elementary
Education
Nila P. Reyes
Rica Joy D. Arcenias
Shenna Mea O. Alama
Franklin L. Berdin
2023
Transforming Communities through Science and Technology www.neust.edu.ph

TALAVERA OFF – CAMPUS
THE PROBLEMS AND COPING MECHANISM

OF NEUST-MGT STUDENT TEACHERS
DURING INTERNSHIP
Nila P. Reyes
Rica Joy D. Arcenias
Shenna Mea O. Alama
Franklin L. Berdin
2023

CHAPTER 1
THE PROBLEM AND ITS SETTINGS
Introduction
"The goal is concrete, the intention has been set but if I don't stop and reflect,
there's no point to it all! Teaching IS reflective practice."
- Nicole Arndt
Teaching like any other profession prescribed services that render to any human
society. It is absolutely necessary for individuals who studied to become teachers to
acquire skills and knowledge relevant to teacher’s education program, one of which is
practice teaching.
The word ‘teach’ arouse from the Old English tæcan meaning “to show, point out,
or demonstrate”. The act of teaching is often compared to lifting the wool from
someone’s eyes showing them some fact so that they can understand the universe a little
better.
Teaching practice is an important component of becoming a teacher. It grants
student teachers experience in the actual teaching and learning environment. During
teaching practice, a student teacher is given the opportunity to learn the art of teaching
before getting into the real world of the teaching profession.
Teachers play an important role in shaping the future of individuals as well as of
entire generations. Mayer & Goldsberry believed that the professional development of

student teachers depends on opportunities to consider their beliefs in the light of
experiences they encounter, where they will student teach, and with whom. Under
supervision, student teachers develop skills in classroom management, the learning
process, planning, selecting teaching materials and strategies, and assessing pupil
progress. During student teaching, a new pattern of thinking and knowing emerges with
respect to understanding the self as a teacher with the help of broadening pedagogical
knowledge, applying and sharing new knowledge with cooperating teacher (mentor).
Johnston emphasized this by asserting that student teachers and supervising teachers
require a clear understanding of the learning process in student teaching so they can
actively take a role in making most of the often limited time spent in the classroom.
It is important to have knowledge of how student teachers adapt to coping
mechanisms that result from the challenges they meet during their internship. This
knowledge is important because it would provide lecturers and administrators in teacher
education programs with a good idea of the most effective ways of providing support to
student teachers.
Teaching practice is an important process in problem solving in its own right.
Based on this idea, practitioners are expected to solve the problems or issues they face
during classes by applying theories and teaching models they learned as education
students. Through proper supervision by co-teachers or supervisors, student-teachers can
assimilate and accommodate teaching practices and manage problems they encountered.
Some of the problems faced by student-teachers during the practicum include classroom

management, time management, mixed-ability classes, and difficulties in using
technology. The student-teachers' ability to reflect is essential in their teaching
development. Student-teachers can reflect and build on this skill so that they can discuss
and share their teaching experiences with others. Thus, through a reflective process,
student-teachers can identify problems concerning teaching techniques and approaches as
well as accept their responsibility in teaching and learning. Post-practicum teachers
increase their awareness of teaching and learning through reflective practices to
understand the phenomena observed and make decisions based on their experiences.
Further, the term teaching practice represents the range of experiences to which
student teachers are exposed when they work in classrooms and schools.
Teaching has its own problem which professional teachers try to overcome by
teaching practice. The student teachers are still practicing the teaching he/she was
confronted with different problems. Student teachers faced some problems during
internship such as lack of budget and materials and equipment in school. In some
situations, this means that their interests in teaching practice have not been reinforced.
One of the problems faced by the student teachers is planning the lesson in which they
struggled due to lack of knowledge in creating such. The student-teachers also do not
possess the proper class management and control due to insufficient skills in handling
and controlling the classroom effectively.
They also lack instructional materials, incentives, accommodation, and office
facilities, heavy workload, lack of cooperation from their practicing schools and behavior

of pupils towards them. The other problems faced by student teachers are poor methods
of teaching, ineffective usage of teaching aids, and inability to differentiate between the
needs of an individual, supervision and support.
This study examines problems and coping mechanism faced by student teachers
during their internship. These include school placement, resources, learners’ discipline,
and classroom management. Student teachers are required to fulfill the prescribed
practice in the core course of the teacher education programs, which affords them the
opportunity to face the reality of their professional goal. The practice also enables them
to overcome and attend to practical problems in teaching that they encounter in the
classroom in the future.
The student teachers who can examine the problem from different perspectives
have the advantage to use different approaches in addressing it. Furthermore, he/she is
also likely to perceive himself/herself as the factor under the problem consideration in
view where they experience problems in the teaching process which may confront the
effective learning place.
The teacher needs to be properly educated and trained for professional efficiency.
Teaching practice is an integral component of teacher training and provides student
teachers with experience in the actual teaching and learning environment. Student
teachers explore experiences and how these experiences influence their perception of the
teaching profession. They also identify both the positive and negative experiences during

teaching practice and suggest ways of assisting them to achieve the desired outcomes
from teaching practice.
ADVANTAGES OF STUDENT TEACHERS DURING INTERNSHIP
The internship equips students teachers to be more competent and confident. It
also boosts their morale in teaching. Through teaching practice, the students become
more self-assured in realizing that they can improve their practice despite their
weaknesses. A healthy sense of self-confidence is all about having a balanced view of it
taking pride in their abilities while recognizing flaws. With the help of teaching practice,
student teachers will be able to explore new things, roles, and hobbies, as well as follow
their ambitions without worrying about how others may perceive them. Internship
experiences enhance students’ values and attitudes that will lead to an increase in student
independence, social maturity and interpersonal skills. Internship program in Teacher
Education is of great importance because it ensures the professional preparation of
prospective teachers. It provides them a practical opportunity to develop true
understanding of the teaching profession and future working conditions in that calling.
Teaching practice provides experiences to student teachers in the actual teaching
and learning environment. During teaching practice, a student-teacher is given the
opportunity to try the art of teaching before actually getting into the real world of the
teaching profession. Student-teachers also know the value of teaching practice and they
perceive it as the important aspect of their preparation for the teaching profession since it

provides for the real interface between studenthood and membership of the profession.
The internship is an educational experience combining daily experiences in the classroom
setting, time allocated to work on assignments, exam preparation, and time spent
coaching extracurricular activities. Student-teachers follow the calendar of the school and
work in partnership with members of the teaching staff.
It caters basic skills to students, practice and drills and gives the students an
opportunity to learn certain concepts quickly and effectively. Teaching students through
various methods such as flashcards or repetitive writing can help them use these skills in
different environments and many different ways. Teaching in various approaches can
accommodate students who diverse learning styles. For example, some students who
learn visually may benefit from rewriting a misspelled word in order to retain the correct
spelling. Using various drills for various learning styles can help students integrate
various strategies for remembering skills.
Teaching practice allows students to build on mastered skills. They can now learn
higher level skills while accessing mastered skills quickly and effectively. For example,
students learning Algebra need to have mastered the basic skills of addition, subtraction,
multiplication and division. Drills and practice can help these skills become second
nature.
DISADVANTAGES OF STUDENT TEACHERS DURING INTERNSHIP
One of the disadvantages of practice teaching is the difficulty for students to focus
when do the same activities too often. They, who only learn through drills may get

distracted and bored with practice drills, especially if they have already mastered the
specific skill set. After every student demonstrates knowledge concerning the subject, the
drills and practice exercises should be used occasionally to maintain proficiency.
Students may also not be truly learning. They may be relying on just
remembering in order to take a test, but not really understanding the material properly. If
the learning becomes too predictable, students may not gain clear knowledge about the
skills they are supposed to master. They may just be memorizing the material and that
can cause problems for them later on when trying to accomplish more complex tasks and
learn more advanced lessons.
Transport problem. Transportation is one of the factors during practice teaching.
It is time consuming for the students teachers. It may affect their readiness in
implementing the learning to the students as well as the lack of accommodation as it also
affects their performance on field.
Prone to depression and anxiety. These pre-service teachers are inept at
comprehending their classroom challenges in technical terms and hence they tend to be
anxious and stressed and more likely to quit their profession even before starting their
careers as professionals. They also may feel pressured because of the fact that they
cannot be a professional teacher if they fail to pass the practice teaching course.
Teaching practice is a key component of the undergraduate teacher training
program. It is during this period that the student teacher gets to translate the skills and
theory learned into reality through actual classroom teaching. It is also a significant factor
in teacher education and training because it provides student teachers with an opportunity
to learn from experience in the work place. Atputhasamy asserts that student teachers

