Readiness and Attitudes of TIP Students for Practice Teaching

Readiness and Attitudes of Education Students towards Practice Teaching: Basis for Student-Teacher Enhancement Program 1
“Readiness and Attitudes of Incoming Fourth year Education Students of

Technological Institute of the Philippines towards Practice Teaching:
Basis for Student-Teacher Enhancement Program ”
Almario, Arnie R.,
Alo, Ma. Janna,
Mahusay, Jelly Joy M.,
Panganiban, Aleina ,
Rapanot, Valerie Camille D.
Salvador, Angeli Faye T.
TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES
Quezon City
COLLEGE OF EDUCATION
March 2013
Chapter 1
INTRODUCTION
Practice Teaching is a part of the experiential courses in the New Teacher Education
Curriculum pursuant to CHED Memorandum No. 30, s. 2004 which aims to provide the pre-service
teachers the chance to experience teaching in the actual learning environment. Student teachers
will have to accomplish the required 380 hours and at the end of the practicum, present their
Practice Teaching Portfolio. During this period, practice teachers face challenges that will test their
teaching competence (knowledge and teaching skills), leadership ability, time-management skills,
and social skills.
They will be given opportunity to apply the principles and strategies of teaching and
evaluation in actual teaching-learning situations, utilization of appropriate teaching techniques and
instructional materials. Experiences gained from this period will further develop the competencies
of the student-teacher in teaching and will become an influential factor in his professional career.
Practice teaching is a culminating experience in teacher preparation. Experiences during
this period will further develop the competences of the student teacher in teaching and will become
an influential factor in his professional career. The proportion of teachers who either do not enter
the profession after completing initial training, or who leave profession after their first teaching post,
is high. Thus, success during practice teaching will ignite their passion for teaching.
Success in practice teaching can be achieved if the student teachers possess readiness
that can minimize problems and stress they might encounter during their practice teaching stint.
Thus, the whole experience will be productive and insightful.
Through this, pre-service teachers will have the advantage of being guided by a
supervising teacher to help them do constructive, effective and intelligent work ensuring that the
student teacher will enjoy the practicum. However, they will also encounter challenges that will test
their emotional, intellectual and social maturity.
As the saying goes, a teacher must never enter a class unprepared. This notion truly
speaks as a reminder for both pre-service and in-service teachers. Being totally ready, physically,
emotionally and intellectually is a must for every teacher. Assessing the readiness and attitudes of
incoming pre-service teachers towards Practice Teaching might help the entire academe improve
their system and reach the peak of education to success.
Thus, the researchers sought to find the level of readiness and the attitudes of incoming
fourth year towards practice teaching.
Statement of the Problem
This study intended to determine the readiness and explore the attitudes of incoming 4 th
year Education students of TIP towards Practice Teaching.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
a. age
b. gender
c. field of specialization
2. What are the common attitudes of incoming fourth year students towards Practice Teaching?
3. What are the preparedness levels of incoming fourth year education students towards practice
teaching as based on their:
- teaching competence - leadership abilities
- emotional intelligence - time-management skills
4. Is there a significant relationship between the incoming fourth year education students’
readiness and attitudes?

5. What proposed student teacher enhancement program should be designed?
Significance of the study
This study attempted to identify the readiness and attitudes of incoming fourth year
education students of Technological Institute of the Philippines towards Practice Teaching. The
results will be beneficial to the following:
The TIP Administrators can have basis in developing programs, trainings and symposium
that can help prepare the Student Teachers to their practicums.
The Faculty Members will be able to determine on what area the students need utmost
assistance. They can integrate or highlight these topics on their lessons because the study gives
them an overview of the weakness of students.
The Practicum Coordinator of College of Education will be provided with essential
background about the practicumers that can help him make practical decisions and advises to
ensure a productive learning experience.
The students of the College of Education will realize their problem areas therefore
encourage them to prepare themselves to minimize abundant difficulties they might encounter
during their practicum.
The Administrators of Cooperating Schools may have a basis on the kind of guidance and
advice the STs need.
The Critic Teachers recognize the needs of the students thus; they can make positive
changes and give constructive criticisms for the ST to produce better outputs.
The Researchers will be provided with knowledge and learning experiences that may
ameliorate awareness and responsiveness to the changes and demands of the society.
The Curriculum Makers/Developers may have an idea on how to improve the course
syllabus of the Teacher Education program.

Scope and Delimitation of the Study
The study is conducted to determine the readiness and attitudes of incoming fourth year
students of Technological Institute of the Philippines towards Practice Teaching. This research
particularly limits to the incoming fourth year students who are qualified to enroll the Practice
Teaching. Over all, we have 35 students coming from Math, Science and English majors in third
year. However, as we disseminate the questionnaires, only 32 survey sheets were gathered in
which the researchers opted to use as the new number of respondents.
Questionnaires are constructed to gather the data needed. The results of the test are
going to be carefully recorded, tabulated, analyzed and interpreted to serve as the basis of this
study. However, the data to be interpreted are limited to the questionnaires answered by the
respondents.
Chapter 2
Conceptual Framework
This chapter presents the related literature and studies that provide answers to the
problem of the study.
Practice Teaching
Education is not preparation for life; education is life itself. Teacher training and
preparations play a critical role in preparing future teachers. Transfer of knowledge to solve
everyday problems is a major goal of education. However, the ability to transfer a learned principle
or skill to applications in new situations cannot simply be assumed to occur automatically; rather is
to be taught.
A number of terms such as the practice teaching, student teaching, teaching practice, field
studies, infield experience, school-based experience or internship are used to refer to this activity
(Taneja, 2000).
Performance during practice teaching provides some basis for predicting the future
success of the teacher. Outgoing popularity and centrality of practice teaching is an important
contributing factor towards the quality of teacher education program. During practice teaching,
working with students in schools provides a high degree of emotional involvement of a mostly
positive nature. Student teachers feel themselves grow through experience and they begin to link
to a culture of teaching. During this period, they feel engaged, challenged and even empowered
(Trowbridge & Bybee, 2000).
Readiness
P. Erawan (2011) conducted a research on the predictors of teaching efficacy in a sample
of pre-service teachers from a number of public universities in Thailand. A total of 899 pre-service
teachers under the final year responded to scales that assessed teaching efficacy, attitudes toward
the teaching profession, the preparation program effectiveness, and practicum experience.
According to path analysis, attitudes toward teaching profession, preparation program
effectiveness, and practicum experience were significant predictors of teaching efficacy. The
strongest predictor of teaching efficacy was the preparation program effectiveness.
Brown (2009) states in her study that as teacher educators, we need to provide an
enriched curriculum that infuses multicultural principles within teacher preparation programs that
prepare pre-service teachers for culturally diverse students. The academic success of students in
our nation’s schools depends heavily on the attitudes and professional preparation of teachers.
The attainment of quality education will be a mirage without adequate preparation of
manpower that will dispense the knowledge. This calls for serious consideration of stipulated
strategies to be adopted. In order to build positive attitude of students towards teaching practice in
Nigerian Universities, we recommended as follows:
1. Faculty should have a micro-teaching laboratory where students will be well exposed to
the rudiments of teaching.
2. There should be teaching practice handbook for the students to have a uniform method
of writing lesson notes. Rules and regulations of practical teaching will also be stipulated in this
hand book.
3. Students should be sent to good schools with suitable learning environment.