believe that the practical experience of observing expert teachers, receiving feedback, and
practising strategies are the most important factors in their growth as teachers, but there is
a widespread outcry about the quality of most of the teachers who have undergone this
practice. Training teachers is a partnership between teachers training colleges, the
secondary schools and stakeholders in the education system. The educational institutes
send out teacher trainees to schools every year on school practice but school of education
does not clearly state how the secondary schools are expected to contribute to the training
of these teacher trainees. School practice is a semester vise routine prescribed by teacher
training colleges which the researchers have reflected on to assess its effectiveness in
preparing teacher-trainees.
Practice teaching is a significant element towards becoming a teacher. It provides
experiences to student teachers in the actual teaching and learning environment. During
teaching practice, a student-teacher is given the opportunity to try the art of teaching
before actually getting into the real world of the teaching profession. Student-teachers
also know the value of teaching practice and they perceive it as the important aspect of
their preparation for the teaching profession since it provides for the real interface
between student hood and membership of the profession.
Teachers in a society are thought to be agents of change as they are central to the
delivery of quality education. Quality teachers are the greatest determinant of student
achievement and their impact are greater than any other social factors, including class
size, parent education, and income and language background. Teachers play an important
role in shaping the future of individuals as well as of entire generations. They can also
influence the economic dynamism of the country by imparting skills that translate into

innovation and productivity in the workplace. Because of the current changing and
challenging world, teachers shall also be provided with a range of skills, knowledge,
attitudes and relevant educational experience that enable them to cope with the challenge.
Education is expected to play several key roles in an effort of developing country
socioeconomic and cultural status. However, it is impossible to think of quality education
without being academically qualified and professionally responsible teachers in schools.
Thus, for teachers to play their role effectively in schools, there must be a well-designed
and successfully implemented teaching practice program for student teachers that aims at
producing teachers who are academically-qualified, professionally-skilled, and
behaviorally and ethically-committed to their profession.
The teacher’s character and quality competence are the most significant factors
which influence the education quality and its contribution to national development. Given
the ideal syllabus and sufficient time for teaching, a teacher will not be successful
achieve unless he/she is enthusiastic about the work, knowledgeable about the subject
and how to teach, keen, well informed, passionate in teaching the subject and confident
in its values despite difficulties and hardships. Teachers, colleges, and universities take
place in national-wide implementation in teacher education curriculum but with some
challenges such as lack of resources, funds and inappropriate teaching practice
coordination. Therefore, it is suggested that undergraduate student teachers shall attend
teaching practice in secondary schools and the government shall improve the classroom
settings and reasonable.
During the internship, student teachers integrate theory and practice and begin to

utilize their knowledge of current research on teaching and learning. Perhaps most
importantly, the internship will provide student teachers an opportunity to engage in
critical reflection as they create meaning out of their experiences and attempt to discover
their own voices and identities as teachers. Becoming a master teacher is an ongoing,
developmental process. This internship provides student teachers with the foundation
necessary for continued professional growth and development. Every effort is made to
prepare teacher interns, both academically and psychologically for the task ahead. Since
internship is a new experience for the candidates, some tension and misgivings may be
felt. This reaction is not unusual, even among the best students, and need not be cause for
alarm. The well-prepared teacher interns have confidence in their ability to change from
college students to classroom teachers without difficulty. The teacher interns are looking
forward to the challenge and opportunity of proving their own worth.
Student internship is known to have significantly contributed to the preparation of
competent teachers in the field of teaching. This is the culminating phase of becoming a
teacher. This is also the time when the student interns have the opportunity to apply the
theories they learn in their previous courses to actual classroom teaching or setting. This
is their bridge from theory to practice. The internship enables future early childhood
educators to apply their knowledge about children's development, implement curriculum
content, and enhance teaching skills to become effective early childhood teachers.
Ideally, the student interns are given the chance to be in the real classroom during their
practicum.

Teaching internship is one of the basics of teacher training. It allocates student
teachers to immerse in the teaching atmosphere in the classroom and learning
environment, not only teaching atmosphere but also the teaching process. It requires
student teacher to designing a lesson plan and assessing the student's achievement. It is an
important component for the student in the education department which is completed at
the end of the semester. With this internship program, it is expected that students will be
able to implement what they have learned during lectures by teaching proposed theories
and concepts.
Theoretical Framework
In this section, the researchers describe the main theoretical approaches to help
guide the study. The researchers selected these theories to question the research
respondents as comprehensively as possible without disregarding or downplaying any
possible aspect. The researchers anchored on the problems of students-teacher during
teaching practice at NEUST-MGT. This theory is based on the belief that there are
different problems or challenges that student-teachers face. Kartinisari (2017), focused on
the problems of students-teacher encounter specifically with reference with the students,
the curriculum, and the classroom environment.
The aim of this theory is to discuss the views of lectures involved in teacher
education on the place of theory in educational research and practice in teacher education.
Theory plays an important role in determining the nature of educational research and

practice in teacher education. It is, therefore, necessary to acknowledge the importance of
theory in educational research and practice in teacher education, and also ascertain the
influence that theory has on educational research and practice. This element seeks to
emancipate teachers from their dependency on practices that are the product of
ideological and political constructs while at the same time allowing teachers to critically
reflect on their practice in the classroom. It does this by means of critical modes of
inquiry that are aimed at exposing and examining beliefs, assumptions and values
implicit in ideological and political agendas which often determine how teachers organize
their experiences and practices in the classroom. In the interests of best practice, it is
necessary for teachers to acquire significant theoretical astuteness in order to interact
critically with cultural, political, social and economic concerns which impact either
positively or negatively in classroom practice.
Conceptual Framework
The aim of this study was to investigate student teachers’ coping mechanisms and
problems challenging situations in teacher education.
According to Taylor & Francis, (2016), practice theory and education will appeal
to postgraduate students, academics and researchers in professional practice and
education, and scholars working with social theory. It will be of particular interest to
those who wish to move beyond the limiting configurations of practice found in
contemporary illiberal, new materialist and narrow representational discourses. Practice
theory and education challenges how we think about ‘practice’, examining what it means

across different fields and sites. It is organized into four themes: discursive practices;
practice, change and organizations; practising subjectivity; and professional practice,
public policy and education.
The findings revealed that coping mechanisms challenging situations were connected to
student teachers’ main concern of the discrepancies between strategies and problems
experienced. This included wanting to have an extensive impact on future pupils as a
student teacher and experiencing the ambition as potentially exhausting. In coping with
these problems, two strategies were used: positive and negative reinforcement.
Research Paradigm
Independent Variable Dependent Variable
DEMOGRAPHIC PROFILE OF THE PROBLEMS AND COPING

RESPONDENTS MECHANISM OF STUDENT
 sex; TEACHERS ENCONTERED
 age; DURING INTERNSHIP
Transforming Communities through Science and Technology
 civil status; www.neust.edu.ph
 general average  PROBLEMS
Proposed solution and strategies

program for student teachers used
during internship
FIGURE 1
The Paradigm of the Study
The Figure 1 shows the Paradigm of the Research. The independent variables of the study
were: sociodemographic profile of respondents. This includes sex, age, civil status,
general average, number of hours consumed in practice teaching, and attended seminar
related to practice teaching.
On the other hand, the dependent variable of this study are problem and coping

mechanism encountered during practice teaching that were sub-grouped into two:
problems; and coping mechanism. The problems were sub-grouped into five: planning of
the lesson; poor class management and control; lack of effective communication;
pressure from school administrators; and disciplining students. While coping mechanism
were sub-grouped into two: positive reinforcement; and negative reinforcement.
Finally, proposed solution and strategies program may be subject for student teachers use
in practice teaching.
Statement of the Problem
This study deals with analyzing the problem and coping mechanism of student
teachers of NEUST-MGT during internship.
Specifically, it aims to find answer to the following questions:
1. How may the profile of the student teachers-respondents be described in terms of
the following:
1.1. sex;

1.2. age;
1.3. civil status;
1.4. general average
1.5. number of hours consumed in practice teaching; and
1.6. attended seminar related to practice teaching
2. How may the student teachers deal with the problems during internship in terms
of:
2.1 problem
2.1.1 planning the lesson;
2.1.2 poor class management and control;
2.1.3 lack of effective communication;
2.1.4 pressure from school and administrators;
and
2.1.5 disciplining students
3. How may the student teachers deal with the coping mechanism during internship in
terms of:
3.2.1 positive reinforcement; and
3.2.2 negative reinforcement
4. Is there significant relationship between the demographic and problem?
5. Is there significant relationship between the demographic and coping mechanism?
6. Is there any connection between profile and coping mechanism?
7. What project may be designed to lessen the problem that student teacher will

encounter?
Null Hypothesis
There is no significant relationship between the demographic profile of student
teachers in their problems during their internship.
There is no significant relationship between the demographic profile of student
teachers in their coping mechanism during their internship.

Significance of the Study
The findings of this study would be of great help to
the following:
To the School Administrators. Thru this
study, they would recognize the problems and coping
mechanisms that student teachers experience during
their practice teaching and to be aware about the
challenges and condition of every student teacher and
be able to provide effective teaching approach and
strategies to help every student teachers.
To the Teachers. This would give them
awareness in addressing the problems and coping
mechanisms of student teachers during their
internship for them to be mindful in creating
measures in handling the student interns.
To the Student Teachers. Through this study,
they can improve their performance and acknowledge
new strategies that they can use in their practice
teaching, and also recognize what practices that they
should avoid to prevent conflict.


To the Parents. This would inform them the
struggles their children face during their internship
and will lead them to take cognizance on what they
can do to help them and extend their fullest support.
To the Future Researchers. This study would
serve as their reference and also give them some
information that they could use in creating a similar
study.
Scope and Limitation
The study will analyze the problems and coping mechanisms of student teachers
during their internship.
The respondents of the study are the 4th year students of Bachelor of Elementary
Education at NEUST-MGT. The study will be conducted during 1 st semester, A.Y 2022-
2023 based on the school calendar of the Commission on Higher Education at Pag-asa
District, Talavera, Nueva Ecija.
Researchers only focused on the problems and coping mechanisms of student
teachers in NEUST-MGT during internship.
Definition of the Terms
To provide a common frame of reference and to ensure the understanding of the content
of the study, the following terms are hereby contextually and operationally:
Coping Mechanism. The strategies people often used in the face of stress and/or trauma

to help manage painful or difficult emotions. Coping mechanisms can help people adjust
to stressful events while helping them maintain their emotional well-being (Merriam-
Webster); the strategies used by student teachers.
Internship/Practice Teaching. 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 (deped.gov.ph); it is an immersion wherein the students are experience real
environment teaching.
Learning. A process that leads to change which occurs as a result of experience and
increases the potential for improved performance and future learning. (Oxford
Dictionary); the knowledge that they give in student and the knowledge they earn in
practice teaching.
Practice. The act of doing something again and again in order to learn or improve.
(Merriam-Webster); it is the actual application that every student teachers need to
enhanced during their practice teaching.
Problem. A situation, question, or thing that causes difficulty, stress, or doubt. A problem
is also a question raised to inspire thought. In Mathematics, a problem is a statement or
equation that requires a solution. Problem has a few other senses as a noun and an
adjective. Some common synonyms of problem are enigma, mystery, puzzle, and riddle.
While all these words mean "something which baffles or perplexes," problem applies to a
question or difficulty calling for a solution or causing concern.(Oxford Dictionary); the
problem that faced by student teacher during practice teaching.
Student-teacher . Also called practice teacher is a college, university or graduate student

who is teaching under the supervision of a certified teacher in order to qualify for a
degree in education. The term is also often used interchangeably with "Pre - Service
Teacher" (deped.gov.ph); it is the students who are studying to be a teacher in the future.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
Importance of Internship to Teacher Education
According to Chikezie, 2017, one of the fundamental courses in teacher education
programs is Teaching Practice (TP) when student teachers are sent to various schools to
put what they have learned into practice while being supervised by knowledgeable
professors. Teaching practice is the process by which future teachers are exposed to real
classroom situations on a regular basis. Teaching practice is defined as "the chance
offered to student teachers to use the knowledge and abilities they learned throughout the
theoretical part of their preparation time with the hope of becoming excellent practicing
instructors" in a similar spirit. However, it is evident by examining the vision and mission
of various teacher preparation organizations around the world that their primary objective
is to prepare teachers to be competent to instruct using cutting-edge technology and
instructional techniques. This can only be accomplished by giving student instructors
adequate theoretical knowledge in addition to assisting them in developing their teaching,
classroom management, and technological abilities. Any knowledge acquired by
individuals, however, will be useless unless the individual gets the opportunity to use that
knowledge in various situations. Therefore. TP is crucial in "allowing future teachers to

significantly contribute to the teaching profession".
In particular, this study intended to ascertain the degree to which the Practice
teaching program's objectives had been met, the preparedness of the practice teachers,
and the seriousness of the issues the student teachers had during their practice teaching.
With regard to the degree to which the Practice Teaching Program's objectives have been
achieved, the apparent discrepancy between that perception and the objectives stated in
the Practice Teaching Manual may be attributed to the curriculum's lack of alignment
with current educational trends, particularly on the K to 12 Curriculum and the ASEAN
Integration Program. The Practice Teaching issues that the student teachers ran into were
of a somewhat significant character, and they had little to no impact on how well the
student teachers carried out the Practice Teaching Program. If completely implemented,
the suggested anticipatory measures could help the Practice Teaching Program achieve its
goals and, as a result, be successfully implemented. (Calicdan, 2017)
Moreover, the pre-service teacher, who may also be referred to as an apprentice or
student teacher intern, experiences every step of teaching alongside a mentor, who is also
known as the cooperating teacher. Here, the pre-service teacher puts all of the concepts
learned in theory and content courses, teaching strategies, and techniques into practice.
They also test their understanding of pedagogical content learned in related courses
before practicing teaching. It is practice teaching (Anon 2015).
A significant factor is good teaching practices. On student learning, the main

focus of higher education institutions and their expected consequence. In an effort to give
their pupils the finest learning experience possible, teachers work hard to adhere to the
principles of good practice. The most crucial experience in teacher education programs is
student teaching, which is typically based on a nation's National Education policy. For all
aspiring student teachers enrolled in a teacher preparation program, teaching practice is a
required course. It lasts for one semester, often from the start of the first semester of the
student's training year to its conclusion. In this time, the majority of programmers
concentrate on: instructional planning, instructional technology, micro-teaching
mentoring model teaching, assessment, and feedback reports, studies in teaching
methods, posting of students to schools where they can practice their major courses of
study. Any higher education institution's student teaching program is a well-planned
initiative that aims to give participants the chance to grow as teachers and assess
prospective teachers' proficiency in a real classroom in a school context. During a
presentation on global exposure, Aglazor (2012) emphasized in his Research Seminar
Series that field-based experiences like study abroad and student teaching are meant to
bind theory and practice together. The final stage of the relationship between the three
main players is the teaching practice exercise.
To decide the caliber of experience the aspiring teacher will leave with, the
university supervisor, host teacher, and aspiring teacher interact. Once a prospective
teacher is certified and employed, it becomes the foundation upon which they construct
their professional identity. Therefore, it is essential that university supervisors who are
skilled, informed, and caring are connected with aspiring teachers to assist them in

assuming the entire spectrum of during this practical training stage, a teacher's
responsibilities. Host teachers play a crucial role in the development of aspiring teachers'
careers and development. The distinctive characteristics of each college of education or
university that hosts a teacher education program are taken into consideration goals and
objectives. Education programmers must follow the mission and guiding principles of
their institution for their work to be valid. This emphasizes the necessity for programmers
to ensure that their student teachers comprehend the educational philosophies of the
organization and the program.
The practice of teaching is a crucial part of becoming a teacher. It provides
prospective teachers with practical teaching and learning experience (Ngidi & Sibaya,
2013, Marais & Meier, 2014, Perry, 2014). Before entering the real world of the
teaching profession, a student teacher is given the chance to practice the art of teaching
during teaching practice (Kasanda, 2013). As noted by Menter (2013), student teachers
recognize the importance of teaching practice and consider it to be "the heart of their
preparation for the teaching profession" since it serves as the "true interface" between
studenthood and profession membership. Therefore, as student instructors begin their
teaching practice, they experience a mixture of anticipation, fear, excitement, and
comprehension. (Manion, Keith, Morrison & Cohen, 2013; Perry, 2014).
Teaching practice, according to Marais & Meier (2014), refers to the variety of
experiences that student teachers are exposed to while working in classrooms and
schools. In addition, Marais and Meier (2014) contend that teaching practice is a difficult

but crucial component of teacher preparation, particularly in developing nations like
South Africa where a variety of obstacles, including geographic distance, low and uneven
levels of teacher expertise, a broad lack of resources, and a general lack of discipline
among a broad cross-section of students and educators, can reduce or erode the
effectiveness of the teaching practice. If these issues are not resolved, they may have an
impact on how student teachers perform during practice lessons and ultimately on how
they view the profession. (Quick & Sioberger, 2015).
Menter (2013) observed that the concept of field/school experience has replaced
the notion of teaching practice, which is connected to an apprenticeship model, in the
literature (associated with an experiential model). Regardless of how it is envisioned,
Lave & Wenger (2012) noted that the idea of teaching practice is firmly rooted in the
experience-based learning movement started by Dewey in 2013, in Vygotsky's social
cognitive theory from 2013, and in the idea of situated learning. As a result, teaching
practice is intended to provide a realistic situation in which student teachers can
experience the intricacies and depth of the reality of being a teacher, as stated by the
South African Norms & Standards for Educators (Republic of South Africa, 2012). This
procedure enables the trainee teacher to the concept of field/school experience and has
replaced the idea of teaching practice, which is connected to an apprenticeship model, in
the literature, according to Menter (2013) which is also associated with an experiential
model. Regardless of how it may be envisioned, Lave & Wenger (2012) noted that the
idea of teaching practice is firmly rooted in experience-based learning, which Dewey
(2012) pioneered, Vygotsky's (2012) social cognitive theory, and contextual learning.