4. The school location should be accessible both for lecturers and students (A.U.
Wanekezi, et al., 2009).
Prevention is the best tactical approach in resolving problems. If we can help interns and
first-year teachers identify potential trouble spots, then we can assist beginners in viewing the
process as a starting place for increasing their skills as decision-makers and problem solvers
(Podsen & Denmarks, 2007).
Student teachers feel there is a lack of “connection” between the theoretical knowledge
they learn in teacher education programs and the school-based teaching experiences (Hobson &
Britain, 2006).
The importance of well-prepared teachers for student learning is unquestionable. Better
prepared teachers are more academically able and are rated as more effective by their directors,
supervisors, and colleagues. In contrast, less well prepared teachers have more classroom
difficulties and are rated less effective by evaluators and colleagues. Therefore, an education
system that aims to offer a quality education for all its citizens should be able to rely on teachers
who are well prepared, competent and committed ones (Guarino, et al., 2006).
Success in the teaching profession is derived from three main aspects; knowledge,
competencies and attitudes. Most educationists, however, pay excessive attention to the
knowledge component while neglecting the development of the other two (Scocco, 2006). As a
result, as soon as student teachers enter the real classroom setting, a gap between theoretical
knowledge and practical knowledge becomes clear (Hascher, et al, 2004).
Pre-service teachers need to have experiences in the classroom in order to evaluate and
put into practice the theories they have learned during their teacher education program. Pre-
service teachers need to be able to practice the methods and strategies they have learned during
their teacher education program training (Darling-Hammond & Bransford, 2005; Whaley & Wolfe,
1984).
The finding of Darling-Hammond (2005) also indicates that in order to improve quality of
education delivered to students; one should be able to produce quality teachers. Thus, recruiting
academically successful teachers into teaching, then preparing them for the challenges of
teaching, and retaining them in the profession are the main goals in helping students to achieve
high academic standards.
Evidences indicate that the strongest predictor of student achievement is quality of
teaching. Quality of teaching make a difference in students’ learning gains (Milanowski, 2004).
Knowledge includes disciplinary content, or subject knowledge, and pedagogical content
knowledge, or knowledge of how to teach (Wilke, 2004). This forms the basis for quality practice.
Pedagogical knowledge can be defined as “the content, skills, and strategies required for effective
teaching.” (Gerges, 2001).
Wayne and Youngs (2003) conducted an extensive review of research on this topic in
order to attempt to address the issue. They identified 21 studies that met their criteria for inclusion
and that examined the relationship between measures of teachers’ college preparation and their
students’ learning. Among their findings they report: In general, there are positive relationships
between some measures of teachers’ preparation and their students’ learning. Second, Teachers’
ratings by their college instructors during their pre-service preparation are associated with higher
student learning. Third, teachers’ scores on licensure and other certification tests are positively
associated with greater student learning. Lastly, with the exception of mathematics, the number or
type of degrees held by the teacher, amount or type of coursework, or whether or not the teacher
was certified are not found to be related to students’ learning.

Teachers who undergo intensive, long term teacher preparation programs that include
significant field experiences are better prepared to face the realities of teaching than those not
similarly trained (Darling-Hammond, et al., 2002 & Cochran-Smith, 2002).
Sogunro (2001) argues that pre-service teachers are knowledgeable within their content
area, they often lack the knowledge (of cultural diversity), skills (for interacting and
communicating), and attitudes (dispositions) needed to successfully teach students from different
racial, class, and language backgrounds.
Attitudes
Sharbain (2012) found in his study that pre-service teachers’ incompetence and
professional unpreparedness proved to be a factor, among many others, that can negatively affect
the pre-service teachers’ attitudes towards the teaching profession. The training to which the pre-
service teachers were exposed aimed at improving their competencies in teaching. The training
material addressed the skills not the attitudes. The rise in the pre-service teachers’ competency
level contributed to a rise in their attitudes towards teaching. Accordingly, the more competent the
pre-service teacher is, the more positive attitudes he/she establishes towards the teaching
profession. Moreover, still the attitudes of teachers, whether male or female, can be affected by
other factors such as experience.
According to the study conducted by Frye, et al., (2010) entitled “Pre-service teachers’
self-perceptions and attitudes toward culturally responsive teaching”, it is critical that pre-service
teachers develop a sense of efficacy about what they know and can apply in their own classrooms.
The result of the study indicates that students are able to self-assess these skills and perceive
personal growth over the course of just one semester.