Thus, in accordance with the South African Norms & Standards for Educators (Republic
of South Africa, 2012), teaching practice is intended to offer the real-world setting where
student teachers can experience the complexity and richness of the realities of teaching.
This procedure enables the student instructor.
A crucial step toward becoming a teacher is practice teaching. It gives future
instructors exposure to the real teaching and learning environment. Before entering the
real world of the teaching profession, a student-teacher has the chance to practice the art
of teaching during teaching practice. Since it creates a true transition between being a
student and being a member of the profession, student-teachers recognize the importance
of teaching practice and regard it as a crucial component of their preparation for the
teaching profession.
Teachers in a society are thought to be agents of change as they are central to the
delivery of quality education. The strongest predictor of student accomplishment is a
teacher's quality, and its influence outweighs that of any other social element, such as
class size, parent education, parental income, and linguistic background. Teachers have a
significant impact on how future generations and individuals will develop. By
transferring knowledge that leads to creativity and productivity in the workplace, they
can also have an impact on the economic dynamism of the nation.
Education is expected to play several key roles in an effort to improve the
socioeconomic and cultural status of developing countries because of how rapidly the
world is changing and becoming more difficult. Teachers should be given a variety of
skills, knowledge, attitudes, and relevant educational experiences to help them meet this

challenge. Without academically qualified and professionally accountable
teachers working in the classrooms, quality education is, however, unimaginable. To
produce teachers who are academically qualified, professionally skilled, and behaviorally
and ethically committed to their profession, teaching practice programs for student
teachers must be well-designed and effectively implemented. This is necessary for
teachers to fulfill their roles in schools effectively. (Donald Lukman, 2021)
Purpose of Internship in Teacher Education
It stressed that one of the key components of learning during practice teaching is
knowing the teaching environment to which the student-teachers will be exposed. So,
when student teachers entered the classroom, they already knew what they were meant to
do and why. The ideas and theories they had in their heads were put to use since they
could use them in a real classroom. Students gain the essential experience to comprehend
the duties of a teacher through practicum teaching experiences with student-teachers.
Additionally supporting the notion that practicum is crucial to teacher education is
Cheng's (2013) research. According to his research, the teaching practicum is a tool that
aids teacher educators in developing their teaching skills. (Ulla 2017).
The purpose of teaching practice in teacher education is as follows: to promote
teachers as agents of the modern world in the educational industry, to make teachers
sensitive toward the protection of human rights, to enable teachers to develop managerial

and organizational skills, to enable teachers to become committed and competent full-
time teachers, to enable teachers to develop all the necessary skills required to be
efficient teachers, to develop critical awareness about the social realities among teachers,
and to encourage teachers to develop rational thinking.
According to Obiageli, Okobia et al., 2013, the main goal of changes to the
teacher education program is to create educators who can deliver quality instruction
adequately in the workplace and handle the problems of the day. This is also one of the
most important components of the program for preparing teachers in faculties of
education and institutions that train teachers. It provides a chance for student teachers to
experience the challenges of teaching and activities performed professionally in the
subject of education.
The goal of the student teaching experience is to provide a full-time internship for
the student under the guidance of a cooperating teacher. The Education Department
mandates that the student devote all of their academic attention to their student teaching
placement. During this time, they do not have other college academic obligations.
During the first or second semester of the senior year, students are required to
serve and instruct for at least 14 weeks. As post-graduates, students can choose to student
teach. They are also mandated to create lesson plans under the guidance of a certified
public or private school teacher, then use those plans to instruct students. During this
time, they will gradually take on the task of teaching three to four classes per day. The

teaching load may change depending on the subject being taught and the academic
calendar.
They are also required to be in charge of the administrative tasks related to these
classes. This should cover attendance records and other standard tasks that the
collaborating teacher previously handled. They will also take up the duty of grading the
students in the designated classes and create, deliver, tweak, and grade tests for courses
that are being taught. They will also discuss the entire educational system with
administrative staff and special education teachers.
Student teachers also take on responsibilities outside of regular classes such as
one-on-one tutoring, or any other activity judged required to make the timetable and
experience as full-bodied as feasible may fall under this category. The main objective of
student teaching is to give the student the finest introduction to the teaching profession
possible and to set attainable goals that are appropriate for the student teacher's
development and abilities which is primarily relied on the cooperating teacher.
The collaborating teacher is expected to lead the student through a range of
experiences, from the development of fundamental teaching techniques to classroom
management. After observing the student in a classroom teaching setting, the
collaborating teacher shall select precise goals and objectives. It is probable that some
competencies like asking higher-order questions that will require more practice than
others.

From the creation of essential teaching methods to classroom management, the
collaborating teacher is expected to guide the student through a variety of experiences.
The partnering teacher should select specific goals and objectives after watching the kid
in a classroom context. It is likely that some competencies may take more practice than
others such as asking higher-order questions. It is crucial to act ethically among pupils
and peers. The student should be aware of advice from the collaborating teacher and
college supervisor regarding these issues (St. Olaf College, 2022).
Role of Student Teachers in Field Study
Student instructors will start the transition to their career during the student
teaching experience duties as educators in the workplace and the four areas of education.
Organizing and preparing. Student teachers will have the opportunity to use their
material and pedagogical expertise in the classroom as teachers while they are in the
student teaching program. They will learn to select learning objectives appropriate for
their students and create lesson plans that show their understanding of the subject matter,
their students, state, professional, and local standards, and how to use educational
resources. All student teachers are obliged to submit written lesson plans. These plans
must be created in accordance with the acceptable format required by EDUC 461 and
EDUC 481, and they must be submitted beforehand or on time to partnering teachers and
supervisors. In conclusion, careful planning is regarded as crucial and will aid student
teachers in concentrating on the objectives of each lesson and how those objectives will
be met.
The Learning Environment. Student teachers will learn how to build a learning

environment that promotes respect between students and instructors as well as among
students with the assistance of their cooperating teachers and supervisors. This entails
developing a culture where learning and achievement expectations are high and content is
valued. Student instructors will learn how to control classroom rules and pupil behavior
as well as how to set up their classrooms and resources to support both learning and
safety. They will learn how to collaborate with teaching assistants as part of this role,
social workers, guidance counselors.
To better serve kids' needs, psychologists and other specialists should be used.
The position of instructional leader is one that comes with the title "teacher."
Consequently, it is expected of student instructors to involve pupils in learning activities,
assignments, grouping, resources, materials, organization, and pacing. They would
discover and use methods of questioning and discourse that encourage student
participation and gaining information. They would also be required to communicate
precisely and effectively, as well as provide students feedback that is accurate, thorough,
constructive, precise, and timely. Due to lack of experience, student teachers must
respond to their cooperating instructors' and supervisors' suggestions to show adaptability
and persistence in accomplishing their tasks.
The student teacher is a guest in the host school and a representative. The student
teacher is required to act professionally even outside the professional context and is in
charge of creating a positive working environment within the designated school setting.
Being in the classroom and preserving good ties with administrators, instructors, staff,

students, and parents both require confidentiality. Keeping children's academic records,
class lists, and personally identifying information private is part of this (including names,
addresses, phone numbers, birthdates, and any other information pertaining to students).
Each student teacher is paired with a cooperating teacher, a qualified educator in
the grade or topic area to which they have been allocated. The pre-service teacher will be
under supervision while they are student teaching both the teacher and the pupil. The
collaborating teacher is the most crucial person in assisting the student teacher in
fulfilling both of these duties. Along with serving as a mentor, advisor, and guide, the
cooperating teacher can also be a friend. Although the collaborating teacher is there to
support the student teacher, the welfare of the pupils is their topmost priority. All policies
and guidelines that are applicable to the full-time faculty at the designated institution also
apply to student instructors. They should be familiar with these guidelines and
obligations and should feel free to consult the cooperating instructor with any questions.
The student teacher should always consult the collaborating teacher or university
supervisor before taking any action in order to establish a good working relationship
within the educational environment. Student teachers are not allowed to take coursework
beyond the thirteen credits that make up the student teaching experience since student
teaching is a full-semester, full-day, full-time clinical practice. Student teachers are
discouraged from participating in other activities that would interfere with their ability to
give the student teaching experience their full commitment and dedication because it is
common for them to spend sixty hours or more per week preparing for it and
participating in employment.