Many pre-service teachers enter the field of education with preconceived notions about
teaching and learning that may not be correct or applicable to all teaching situations. Researchers
in education highly recommend that teacher education institutions offer field experiences, as well
as courses focused on teaching diverse learners (Ryan, et al., 2009).
Walker-Dalhouse, et al., (2009) state that the attitudes of teachers toward their students
have a significant impact on the students’ academic success. Pre-service teachers often enter a
classroom unaware of the diverse backgrounds of their students. This prevents them from
successfully meeting the equally diverse learning needs of these students. Pre-service teachers’
misguided attitudes can affect how they approach diverse learners. Training and knowledge in the
principles of multicultural education will benefit them as they facilitate the learning of their diverse
students (Brown, 2011).
Lee and Dallman (2008) examined the perceptions of three pre-service teachers towards
the emphasis or lack of emphasis on diversity and multicultural education in their teacher education
programs. The three teachers were selected based on their love and in-depth understanding of
children and their willingness to reach beyond the standard curriculum to help children better
understand concepts. Each pre-service teacher was interviewed in-depth twice regarding their
involvement with the university as well as society’s diverse culture. They were also interviewed
concerning their knowledge of diversity, including their personal beliefs and views. Each pre-
service teacher shared stories noting the ability to relate to the feelings of diverse learners. Their
understanding of diversity and multiculturalism, in conjunction with their personal experiences,
suggested:
1) lack of preparation in their university programs and
2) justification/necessitation of guidelines to effectively prepare pre-service teachers for
future classrooms.
The authors concluded that some experience with diverse learners would help reshape the
attitudes of pre-service teachers.
Mysore, et al., (2006) conducted a study to examine the attitudes of pre-service teachers
towards issues in multicultural education and to assess the impact of a multicultural education
seminar and teaching internship on the attitudes of pre-service teachers. The findings suggest that
the interventions of the seminar on multicultural issues and the teaching internship significantly
affected pre-service teachers’ attitudes towards issues in multicultural education. The findings of
this study are similar to the findings of Capella-Santana (2003) and Keim, at al., (2001) who also
found that strategies such as seminars, internships, and coursework have a positive effect on the
attitudes of pre-service teachers towards issues on diversity.
The attitudes and expectations a student teacher holds with respect to the students she
teaches considerably affect her behavior towards them; and this, in turn, influences their responses
in a variety of ways (Cohen, et al., 2004).
Giovannelli (2003) suggests that reflection is related to effective teaching, especially
instructional behavior, classroom organization, and teacher expectations. Reflection is especially
important for beginning teachers who often hold unrealistic views about the problems they will
encounter and believe they already have all the knowledge and skills they will need to be effective
teachers.
Several studies in recent years have concluded that including field experiences, courses
and seminars in teacher education programs has resulted in positive changes in the attitudes of
pre-service teachers and their preparedness to teach culturally diverse students (Artiles, et al.,
2000).
Pre-service teachers, upon entering their preparation program, hold a simplistic view of the
teaching profession (Whitbeck, 2000). They believe that teaching is easy and that teaching merely
involves transmitting information. Many pre-service teachers enter the program with high
confidence in their ability to perform well in the profession. For example, pre-service teachers were
found to believe that:
1. Motivating one’s students and being warm and personable were primary characteristics
of good teachers;
2. Maintaining interest and control are signs of an effective teacher;
3. When a class is under control, teaching is lecturing, which should be the main task of a
teacher;
4. The majority of knowledge about teaching will come from practice in his field through
trial and error when they enter the classroom (Holt-Reynolds, 1992; Collins, et al., 2003).
Synthesis
The effectiveness of Teaching Preparation Program will predict the pre-service teacher’s
teaching efficacy. To ensure the effectiveness of the teaching program, the school can provide
micro-teaching laboratory, teaching practice handbook and the practicumers must be sent to
cooperating schools with good location and atmosphere. For Pre-service teachers, success in
teaching is derived from three main aspects; knowledge, competency and attitudes. Their level of
competence affects their attitudes.
The importance of preparing teachers to multicultural principles is highlighted. Pre-service
teachers enter the classroom unaware of the background of students. Misguided attitudes can
affect how they approach learners. They also struggle in connecting theoretical knowledge to their
experiences. Beginning teachers hold unrealistic views about the problems they will encounter with
the belief that they all have knowledge and skills they need to be effective teachers. Pre-service
teachers think teaching is easy and that it merely involves transmitting information.
Research Paradigm
Proposed Student-Teacher Enhancement Program
Practice Teaching
Readiness (Academic and
Emotional)
Incoming
Attitudes
Fourth
Perceptions
Year
Null Hypothesis
To answer questions from the statements of the problem, the following hypotheses are
formulated.
1. There is no significant relationship between the students’ readiness and attitudes.
Definition of Terms
For better understanding of the study, the following terms are conceptually and
operationally defined.
Attitudes. According to McMillan (2000), it is the mental predispositions or tendencies to
respond positively or negatively toward a certain thing, such as persons, events, or attitude objects.
In this study, the term refers to the thoughts and feelings of the incoming fourth year
education students towards practice teaching.
Cooperating teacher. According to Vega (2008), it refers to the teacher who is assigned to
guide the Pre-service teacher in the development of professional competencies, attitudes, and
behaviors.
In this study, the term refers to the assigned critic teacher of the incoming fourth year
education students of the College of Education.
Education. According to Gregorio (1976), it is the acquisition of knowledge, habits, skills,
abilities, and attitudes through instruction and training, or through self-activity.
In this study, the term refers to the total process of learning of the Education students
within the College of Education.
Emotional maturity. According to Arabit et al., (2004), The student teacher has
considerable self-confidence he is free from fears and worries about worthless things; has control
over moods and relatively adoptable to sudden changes in learning situations; can take
disappointments in life.
In this study, the term refers to the level of student teachers’ self-awareness, self-
regulation, motivation, empathy, and social skills.

Field Study. As stated in Article IV Sec. 13 of CHED memorandum order no. 30, Field
Study courses are intended to provide students with practical learning experiences in which they
observe, verify, reflect on, in actual school settings. The experiences will begin with field
observation and gradually intensify until students undertake practice teaching.
In this study, this refers to the pre-requisite courses the student teacher must undergo prior
to their practice teaching.
Knowledge. According to Salandanan (2001), it is one of the teaching imperatives which is
expected for teachers in terms of their subject matter competence, both the traditional and updated
content.
In this study, the term refers to the mastery of the methodologies in teaching and subject
matter.
Practice Teaching. According to Furlong et.al, (1988), it occupies a key position in the
program of teacher education. It provides opportunity to beginning teachers to become socialized
into the profession.
In this study, the term refers to the practicum program intended for College of Education
students with a fourth year standing offered in the first semester.
Profession. According to Webster (2012), it is a calling requiring specialized knowledge
and often long and intensive academic preparation.
In this study, the term refers to teaching; the chosen job of our respondents.
Readiness. According to Webster (1993), it is the quality or state of being ready or a state
of preparation.
In this study, the term refers to both the emotional maturity and intellectual competence of
incoming fourth year education students.