Become an essential member of the faculty and schools. The responsibilities of
being a teacher comes with accepting tasks voluntarily and efficiently accomplishing
them. Extracurricular activities, parent conferences, cafeteria duty, hall duty, and other
supervisory responsibilities may fall under this category. The teacher must look for
creative ways to contribute. Sports coaching, organizing field trips, assisting with plays,
shows, clubs, academic teams, etc. are all enjoyable and worthwhile activities for both
kids and adult.
At least three days before the lesson is to be taught, the teacher shall prepare
thorough and succinct daily lesson plans and go over them with cooperating teacher. It
should be kept in a binder to show their college advisor when he or she visits to observe.
Additionally, they might need to create lesson plans, notice boards, learning centers, and
other materials.
The teacher shall also keep an open mind when dealing with cooperating
professors. As a contribution to the profession, they shall also volunteer to impart their
wisdom and expertise. In all school-related activities, they are direct superiors; heed their
instructions and counsel.
The duties and commitments of their collaborating teachers, both curricular and
extracurricular are expected of student teachers. They shall obtain a copy of the school's
teacher policy manual and carefully read it. Ostensibly a member of the faculty, they are

expected to adhere to certain protocols and guidelines. Supervisors are present to offer
constructive criticism that will help them to develop skills and learn new knowledge.
They shall also accept the feedback and directions with kindness and openness to
change.
Set a good example for every students. Student teachers shall also display polite
conduct, habits, and language and start dressing professionally and presenting their image
in the best possible way.
Utilize all the information they can gather about their students through observation,
academic history, test results, to create individualized learning activities.
When it is feasible, observe other teachers, classes, and disciplines to learn
as much as they can about the field. They shall make it a point to become
familiar with the modifications and accommodations used in the
classroom they will be teaching in and also the special education settings.
Within the first several days, student teachers shall create seating maps
and learn the names of the students. Calling each student by name is the
best classroom management technique. When interacting with faculty and
students, be cordial but aloof. Avoid engaging in conversations or events
that could cast doubt on moral character or judgment in the workplace. Do
not be a friend; be an adult role model. Allowing pupils to probe into
personal life or ask them personal questions is inappropriate. At all times,
maintain a professional relationship with the faculty and staff.

TALAVERA OFF
Avoid – social
using CAMPUSnetworking sites with students.
Follow through on any reasonable expectations made by
cooperating teacher, such as participating in meetings,
helping with recurring duties.

Follow through on all reasonable demands made by cooperating teacher, such as assisting
with errands, attending meetings, and providing corrections. (Anon 2022)
A requirement for teacher training is teaching practice. As a type of work-integrated learning,
teaching practice is defined as a period of time during which student’s labor in the concerned
industry while receiving specialized in-service training to put theory into practice. Teaching
practice is regarded as a crucial element of teacher preparation by scholars including Marais and
Meier (2014), Perry (2015), and Maphosa, Shumba, and Shumba (2017). A student teacher must
complete teaching practice in at least two schools in order to meet the criteria for qualified
teacher status. Teaching practice can be carried out in a variety of ways depending on the
institution, claims Perry (2014). One day every week, some institutions send student teachers to
participate in teaching practice, while others do a period of time during which student’s labor in
the pertinent industry while receiving specific in-service training to put theory into practice is
referred to as teaching practice, which is a type of work-integrated learning.
The main objectives of teaching practice. The main objective of student teaching
program is to give aspiring teachers meaningful, gratifying field experiences that will help them
develop their professional and instructional skills.
Aspiring teachers have the chance to learn about the function and functioning of the
educational system through teaching practice. Working with students in real classrooms and
gaining professional expertise in this field experience is tough but rewarding competence. The


development of the instructors' professional competence is thought to be enhanced by these
experiences. Acquired among other things, their experiences will prepare them to take on the
many duties of a classroom teacher, as described by Saphier, Haley-Speca, and Gower (2018).
They shall also create and present instruction that satisfies the demands of learning for all
pupils regardless of each person's level of education styles, cognitive development, and levels.

Manage and arrange for the classroom conditions for maximizing academic performance.
Organize student interactions and student conduct to build a safe, enabling learning environment
academic success of students. Collaboration and teamwork are required between teachers,
parents, and other community members from the school for the advantages of student learning
practice making decisions while identifying and utilizing grade level, content, and age using the
right teaching methods in delivery of a lesson.
Student teachers shall make use of the right assessment tools ways to assess student
learning utilize reflection to evaluate desired meeting effectiveness objectives for learning. They
shall also make classroom lively a setting that encourages positive, successful communication
among educators, parents, and others school community members. They shall demonstrate
assurance and understanding of topic and the significance of curriculum students' daily lives and
recognize the function and workings of the school.
They shall treat others with respect and cooperation pupils with different origins and
cultures and take up the different duties of the professor in charge. They shall organize lessons
and learning activities which will create awareness of each of their students' needs and differences.
Student teachers shall manage and arrange the classroom. Optimum learning environment
controls class discussions and the behavior of students and it is necessary to foster a healthy
learning environment. They shall also select the proper educational method approaches,
procedures, and resources analyze education to determine level that which the teaching goals


are achieved.

Student teachers shall also accept the obligations and take them . On that note comes with
possessing the ability to be professional and employing introspection for personal and
professional objectives growth.
Problems encountered by student teachers during their internship
According to Marais and Meier (2014), teaching practice is a difficult but crucial
component of teacher preparation, especially in poor nations. While practicing their teaching,
student teachers in Kenya, a developing nation, face difficulties. Some of the difficulties include
inadequate student teacher preparation, geographic distance, low and uneven levels of teacher
expertise, a wide-ranging lack of resources as well as a lack of discipline among a wide cross-
section of learners and educators, a lack of finances and housing facilities, a lack of participation
in other school activities, and very little funding.
Kasanda 2015, Kiggundu and Nayimuli 2019 discussed unclear regulations governing
instructional practice. If these issues are not resolved, they may have an impact on student
teachers' performance during practicum and ultimately on how they view the teaching
profession. The following issues were identified by Yassin (2014) in her study of the difficulties
encountered by Gaza's faculty of education students during their teaching practicum including
the great distance between

the students' homes and the schools they were assigned, to the absence of guidance from school
administrators regarding the school's policies, rules, and participation in extracurricular
activities; and the lack of respect from cooperating teachers for student teachers. Yassin (2014)
conducted more research on the difficulties faced by academic supervisors during teaching
practice and determined that the supervisors do not regularly meet with student instructors to talk
about the difficulties they experience. Additionally, student teachers do not receive sufficient
support for their work from academic supervisors, nor do they receive sufficient help from their
cooperating teachers in obtaining textbooks and teachers' guides. They also did not receive
sufficient explanations of the necessary skills, nor did they receive adequate guidance to inspire
them to implement classroom activities.
The majority of mentors are not adequately educated of their roles as mentors to student
teachers during teaching practice. According to Bechuke et al's (2013) investigation into the
difficulties that student teachers face in South Africa, mentors view their role as a supervisor as
part of their academic responsibilities. Additionally, the results showed that mentors lacked the
necessary training to serve as student teachers' mentors during teaching practice. He also found
that university assessors do not consistently carry out their supervisory responsibilities. They
claim that despite their visits and important functions, university professor-supervisors do not
frequently visit working schools. Some student teachers even claimed that they were never even
once visited by university assessors the practice's success.

The majority of student teachers complete their practicum in far-off, rural locations.
These student teachers are seldom evaluated by university professors which has an impact on
teaching practice. Other potential risks in these schools include lack of human resources to train
as required by the program, in addition to lecturers failing to evaluate student instructors in far-
off schools. Some of these schools are also understaffed and have poor facilities. The goals of
teaching practice are also not met because of all the drawbacks, and all these were identified as
some of the difficulties that university students from Kenya come into contact with during class
practice.
Although the majority of student teachers view their teaching practice as an exciting
experience and look forward to presenting their lessons to a class of students after a long trip
through college, it is not without difficulties. As a result, numerous academics from various
contexts have examined in depth the difficulties that student instructors face while putting their
knowledge into practice. An example of a challenge that student teachers confront in their
teaching practice is putting theories into practice, picking the best teaching strategy, and
determining whether or not the learning objectives were accomplished. The difficulties included
the absence of facilities and supplemental resources in schools as well as miscommunication on
the part of the school administration. Other common issues included managing a large class size,
having a poor lesson plan, and creating differentiated tasks. A certain study looked into issues
related to teaching practice at the faculty of education from the perspectives of supervisors and
pre-service teachers. The results showed that there is a fear of teaching, poor communication,
and putting theories and common difficulties getting into action. (Scott, 2015).