Skills. According to Salandanan (2001), it is one of the teaching imperatives which a
teacher must have to be effective in providing such assistance and guidance to the students.
In this study, the term refers to ability of the student teachers to apply the theories learned
into teaching.
Student. According to Salandanan (2005), the student is the second influential factor in the
learning arena. Teaching happens because the students are there.
In this study, the term refers to the future students of the pre-service teachers.
Student Teacher. According to Vega (2008), it refers to the student enrolled in the BEED
or BSED and other related teacher education programs and undergoes practice teaching.
In this study, the term refers to the fourth year education students of TIP enrolled in
Practice Teaching.
Teacher. As stated in the Code of Ethics for Professional Teachers, the term covers all
public and private school teachers in all educational institutions in the pre-school, primary,
elementary and secondary levels whether academic, vocational, social, technical or non-formal.
The term shall include industrial art or vocational teachers and all other persons performing
supervisory and/or administrative functions in all school at the aforesaid levels, whether on full time
or part time basis.
In this study, the term refers to all persons acting as an integral part of an instructional
activity.
Teacher Education. According to Vega (2008), the term refers to the policies and
procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and
skills they require to perform their tasks effectively in the classroom, school and wider community.
In this study, the term refers to Bachelor of Secondary Education Program TIP is offering.
Values. According to Salandanan (2001), it is one of the teaching imperatives that a
teacher should develop among themselves. Teachers whose main responsibility is to mold the
minds of the young should imbue with different values.
In this study, the term refers to values that the pre-service teachers must possess before
and throughout their practice teaching.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design and methodology for the study.
This study will utilize descriptive method in determining the readiness and attitudes of the
incoming fourth year students.
The mean, percentage, Pearson correlation are used to determine the average,
percentage and correlation of the readiness and attitudes of the incoming fourth year students.
Research Locale
This study is conducted at the Technological institute of the Philippines, Quezon City
campus located at 938 Aurora Blvd., Cubao, Quezon City . The sampling was purposive. It covers
the students who will qualify as practicumers for next year’s enrollment. Particularly, they are the
third year students currently enrolled in field study five and six.
Sources of Data
The primary source of data are the incoming fourth year education students of
Technological Institute of the Philippines who serve as the respondents of this research.
Secondary sources include published thesis in the internet, journals and books for related literature
and study. For the rating scale, items are based from the sample questionnaires presented in
various Practice teaching manuals. For the examination, test questions are taken from Licensure
Examination for Teachers Reviewers.
Respondents of the Study
The respondents of the study is confined to the students of College of Education in
Technological Institute of the Philippines, Quezon city campus with a third year standing who is
enrolled to field study five and six. 12 of them are Math majors, 21 are English majors and 5 are
Physical Science majors. In totality, there are 38 respondents.
Data Gathering Procedure
Construction and Validation

of Sampling Instrument
Letter of Approval
Administration of Surveys
and Tests
Analysis, Tabulation and

Interpretation of Results
Research Instruments
To gather the data needed, the following research instrument will be used:
Attitudes Rating Scale. The rating scale for Attitudes contains 23 items describing their
thoughts and behavior towards practice teaching. Each item is to be rated based on the following:
1-strongly disagree 2-disagree 3-slightly disagree
4-partly agree 5-agree 6-strongly agree
Readiness Rating Scale. This readiness rating scale is divided into four categories namely;
teaching competencies, professional ethics and social skills, leadership skills and time
management skills. Teaching competencies has five sub-categories namely; General Knowledge
or Mastery of the Subject Matter, Goal-Setting and Instructional Planning Skills, Teaching Skills,
Classroom Management and Evaluation Skills. All of this contains ten set of items. Each item is to
be rated based on the following:
Very Adequate – 91% to 100% Inadequate – 44% to 59%
Adequate – 75% to 90% Very Inadequate – 43% and below
Moderately Adequate – 60% to 74%
The two questionnaires are validated using the Goodman and Skates content validation
rubrics.
Statistical Analysis of Data
In the interpretation of the quantity gathered, the following statistical approaches were
used:
For problem number 1, to identify the demographic profile of the respondents, the
frequency distribution and the percentage were used. The formula is as follows:
P= f/n x 100
Where:
P = percentage
F = frequency
N = number of samples
For problems number 2-3, to identify the attitudes and readiness of respondents, the mean
was utilized. The formula is as follows:
µ = ΣX/N
Where:
µ= mean
ΣX= sum of all scores
N= number of scores
For problem number 4, to determine whether or not there is a significant relationship
between the respondents’ attitudes and readiness, the Pearson Product-Moment Correlation
Coefficient was used. The formula is as follows:
Where:
n= the number of scores
∑Xi= the sum of the scores in the variable x
∑Yi= the sum of the scores in the variable y
∑Xi2= the sum of the squares of the scores in the variable x
∑Yi2= the sum of the squares of the scores in the variable y
The result was interpreted using the table below.
R Verbal interpretation
0.00 to ±0.20 slight correlation
±0.21 to ±0.40 low correlation
±0.41 to ±0.60 moderate correlation
±61 to ±0.80 high correlation
±0.81 to ±1.00 very high correlation
Chapter 4
Presentation, Analysis and Interpretation of Data
This chapter includes a presentation, analysis, and interpretation of findings from 32
respondents in the Readiness and Attitudes Rating Scale by selected incoming fourth year
Education students of Technological Institute of the Philippines.
Table I. Respondents’ Demographic Profile
The following three tables show the groupings of the respondents according to their age,
gender and field of specialization.
Table I. a
Distribution of Respondents according to Gender
number of
gender percentage
respondents
female 25 78.13
male 7 21.88
Graph I. a
number of respondents
percentage
Table I. b
Distribution of Respondents According to Age
number of
age percentage
respondents
18-20 25 78.13
21-23 6 18.75
24-above 1 3.125
Graph I. b
18-20
21-23
24-above
Table I. c
Distribution of Respondents According to Field of Specialization
field of specialization number of percentage

respondents
English 24 75
Math 7 21.88
Physical Science 1 3.13
Graph I. c
english
math
physical science
Table II
Frequency Distribution for Readiness Rating Scale
A. General Knowledge/Mastery of very moderately very MEAN

adequate inadequate
Subject Matter adequate adequate inadequate
1. Has comprehensive or accurate 4.34
13 17 2
grasp of the subject matter.
2. Relates subject matter to other 4.22
10 19 3
fields of knowledge
3. Integrates subject matter with 4.22
12 15 5
relevant topics.
4. Enriches discussions with 4.19
13 13 5 1
contemporary issues and events.
5. Answers students' inquiry 4.19
12 14 6
intelligently and promptly.
6. Keeps up with the latest
3.91
research and professional trends in 5 20 6 1
education.
7. Raises awareness of the 4.13
10 16 6
curriculum changes.
8. Has understanding of 4
7 18 7
multicultural principles.
9. Has mastery of the art of 4.06
11 13 7 1
questioning.
10. Keeps oneself knowledgeable
4.22
of the latest social issues and 13 13 6
events.
General Knowledge or Mastery of the Subject is one of the sub-categories in determining
one’s Teaching Competencies. It gives focus on one’s knowledge of the various fundamentals in
teaching such as universal life guide principles, topics under a subject matter, teaching
methodologies and current social issues. It also gives importance in a teacher’s mental health and
alertness.
The result showed that the respondents have adequate mastery of their subject matter.
However, they lack awareness of the latest research and professional trend in education. This
simply proves that attention to new research discoveries in the field of education is neglected by
some.
Graph II
25
20
15 very adequate
adequate
moderately adequate
10 inadequate
very inadequate
0
1 2 3 4 5 6 7 8 9 10
Table III
B. Goal-setting and Instructional very

adequate
moderately
inadequate
very Mean
Planning Skills adequate adequate inadequate
1. Integrates multiple
4.31
intelligences' concept in lesson 15 13 3 1
planning.
2. Chooses appropriate 4.44
17 12 3
objectives for a subject matter
3. Plans activities relevant to the 4.41
18 9 5
objectives.
4. Makes assessment tasks 4.34
13 17 2
relevant to the objectives.
4.44
5. Provides differentiated tasks. 16 14 2
6. Considers the specific needs,
4.44
interests, capabilities, and 18 10 4
learning style of students.
7. Selects, prepares, and utilizes
instructional materials effectively 4.44
18 10 4
in achieving instructional
objectives.
8. Uses a variety of teaching
4.44
methodologies to make lesson 17 12 3
interesting and meaningful.
9. Designs opportunities for
students to apply, practice and 4.41
16 14 1 1
demonstrate knowledge and
skills.
10. Demonstrates effective 14 13 5 4.28
integration of a variety of
resources in the learning

experience.
Goal Setting and Instructional Planning skills is the second sub-category under Teaching
Competencies. It stresses the importance of Lesson Planning for a teacher and thus, gives value
on the skills needed to make an effective and efficient lesson plan. These skills include the
selection of appropriate objectives, learning activities, instructional and assessment tasks.
According to the result, the respondents understands how to choose appropriate
objectives for a lesson; possesses sensitivity to the students’ needs, interests, capabilities and
learning styles; knows the value of differentiated tasks; and can prepare and utilizes instructional
materials effectively. All in all, the respondents showed adequate mastery of creating lesson plans.
Graph III
20
18
16
14
12 very adequate
adequate
10
moderately adequate
8 inadequate
very inadequate
6
4
2
0
1 2 3 4 5 6 7 8 9 10
Table IV
C. Teaching Skills
very
adequate
moderately
inadequate
very Mean
adequate adequate inadequate
1. Presents subject matter 4.59
21 9 2
clearly and systematically.
2. Communicates ideas
4.31
effectively and fluently in class 15 13 3 1
discussions.
3. Stimulates thinking and
4.44
clarifies lesson through effective 18 11 2 1
questions.
4. Relates lesson to existing
4.63
conditions and real-life 22 8 2
situations.
5. Encourages students to ask
4.47
questions and express their own 19 9 4
point of view.
6. Motivates the students to
4.44
develop critical thinking and 16 14 2
creativity.
7. Adjusts teaching styles to
4.44
students' needs, interests and 17 12 3
abilities.
8. Relates previous lessons to
4.38
new ones and provides a 16 12 4
smooth flow of discussion.
9. Demonstrates the relevance 4.44
19 8 5
of the topic and activities.
10. Presents directions and
4.5
explanations in variety of ways 19 10 3
to insure student understanding.
Teaching skills is the third subcategory under Teaching Competencies. It refers to the
actual execution of the lesson and the techniques a teacher can apply during instruction.
The results showed that the respondents can relate lessons to existing conditions and real-
life situations. With this ability, our respondents do not have a problem in making the lesson
interesting and easy. On the other hand, they struggle in communicating ideas effectively and
fluently.
Graph IV
25
20
15 very adequate
adequate
moderately adequate
10 inadequate
very inadequate
0
1 2 3 4 5 6 7 8 9 10
Table V
D. Classroom Management
very
adequate
moderately
inadequate
very Mean
1. Commands respect from 4.72
24 7 1
students.
2. Starts learning activities 4.53
18 13 1
promptly.
3. Comes to class early and 4.5
21 7 3 1
leaves on time.
4. Utilizes class period 4.59
22 8 1 1
productively.
5. Awakens and maintains 20 9 3 4.53
students' interest in the lesson

and class discussion.
6. Administers test effectively
and returns corrected paper and 4.41
17 12 2 1
other students' outputs
promptly.
7. Maintains students' discipline
4.41
and corrects behavioral 17 12 2 1
problems instantly and properly.
8. Facilitates group work 4.38
15 15 1 1
productively.
9. Establishes and teaches 4.38
16 13 2 1
effective and efficient routines.
10. Minimizes distractions and 4.38
14 17 1
interruptions.
Classroom Management, another subcategory under teaching competencies, stresses the
techniques in handling student behaviors and classroom situations. Maintaining a peaceful
classroom environment is essential to learning.
Respondents claim that they can command respect from students. However, they do not
have the ability to establish routinely activities, facilitate group work productively and minimize
distractions and interruptions.
Graph V
30
25
20
very adequate
adequate
15
moderately adequate
inadequate
very inadequate
10
0
1 2 3 4 5 6 7 8 9 10
Table VI
E. Evaluation Skills
very
adequate
moderately
inadequate
very Mean
1. Evaluates students'
4.59
performance objectively and 22 7 3
fairly.
2. Uses adequate and accurate 4.31
15 13 3 1
standard measures of evaluation.
3. Analyzes and interprets 4.31
15 12 5
evaluation results skillfully.
4. Utilizes evaluation results as a 4.31
14 14 4
basis for improving instruction.
5. Provides appropriate 16 10 6 4.31
feedbacks and corrections.