Findings suggest that inadequate accommodations, a lack of instructional resources, and
transportation issues are the main challenges faced by student instructors during field teaching
practice. The study also demonstrates a positive association between host teachers and student
teachers. Based on these conclusions, it was advised that the field teaching practice allowance be
given promptly so that student teachers could find their own housing. Additionally, the
administration of the school should ensure that there is an adequate supply of instructional
resources to support efficient instruction and learning (Mapinda, 2022).
In the course of a teaching practicum, a number of issues also arise. According to
Sarçoban (2012), the first issue with teaching is that student instructors need to possess specific
teaching abilities that they do not now possess. This issue arises as a result of the disconnection
between the academic setting and the actual teaching environment at the moment.
Wang and Odell (2012) recognized psychological and emotional stresses as the second
issue in teaching practicums that can effect student-teacher performance in the classroom.
Student-teachers’ and students’ attitudes. Student teachers may initially become
perplexed in the attitudes that pupils may impact upon them and the attitudes that they may
experience while instructing. This is one of the internal challenges of teaching. To student-
teachers who are apparently new to genuine teaching, disillusionment, lack of confidence,
tension, and other psychological downsides may inevitably emerge.

Furthermore, according to Priambodo (2012), there are some internal elements that
influence student teachers' perceptions of the classrooms where they really educate actual
students. These elements include the development of the lesson plan, the method of instruction,
classroom management, time management, and self-confidence issue.
Teaching anxiety is a very regular occurrence. Other words like "nervousness,"
"pressure," or "loss of confidence" may also convey the same sense. While not every student-
teacher has every type of stress and anxiety, most of them have at least one innate anxiety
brought about by their attitude towards teaching (Guillaume & Rudney, as cited in Parker,
2012).,
Some senior instructors who are now working in the classroom may have carried over
from their teaching practicum certain attitudes that helped shape who they are today. They may
challenge student teachers and new teachers with their opinions, and frequently advise them what
to do based on their experiences appropriate for the classroom (El Kadri & Roth, 2015).
Additionally, student-teachers occasionally receive the same training with an in-service
teacher's workload. Student instructors who are expected to use teaching practicum as an
opportunity to learn how to teach may encounter ambiguity due to the fact that they are learners
rather than actual teachers (Mtika, 2012). It implies that even though these future teachers are
truly students, they must assume the role of teachers throughout their teaching practicum.

Additionally, student-teachers have to work with a variety of pupils. When a student
teacher encounters or deals with inactive students, one of the challenges that increases pressure
as they are viewed as actual teachers rather than students in training,. Passive students are one of
several variables that inevitably increase anxiety in student-teachers. (Rakasiwi, 2013)
Another scenario that can be problematic is when student instructors are frequently
thought of as teachers' replacements. Instead of letting the student teachers encounter their own
issues and develop their own answers, mentor instructors frequently exert pressure in these
inexperienced educators. Additionally, student teachers are frequently taken for granted by
pupils since they perceive them as transitory instructors.
The issues that student instructors face at the start of their teaching practicum will be the
topic of this study. Student teachers frequently experience difficulties even before they start their
teaching practicum. At the start of their teaching practicum, many student instructors would
have wanted to discover the origins, the affects, and possibly remedies to the problems.

Coping mechanism used by student teachers during internship
Educators carry a tremendous amount of responsibility while performing their duties.
They create significant impact on how future leaders of the country are shaped. Teachers must
complete a lengthy training program and a number of internships to get to that point and make a
contribution to the society.
All educators go through internships. They may, sadly, encounter many teachers who
appear to have forgotten that they formerly underwent training and internships. They can become
irritated and not provide patient instruction. They could seem dismissive and difficult to
approach. Student teachers shall seek out professors who will mentor them and more
importantly help learn from it. They shall try to be non-judgmental of teacher mentors. As
interns, there is a propensity to assume to be experts in everything. There is a tendency to think
that every lesson imparted was flawless, unique, and error-free. Therefore, the teacher mentors
approach a certain issue or when teacher students make a mistake or two, they manifest
negative body language or secretly condemn them. Given that not every lesson can
be spectacular when teaching thirty lessons a week, student teachers plea for leniency since they
are inexperienced in the field.
Spare a thought for appearance. Student teachers would want to look well and provide a
good first impression when starting an internship. This is extremely organic. However, they shall
avoid dressing up excessively. They shall keep in mind to wear comfortable, stain-resistant
clothing that would not mind running around in all day. They shall always dress appropriately in


comfortable yet professional-looking attire.
Do the work. There can be a ton of little things needed to be accomplished and numerous
files need to be organized. Student teachers can be asked to take care of someone's break
responsibilities for them. Additionally, they will be required to mark a lot of assignments. All of
these are a part of being a teacher; rather than getting upset or agitated about it, look at it as a
teaching opportunity. Student teachers shall recognize that they are making a difference by
relieving a teacher of a significant burden. They will be appreciative of the intern instructor who
completes those responsibilities for when everyone eventually join the bandwagon (Anon 2022).
Student teachers shall discuss what it means to be a student teacher or an expert with all of
pupils. They shall present how vital this position is in classroom. It not only frees them up to
engage with students one on one or in small groups but also provides pupils with a variety of
resources for assistance. Some kids might even discover that approaching a peer for assistance
rather than the teacher is less frightening. They shall tell them that a student teacher is someone
who assists a peer in locating the solution to a problem without providing the solution to them.
They may even have them simulate being a student teacher to give them some practice teach a
partner a straightforward idea.

Student teachers shall show them where to store them after the activity is finished and
where to find them. The fact that the students can take them out and put them away on their own
will help this process become more student-led.
Student teachers shall select one to three students to serve as student teachers after a
lesson or activity. Once more, this can trust these kids to be patient and fully comprehend the
subject and rotate students on various subjects so that each student has a chance to be an
authority figure. (Tabrizi, 2017)

CHAPTER III
RESEARCH METHODOLOGY
This section deals with the design of the research which includes the methodology and
techniques utilized in gathering the data, the research locale, respondents of the study, samples
and sampling procedures, data gathering instrument, and construction and administration of
instrument, validation of the questionnaire, and research instrument.
Research Method
This study will use a descriptive research method to gather the data or information
needed for this research. According to Calderon, A. and Expectacion, B. (2015), a descriptive
type of research is a fact-finding study with adequate and accurate interpretation of the findings.
It describes what it is. It states what emphasis actually exists as current conditions, practices,
situations, or any phenomena. Since the present study or investigation is concerned with the
discipline and counseling practices of selected teachers during new normal education, the
descriptive method of research is the most appropriate method to use.
The study employs a Mixed Method Research to gather data or informational need for
this research. According to George, Tegan (2022, Mixed Methods Research combines elements
of quantitative research and qualitative research in order to answer research questions. This can
aid in gaining more complete picture than a stand alone quantitative or

qualitative study as it integrates benefits of both methods. It is also often used in the behavioral,
health, and social sciences, especially in multidisciplinary settings and complex situational or
societal research.
This study aims to describe the problems and coping mechanism during internship of
student teachers in NEUST.
Thus, to gather data in the most effective way, the researchers believe that this study will
have to use a survey questionnaire.
Research Locale
This study will be conducted at Nueva Ecija University of Science and Technology
Talavera Off-Campus. The respondents of this study are 4th year students who are in field of
teaching presently located at Pag-asa, Talavera, Nueva Ecija.
NEUST-MGT is one of the extension campuses of NEUST. Despite being an off-campus,
it is well-known for its students behavior being disciplined, respectful, and responsible in many
ways. Thus, this study will aim to find the problem and coping mechanism of NEUST-MGT
student teachers in their internship.
The university was established in June 1908 as a vocational course at the Wright Institute
in San Isidro, Nueva Ecija where young Filipinos were trained in woodworking and basic
telegraphy. Said vocational course lasted until SY 1927-1928 when the general secondary school
was transferred to Cabanatuan City.