4.34
6. Provides immediate feedback. 18 7 7
7. Establishes and states
4.19
expectations for student 12 14 6
performance.
8. Engages students in the
4.19
analysis and evaluation of their 13 12 7
learning.
9. Communicates regularly with 4.28
14 13 5
students about their progress.
10. Uses a variety of assessment 4.31
17 9 5 1
tools and strategies.
Evaluation skills is the last category under Teaching Competencies. It measures a
teacher’s ability to assess the students’ performance, grade outputs and provide feedbacks.
The results revealed that do not allow biases affect their judgment. They can treat students
fairly and objectively. But they struggle to establish expectations for students’ performance.
Graph VI
25
20
15 very adequate
adequate
moderately adequate
inadequate
10
very inadequate
0
1 2 3 4 5 6 7 8 9 10
Table VII
Professional Ethics and Social Skills

very moderately very Mean
adequate adequate adequate inadequate inadequate
1. Observes the teachers' Code of
4.66
Ethics and other rules and
regulations. 23 8 1
4.66
2. Behaves professionally. 24 6 1 1
4.69
3. Listens openly to people. 25 5 1 1
4. Accepts suggestions and 4.66
criticisms graciously. 24 6 1 1
5. Communicates effectively with 4.56
others. 20 10 2
4.56
6. Cooperates with others efficiently. 20 10 2
7. Negotiates and resolves 4.5
disagreement. 19 10 3
8. Possesses open-mindedness with 4.56
non-racist and non-sexist attitudes. 20 10 2
9. Reports information truthfully and 4.63
deals with persons honestly. 22 8 2
10. Respects cultural and social 4.75
values of others. 27 2 3
Professional Ethics and Social Skills deals with the proper conduct of a teacher to maintain
their integrity in dealing with students, colleagues and other community members. It also tries to
determine the social and interpersonal skills of a teacher.
Based on the results, the respondents possess very adequate Professional Ethics and
social skills. They have the ability to respect cultural and social values of others.
Graph VII
30
25
20
very adequate
adequate
15
moderately adequate
inadequate
very inadequate
10
0
1 2 3 4 5 6 7 8 9 10
Table VIII
Leadership Skills
very
adequate
moderately
inadequate
very Mean
1. Works independently without 4.5
18 12 2
supervision.
2. Creates group synergy in 4.47
17 13 2
pursuing collective goals.
3. Inspires and guides individuals 4.69
23 8 1
and groups.
4. Sets rules and regulations in the 4.69
23 8 1
classroom.
5. Accepts, plans and carries out 4.53
19 12 1
variety of tasks and responsibilities.
6. Demonstrates firmness when 4.5
18 13 1
required.
7. Addresses arising problems 4.5
18 13 1
immediately.
4.5
8. Persuades people to act. 20 9 2 1
9. Manages people and resources 4.1
16 14 1 1
well.
10. Possesses effective problem- 4.34
15 14 2 1
solving skills.
Leadership Skills refers to the ability to handle individuals or groups. Teachers act as
leaders inside the classroom who makes decisions, rules and regulations.
As shown in the table, the respondents can set rules and regulations in the classroom with
ease. They are also great inspirers and guiders. On the contrary, they cannot manage people and
resources well.
Graph VIII
25
20
15 very adequate
adequate
moderately adequate
10 inadequate
very inadequate
0
1 2 3 4 5 6 7 8 9 10
Table IX
Mea
very moderately very
Time Management Skills adequate Inadequate n
1. Orders tasks according to 4.47
16 15 1
priorities.
2. Does something that brings closer 4.2
11 20 1
to daily or weekly goals.
3. Schedules appointments to 4.34
14 16 1 1
complete priority works.
4.5
4. Sets deadlines for all tasks. 20 8 4
5. Schedules time for family events 4.44
17 12 3
as well as works regularly.
6. Plans everything far in advance 4.44
18 10 4
as much as possible.
7. Accomplishes tasks ahead of 4.19
13 13 5 1
time.
8. Breaks large time consuming 4.31
15 13 3 1
tasks into smaller tasks.
9. Creates an appropriate 4.34
16 12 3 1
study/work environment.
10. Avoids wasting time on 4.03
12 11 7 2
unimportant matters.
Time Management refers to the ability to handle time effectively in order to accomplish
tasks and meet deadlines. As practicumers, the respondents must be able to schedule their time
wisely.
As presented in the table, the respondents can set deadlines for their tasks. However, they
cannot set their priorities well because they lack the ability to avoid wasting time on unimportant
matters.
Graph IX
25
20
15 very adequate
adequate
moderately adequate
10 inadequate
very inadequate
0
1 2 3 4 5 6 7 8 9 10
Table X
Summary of Readiness Rating Scale
AREAS 1 2 3 4 5 6 7 8 9 10 MEAN
a. General
Knowledge/Mastery of the 4.34 4.22 4.22 4.19 4.19 3.91 4.13 4 4.06 4.22 4.15
Second Language
b. Goal Setting and
Instructional Planning 4.31 4.44 4.41 4.34 4.44 4.44 4.44 4.44 4.41 4.28 4.40
Skills
c. Teaching Skills 4.59 4.31 4.44 4.63 4.47 4.44 4.44 4.38 4.44 4.5 4.46
d. Classroom
4.72 4.53 4.5 4.59 4.53 4.41 4.41 4.38 4.38 4.38 4.48
Management
e. Evaluation Skills 4.59 4.31 4.31 4.31 4.31 4.34 4.19 4.19 4.28 4.31 4.31
Professional Ethics and
4.66 4.66 4.69 4.66 4.56 4.56 4.5 4.56 4.63 4.75 4.62
Social Skills
Leadership Skills 4.5 4.47 4.69 4.69 4.53 4.5 4.5 4.5 4.1 4.34 4.48
Time Management Skills 4.47 4.2 4.34 4.5 4.44 4.44 4.19 4.31 4.34 4.03 4.33
As shown in the table, the respondents feel most comfortable in the area of Professional
Ethics and Social Skills wherein they ranked with very high adequacy. While in the area of General
Knowledge/Mastery of the Second Language the respondents ranked low in adequacy.
Graph X
MEAN
4.70
4.60
4.50
4.40
4.30
4.20
4.10
4.00 MEAN
3.90
ge ng ls t ls ls ls ls
led tti S kil m
en Skil Skil Skil Skil
e ge l t
no
w
al
S ng tio
n ia ip en
K o c hi ana a Soc r sh m
G e e
er
al b. .T
ea M alu d
ea
d
na
g
n c o m . Ev s an L a
Ge sr
o e hi
c
eM
a. l as l Et i m
C na T
d. sio
es
of
Pr
Table XI
Frequency Distribution for Attitudes Rating Scale
mean
Attitudes 1 2 3 4 5 6
1. I am worried to have my practice teaching 4.03
because I still can't manage a class. 10 3 4 9 5 1
2. I think practice teaching will be exhausting 3.19
because I need to teach large number of students. 4 6 1 7 9 5
5.81
3. Practice teaching will improve my social skills. 0 0 0 0 6 26
4. I am afraid to have my practice teaching due to 4.50
lack of mastery in my subject matter. 10 8 6 4 4 0
5. Practice teaching is annoying because I hate to 4.97
comply with the demands of my critic teacher. 18 6 4 0 1 3
5.72
6. I understand the significance of practice teaching. 0 0 0 2 5 25
5.19
7. I am confident to have my practice teaching. 0 0 1 5 13 13
8. I am already preparing myself for practice 4.97
teaching. 1 0 3 5 9 14
5.44
9. I look forward to have my practice teaching. 0 0 1 2 11 18
10. I like to teach the lesson immediately rather than 4.09
observing for the first few days. 3 4 6 2 8 9
4.09
11. I prefer being supervised by my critic teacher. 3 1 5 10 7 6
5.50
12. I want to be sent to a good school. 0 0 0 4 8 20
13. I want to be handled by a strict cooperating 3.19
teacher. 9 1 7 8 4 3
14. My alma mater should provide financial support 4.41
for practicumers. 4 0 2 7 5 13
15. Cooperating teachers should not collect gifts from 4.81
the student-teachers. 1 1 2 5 7 15
16. Practice teaching handbook should be provided 5.53
for student teachers. 0 0 0 3 9 20
17. Student-teachers should be given enough 5.66
training before reporting to a cooperating school. 0 0 1 1 6 24
5.53
18. I prefer teaching with instructional materials. 1 0 1 1 11 19
19. I can apply the lessons I have learned during 5.31
practice teaching. 2 0 1 1 7 21
20. I know what is expected of me as a student- 5.56
teacher. 0 0 1 0 11 20
21. I can overcome my anxiety over practice 0 0 3 4 10 15 5.16
teaching.
22. I enjoy teaching so I will do my best during 5.44
practice teaching. 0 1 2 2 4 23
5.09
23. I am at ease in dealing with students. 1 1 3 4 3 20
The respondents showed that they can understand the value of practice teaching. They
see its importance and take it seriously that they know what is expected from them. They also want
to be trained well prior to their deployment because they want to be prepared for practice teaching.
They don’t agree that practice teaching is exhausting and they don’t want to be handled by a strict
cooperating teacher. They also value the importance of observing your Critic Teacher and the
class firstly before handling the class by themselves. Many of the respondents are already looking
forward to practice teaching and claims that they enjoy teaching so they’ll enjoy practice teaching
as well.
Graph XI
23
22
21
20
19
18
17
16
15
14
13 6
5
12 4
3
11
2
10 1
0 5 10 15 20 25 30
Table XII
The following tables present the correlation between readiness and attitudes. The variable
X stands for attitudes while y stands for readiness’ sub-categories.

Table XII. a
Correlation of Attitudes to General Knowledge
GENERAL KNOWLEDGE/MASTERY OF THE SUBJECT MATTER

Respondents x Y x2 y2 Xy
1 4.7 4.2 22.09 17.64 19.74
2 4.52 3.5 20.43 12.25 15.82
3 5.09 3.8 25.91 14.44 19.34
4 4.7 4.6 22.09 21.16 21.62
5 4.35 4.2 18.92 17.64 18.27
6 4.78 4.6 22.85 21.16 21.99
7 4.39 4 19.27 16 17.56
8 4.78 4.6 22.85 21.16 21.99
9 4.78 4 22.85 16 19.12
10 4.91 4.5 24.11 20.25 22.1
11 5 3.8 25 14.44 19
12 4.65 4 21.62 16 18.6
13 4.3 4.7 18.49 22.09 20.21
14 4.52 4.1 20.43 16.81 18.53
15 5 3.3 25 10.89 16.5
16 5.09 5 25.91 25 25.45
17 4.78 4.8 22.85 23.04 22.94
18 4.61 4.6 21.25 21.16 21.21
19 4.3 4.6 18.49 21.16 19.78
20 4.78 4.4 22.85 19.36 20.03
21 4.48 4.4 20.07 19.36 19.71
22 3.87 2.7 14.98 7.29 10.45
23 4.9 4.3 24.01 18.49 21.07
24 4.7 4.1 22.09 16.81 19.27
25 4.7 3.6 22.09 12.96 16.92
26 4.83 3.1 23.33 23.33 14.97
27 5.17 4.4 26.73 26.73 22.75
28 5.48 4.5 30.03 30.03 24.66
29 4.91 3.9 24.11 15.21 19.15
30 3.78 3.7 14.29 13.69 13.99
31 3.87 3.7 14.98 13.69 14.32
32 4.83 5 23.33 25 24.15
TOTAL 149.55 132.7 703.3 590.24 621.21
The computed value of r is 0.32. Based on the result of the Pearson’s correlation, there is
a low level of correlation between the respondents’ attitudes and level of adequacy in general
knowledge and mastery or subject matter.
Table XII. b
Correlation of Attitudes to Goal Setting and Instructional Planning Skills
GOAL SETTING AND INTRUCTIONAL PLANNING SKILLS