However, on June 9, 1929, the school continued its operation in San Isidro, under
a new name, Nueva Ecija Trade Schools (NETS) with woodworking as the vocational course
offered in addition to the existing secondary curriculum inherited from the Wright institute.
To meet the increasing demand for vocational education in the whole province,
the trade school was transferred on June 7, 1931 to Cabanatuan City. Enrolment increased,
however the program was interrupted in December 1941 by the outbreak of the Second World
War in the Pacific.
Immediately after the war, the trade school was reopened on September 6, 1945.
Rehabilitation program took place. The trade school continued with its mission of meeting the
vocational and manpower needs of students coming from both Nueva Ecija and the nearby
provinces. On June 8, 1948, a course in dressmaking was opened and female students were
admitted in the School. A few years later, food trades and cosmetology courses were also
offered. On May 8, 1953, the NETS was converted into the Central Luzon School of Arts
and
Trades (CLSAT) by virtue of Republic Act No. 845. CLSAT was recognized as a center of
manpower/ vocational training for both youths and adults not only in the province but also in the
whole Region III.
Series of developments continued until the CLSAT was converted into Central Luzon
Polytechnic College (CLPC) by virtue of Republic Act No. 3998 which was signed on June 18,
1964 by then President Diosdado Macapagal.
Thirty-four years later, the CLPC, under the leadership of President Gemiliano C. Calling
was converted into a specialized university, the Nueva Ecija University of Science and


Technology by virtue of Republic Act. No 8612.

The Bill converting CLPC into NEUST was signed on February 19, 1998 by Speaker
Jose de Venecia. It was forwarded to President Fidel V. Ramos on February 24, 1998 and lapsed
into law on March 27, 1998.
The university therefore, ensures that the requirements of business, industry, services and
other sectors as well as the needs of the local, regional and national development for high quality
professionals and highly skilled middle-level manpower are addressed.
The leadership of Dr. Calling as the first University President ended up when he died on
July 5, 2006. The baton of leadership was turned over to Dr. Hilario C. Ortiz as Acting President
and then finally, he was the second University President. On August 4, 2011, Atty. Hilario C.
Ortiz, Ph. D. was again given another four year term as University President.
Dr. Feliciana P. Jacoba was appointed as the third University President on February 10,
2016. Dr. Jacoba already made mark on the history of NEUST as the first woman president of
the university.
NEUST operates in seven (7) campuses, namely the Sumacab Main Campus, Gen. Tinio
St, Campus, San Isidro Campus, Fort Magsaysay Campus, Atate Campus, Gabaldon Campus,
and the Talavera Campus.
NEUST Talavera started through the efforts of the then Mayor Nerito L. Santos in
2013 with Mrs. Aurora J. Mangalili as School Administrator. At present, Mrs. Marciana DC.
Soriano sits as School Administrator after Mrs. Mangalili died in 2021.
The campus offers three programs such as Bachelor of Science in Information
Technology, Bachelor of Science in Business Administration and Bachelor of Elementary
Education.

BEEd students are also known for being kind. There is always in their hearts the
willingness to help. They are brave, bold, and hardworking students. They see that hard work
pays off and they must be constantly eager to work hard as it can help them achieve their dreams.
As they say, “Man is born to work.” Just like steel, he shines in use and rusts in rest. When we
work hard in life, we can achieve anything and overcome any obstacle. Moreover, we can also
lead a better life knowing that we have put in our all and given our best to whatever work we are
doing. BEEd students believed that by working hard, we can increase our concentration power
and open doors to new opportunities.
Because of these characteristics of NEUST BEEd students, last June 2022, Mr. Jericho S.
Roque, a BEEd graduate of NEUST-MGT placed 7th in the Board Licensure Examination for
Teachers. This success was part of the internship which plays a big role in helping student
teachers to be more ready in the field of teaching and provides them an opportunity to learn from
experience in the work place. It also improves their skills and make them discover more on what
strategies they could use in the future and to make them a better and effective teacher.

FIGURE 2
Map of Nueva Ecija University of Science and Technology
Municipal Government of Talavera

Respondents of the Study
The respondents in this study are 4th year students from Nueva Ecija University of
Science and Technology- Municipal Government of Talavera. This study will survey 4th year
students of NEUST-MGT since all teachers are known to be counselors so they encountered and
experienced disciplining and consulting students dealing with different challenges during new
normal education.
The total number of 4th year students in NEUST-MGT are two hundred four (204)
composed of thirty (30) students in BEEd 4A or 9% of the total number of the students, twenty
four (24) students in BEEd 4B or 7% of the total number of the students, twenty (20) students in
BEEd 4C or 6% of the total number of the students, twenty three (23) students in BEEd 4D or
7% of the total number of the students, BEEd 4E has twenty one (21) students or 6of the total
number of the students, twenty five (25) students belong to BEEd 4F or 8% of the total number
of the students, BEEd 4G has eighteen (18) student or 5% of the total number of the students,
twenty three (23) students belong to BEEd 4H or 7% of the total number of the students, and
twenty (20) student of the section belongs BEEd 4I or 6% of the total number of the students.
The total of the respondents of this study are 61 % or 124 students.
Sample and Sampling Procedure
The researchers will use total population survey in the conduct of this study.

For instance, since the 4th year student from Nueva Ecija University of Science and
Technology - Municipal Government of Talavera encountered problem and coping mechanism
during their intership, the researchers use it as the primary basis on the selection process.
The method of purposive sampling will be used in this study. Purposeful sampling
involves information-rich cases from which one can learn a great deal about issues of central
importance to the purpose of the inquiry (National Library of Medicine, 2016). The researchers
are simply selecting the people who can and are willing to provide the information by virtue of
knowledge and experience. With that, the researchers believed that the 4th year student teachers
are the sample members need to participate in this study because student teachers had a special
relationship with the phenomenon under investigation.
TABLE 1
Distribution of Respondents
Section Number of Respondents Percent
BEEd 4A 30 9%
BEEd 4B 24 7%
BEEd 4C 20 6%
BEEd 4D 23 7%
BEEd 4E 21 6%

BEEd 4F 25 8%
BEEd 4G 18 5%
BEEd 4H 23 7%
BEEd 4I 20 6%
TOTAL 204 61%
Data Gathering Procedure
The researchers will administer this study from January 2023 to February 2023 in
Talavera, Nueva Ecija, through survey questioner.
The researchers will ask permission from the school administrator for approval to
conduct this study at NEUST-MGT.
The researchers will also ask permission to conduct this study from student teachers in
NEUST-MGT.
The researchers will also personally administer the questionnaires to the teacher through
the survey questioner. With that, the objectives of the study will be clearly explained to them and
the researchers will clarify all the directions and all parts in the questionnaires to get precise
results.
Construction and Administration of Instrument

For the more accurate result of the study, the researchers will concentrate, focus, and will
have serious research for furthermore knowledge on how to construct a good and well-written
questionnaire that is easy to understand, for the benefit of the respondents and most of all the
researchers in collecting the final information and data needed in order to answer the problem.
The researchers will examine and review both local and foreign studies, both works of
literature such as articles, journals, newspapers, and online publications from which the
researcher will use to construct the research instrument. The survey questionnaire will describe
the different information about the teacher and their discipline and counseling practices during
new normal education. After the questionnaire is done, the researchers will present it to their
research adviser to seek some insights, comments, suggestions, rectification, and revision of the
instruments to make it better; and
Finally, the revised questionnaire will also be submitted to the statisticians and English
editor for more corrections and revision.
Validation of the Questionnaire
When the instrument is successfully done, the researchers will present the result to their
research adviser that will give the researcher permission to validate the instrument. The
instrument is subjected to face the validity of the questionnaire and its pilot testing.

Research Instrument
The researcher will use survey form questionnaires and mobile and social media
messaging in gathering the information about this study. The questionnaire is divided into three
parts:
The first part of the questionnaire is composed of the profile of the respondents such as
sex, age, civil status, general average, number of hours consumed in practice teaching, and
attended seminars related to practice teaching.
The second part contains the problem of student teachers as perceived during internship.
This part will help the researcher in determining the planning the lesson, poor class management
and control, lack of effective communication, pressure from school and administrators, and
disciplining students of student teachers mostly identified during their internship.
The third part contains the coping mechanism of student teachers as perceived during
internship. This part will help the researcher in determining the positive and negative
reinforcement use of student teachers during their internship.
The last part includes the significant relationship between different variables. This part
helps the researcher to determine the significant relationship between demographic, problem, and
coping mechanism of student teachers during their internship.
Statistical Treatment of Data

After the distribution and collection of the questionnaires from the respondents, the
researchers will tally, group, and organize the data. Furthermore, the data will analyze, and
interpret with the use of frequency count, percentage, mean, and verbal interpretations.
The weighted mean will use in qualifications of the data employing a four-point scale
and each of the numerical data had its corresponding verbal interpretations.
TABLE 2
Numerical Equivalent, Weight, and Verbal Interpretation
used in the Questionnaire
Numerical Equivalent Weight Verbal Interpretation
3.26 – 4.00 4 Always
2.51 – 3.25 3 Sometimes
1.76 – 2.50 2 Seldom
1.00 – 1.75 1 Never
The formula to be used in extracting weighted mean taken from Pearsman (1994) provides
that:
WM = TWF/N
Where:
WM - Weighted Mean
TWF - Total Weighted Frequency, and
N - Number of Respondents

A weighted mean is a kind of average. Instead of each data point contributing equally to
the final mean, some data points contribute more “weight” than others. If all the weights are
equal, then the weighted mean equals the arithmetic mean.
Frequency is the rate at which something occurs or is repeated over a particular time or in
a given sample.
The following formulas were used in extracting the percentage (P):
Formula: P = f/n x 100
Where: P = percentage
f = frequency
n = total number of respondents
A percentage is a number or rate that is expressed as a certain number of parts of
something divided into parts.
The data will be gathered, presented, analyzed, and interpreted using percentages to get
the proportion of a whole. The formula below was used.
%= F/ N x 100
Where:
F= frequency
N= number of respondents
Ethical Consideration

The researchers requested permission from the school administrators to survey the 4th
year students of NEUST-MGT. The distribution of survey is properly explained to the school
administrators, teachers and students. Furthermore, the researchers clarified that all of the data
gathered from students will remain confidential and anonymous. Only the researcher have
access to the ir responses.
In addition, the researcher emphasize that taking the survey is entirely voluntary, but it is
suggested that they answer the questionnaire to assess their problem and coping mechanism.



Survey Form Questionnaire

Our heartfelt greetings to you! We would like to ask your permission to answer this
survey form for our research entitled, “The Problems and Coping Mechanism of NEUST-
MGT Student Teachers during Internship.” We hope that you can help us by answering the
instrument sincerely and truthfully. Thank you!
Part I. The Profile of the Teacher-Respondents
1. Name (optional):
2. Sex:
Male
Female
3. Age:
20 and below
21-23
24-26
27 and above
3. Civil status:
Single
Married
Annulled
Widowed
4. General Average last Semester:
1.25-1.50


1.75-2.00
2.25-2.50
2.75-3.00
3.00 And above
5. Number of hours consumed in

Internship: 3-5 hours
6-8 hours
8 and above
6. Have you attended trainings related to Internship?
Have Attended
Have Not Attended


Part I. The Questionnaire

Direction: Kindly put a check mark on the appropriate column that corresponds to your
answer. 4 – Always 3 – Sometimes 2 - Seldom 1 - Never
Problems of Student Teachers encountered during Internship
A. Planning of the lesson 4 3 2 1

1. I always select contents and prepared appropriate
instructional materials/ teaching aids.
2. I always formulate/adapt objective of lesson plan.
3. I always select teaching methods/ strategies.
4. I always relate new lesson with previous knowledge/
skills.
5. I always prepare enjoyable motivation.
B. Poor class Management and Control 4 3 2 1

1. I am always confident in managing current behavior
problems in the classroom.
2. I always use embarrassment to correct students.
3. I always remove students who are causing problem in
the classroom.
4. I always have to stop the lesson to address students’
misbehavior.
5. I always share with student the reason
behind disciplinary approach a used.
C. Lack of Effective Communication 4 3 2 1

1. I always feel nervous before the discussion.
2. I always nervous to talk infront of the class.
3. I always listen to my student ideas and opinion
4. I always feel comfortable talking to my co-teachers.
5. I know how to comfort a student when they are sad or
crying.

D. Pressure from school Administrators 4 3 2 1

1. I always pressure by the paper work given by school
administrators.
2. I always pressure because of the high expectation of
school administrators.
3. I always pressure on how to handle student because of
administrators.
4. I always pressure on the deadline that school
administrator assign.
5. I always motivate by school administrator by praising
my work.
E. Disciplining students 4 3 2 1
1. I always make student aware of consequences for their
misbehavior.
2. I always read direct in appropriate behavior on the spot
using loud voice.
3. I always use short verbal cues to stop misbehavior (e.g.
say students’ name aloud, use “shh” sound)
4. I always send for parents to report inappropriate
behavior.
5. I always send for parents to report good behavior

Coping Mechanism of Student Teachers encountered during Internship
A. Positive Reinforcement 4 3 2 1
1. I give positive feedback to the students’ work.
2. I give plus points for students who show good actions.
3. I exempt students from quizzes or activities.
4. I give consideration to those who did not submit on
time.
5. I conduct a remedial for those who get low scores or
grades.
6. I give words of encouragement to those students who
did a great job.
7. I give consideration to those absent who have valid
reasons.
8. I message my learners privately regarding their
problems in my subject.
9. I give simple rewards to my students who perform
well.
10. I encourage my students to give a clap to their
classmates who did a great job.
B. Negative Reinforcement 4 3 2 1
1. I move the deadline earlier.
2. I disjoint my misbehaved students during discussion.
3. I mention students who are late during discussions.
4. I refuse to accept my late students in our class.
5. I give a deduction for those students not following
rules and regulations in our classroom.
6. I compare my students to the other students.

7. I inform the parents of the students who have a

problem with my subject.
8. I use inappropriate words to describe my students.
9. I say bad words if my students do something wrong.
10. I am not allowing my students to take an
activity/quiz/test as their punishment.
4. What project may be design to lessen the problem that student teacher will encounter?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

THE PROBLEMS AND COPING MECHANISM

Rica Joy D. Arcenias

Shenna Mea O. Alama

Transforming Communities through Science and Technology www.neust.edu.ph

TALAVERA OFF – CAMPUS

THE PROBLEMS AND COPING MECHANISM

Rica Joy D. Arcenias

Shenna Mea O. Alama

Transforming Communities through Science and Technology www.neust.edu.ph

THE PROBLEM AND ITS SETTINGS

society. It is absolutely necessary for individuals who studied to become teachers to

Teaching practice is an important component of becoming a teacher. It grants

before getting into the real world of the teaching profession.

Teachers play an important role in shaping the future of individuals as well as of

Transforming Communities through Science and Technology www.neust.edu.ph

supervision, student teachers develop skills in classroom management, the learning

It is important to have knowledge of how student teachers adapt to coping

knowledge is important because it would provide lecturers and administrators in teacher

Teaching practice is an important process in problem solving in its own right.

students. Through proper supervision by co-teachers or supervisors, student-teachers can

Transforming Communities through Science and Technology www.neust.edu.ph

student-teachers can identify problems concerning teaching techniques and approaches as

well as accept their responsibility in teaching and learning. Post-practicum teachers

increase their awareness of teaching and learning through reflective practices to

and controlling the classroom effectively.

They also lack instructional materials, incentives, accommodation, and office

Transforming Communities through Science and Technology www.neust.edu.ph

needs of an individual, supervision and support.

classroom in the future.

effective learning place.

Teaching practice is an integral component of teacher training and provides student

Transforming Communities through Science and Technology www.neust.edu.ph

ADVANTAGES OF STUDENT TEACHERS DURING INTERNSHIP

The internship equips students teachers to be more competent and confident. It

weaknesses. A healthy sense of self-confidence is all about having a balanced view of it

independence, social maturity and interpersonal skills. Internship program in Teacher

Education is of great importance because it ensures the professional preparation of

prospective teachers. It provides them a practical opportunity to develop true

Teaching practice provides experiences to student teachers in the actual teaching

and learning environment. During teaching practice, a student-teacher is given the

Transforming Communities through Science and Technology www.neust.edu.ph

work in partnership with members of the teaching staff.

various strategies for remembering skills.

DISADVANTAGES OF STUDENT TEACHERS DURING INTERNSHIP

Transforming Communities through Science and Technology www.neust.edu.ph

drills and practice exercises should be used occasionally to maintain proficiency.

learn more advanced lessons.

Transport problem. Transportation is one of the factors during practice teaching.

affects their performance on field.

Prone to depression and anxiety. These pre-service teachers are inept at

Teaching practice is a key component of the undergraduate teacher training

Transforming Communities through Science and Technology www.neust.edu.ph

practice. Training teachers is a partnership between teachers training colleges, the

Practice teaching is a significant element towards becoming a teacher. It provides

between student hood and membership of the profession.

Transforming Communities through Science and Technology www.neust.edu.ph

Education is expected to play several key roles in an effort of developing country

socioeconomic and cultural status. However, it is impossible to think of quality education

without being academically qualified and professionally responsible teachers in schools.

producing teachers who are academically-qualified, professionally-skilled, and