Respondents X Y x2 y2 Xy
1 4.7 4.2 22.09 17.64 19.74
2 4.52 3.6 20.43 17.64 18.98
3 5.09 4 25.91 12.96 18.32
4 4.7 4.3 22.09 16 18.8
5 4.35 4.4 18.92 18.49 18.71
6 4.78 4.4 22.85 19.36 21.03
7 4.39 3.7 19.27 19.36 19.32
8 4.78 4.9 22.85 13.69 17.69
9 4.78 4.9 22.85 24.01 23.42
10 4.91 5 24.11 24.01 24.06
11 5 5 25 25 25
12 4.65 4.5 21.62 25 23.25
13 4.3 4.7 18.49 20.25 19.35
14 4.52 3.7 20.43 22.09 21.24
15 5 4.1 25 13.69 18.5
16 5.09 5 25.91 16.81 20.87
17 4.78 4.9 22.85 25 23.42
18 4.61 5 21.25 24.01 22.59
19 4.3 4.8 18.49 25 21.5
20 4.78 4.5 22.85 23.04 22.94
21 4.48 4.8 20.07 20.25 21.5
22 3.87 2.7 14.98 23.04 10.34
23 4.9 4.2 24.01 7.29 13.23
24 4.7 4.9 22.09 17.64 19.74
25 4.7 3.7 22.09 24.01 23.03
26 4.83 3.3 23.33 13.69 15.94
27 5.17 4.7 26.83 10.89 24.3
28 5.48 4.7 30.03 22.09 25.76
29 4.91 4.4 24.11 22.09 21.6
30 3.78 4.1 14.29 19.36 15.5
31 3.87 4.7 14.98 16.81 18.19
32 4.83 4.7 23.33 22.09 22.7
TOTAL 149.55 140.5 703.4 622.3 650.562
The computed value of r is 0.33 which signifies that there is low level of correlation
between the attitudes of respondents and their adequacy level goal setting and instructional
planning skills.
Table XII. c
Correlation of Attitudes to Teaching Skills
TEACHING SKILLS
Respondents x Y x2 y2 xy
1 4.7 4.4 22.09 19.36 20.68
2 4.52 3.8 20.43 19.36 19.89
3 5.09 3.7 25.91 14.44 19.34
4 4.7 4.5 22.09 13.69 17.39
5 4.35 4.8 18.92 20.25 19.58
6 4.78 4.9 22.85 23.04 22.94
7 4.39 3.9 19.27 24.01 21.51
8 4.78 5 22.85 15.21 18.64
9 4.78 4.8 22.85 25 22.94
10 4.91 4.9 24.11 23.04 24.06
11 5 4.8 25 24.01 24.5
12 4.65 4.5 21.62 23.04 20.93
13 4.3 4.5 18.49 20.25 19.35
14 4.52 4.2 20.43 20.25 18.98
15 5 4.1 25 17.64 21
16 5.09 5 25.91 16.81 20.87
17 4.78 4.7 22.85 25 22.47
18 4.61 5 21.25 22.09 21.67
19 4.3 4.7 18.49 25 21.5
20 4.78 4.8 22.85 22.09 23.42
21 4.48 4.9 20.07 23.04 21.95
22 3.87 2.8 14.98 24.01 10.84
23 4.9 4.7 24.01 7.84 13.72
24 4.7 4.8 22.09 22.09 22.09
25 4.7 3.8 22.09 23.04 22.56
26 4.83 3.4 23.33 14.44 16.42
27 5.17 4.7 26.73 11.56 24.3
28 5.48 4.6 30.03 22.09 25.76
29 4.91 4.2 24.11 21.16 20.62
30 3.78 4.2 14.29 17.64 15.88
31 3.87 4.8 14.98 17.64 18.58
32 4.83 4.7 23.33 23.04 23.67
TOTAL 149.55 142.6 703.3 641.17 658.05
The value of r is 0.26 which means that there is a low level of correlation between the two
variables.
Table XII. d
Correlation of Attitudes to Classroom Management Skills
CLASSROOM MANAGEMENT
Respondents x Y x2 y2 xy
1 4.7 4.7 22.09 22.09 21.62
2 4.52 4.4 20.43 22.09 21.24
3 5.09 4.9 25.91 19.36 22.4
4 4.7 4.6 22.09 24.01 23.03
5 4.35 4.8 18.92 21.16 20.01
6 4.78 4.5 22.85 23.04 22.94
7 4.39 4.1 19.27 20.25 19.76
8 4.78 4.8 22.85 16.81 19.6
9 4.78 4.6 22.85 23.04 22.94
10 4.91 5 24.11 21.16 22.59
11 5 4.9 25 25 25
12 4.65 4.6 21.62 24.01 22.79
13 4.3 4.6 18.49 21.16 19.78
14 4.52 3.6 20.43 21.16 20.79
15 5 4.7 25 12.96 18
16 5.09 5 25.91 22.09 18.32
17 4.78 4.7 22.85 25 22.47
18 4.61 5 21.25 22.09 21.67
19 4.3 4.8 18.49 25 21.5
20 4.78 4.5 22.85 23.04 22.94
21 4.48 4.9 20.07 20.25 21.95
22 3.87 2.3 14.98 24.01 8.9
23 4.9 4.2 24.01 5.29 11.27
24 4.7 4.5 22.09 17.64 19.74
25 4.7 4 22.09 20.25 21.15
26 4.83 3.1 23.33 16 14.97
27 5.17 4.5 26.73 9.61 23.27
28 5.48 4.6 30.03 20.25 25.21
29 4.91 4.2 24.11 21.16 20.62
30 3.78 4.5 14.29 17.64 15.88
31 3.87 4.6 14.98 20.25 17.8
32 4.83 4.9 23.33 21.16 23.67
TOTAL 149.55 143.1 703.3 648.03 653.82
The value of R is 0.32. Based on the result of the Pearson’s correlation, there is a low level
of correlation between the two variables.
Table XII. e
Correlation of Attitudes to Evaluation
EVALUATION SKILLS
Respondents x Y X2 Y2 XY
1 4.7 3.6 22.09 12.96 16.92
2 4.52 3.2 20.43 10.24 14.46
3 5.09 3.7 25.91 13.69 18.83
4 4.7 4 22.09 16 18.8
5 4.35 4.8 18.92 23.04 20.88
6 4.78 4.8 22.85 23.04 22.94
7 4.39 3.3 19.27 10.89 14.49
8 4.78 5 22.85 25 23.9
9 4.78 4.5 22.85 20.25 21.51
10 4.91 5 24.11 25 24.55
11 5 4.6 25 21.16 23
12 4.65 4.4 21.62 19.36 20.46
13 4.3 4.6 18.49 21.16 19.78
14 4.52 3.7 20.43 13.69 16.72
15 5 4.5 25 20.25 22.5
16 5.09 5 25.91 25 25.45
17 4.78 4.8 22.85 23.04 22.94
18 4.61 4.6 21.25 21.16 21.21
19 4.3 4.7 18.49 22.09 20.21
20 4.78 4.3 22.85 18.49 20.55
21 4.48 4.9 20.07 24.01 21.95
22 3.87 2.8 14.98 7.84 10.84
23 4.9 4.7 24.01 22.09 23.03
24 4.7 4.1 22.09 16.81 19.27
25 4.7 4 22.09 16 18.8
26 4.83 3 23.33 9 14.49
27 5.17 4.8 26.73 23.04 24.82
28 5.48 4.8 30.03 23.04 26.30
29 4.91 3.7 24.11 13.69 18.17
30 3.78 4.2 14.29 17.64 15.88
31 3.87 4.1 14.98 16.81 15.87
32 4.83 5 23.33 25 24.15
TOTAL 149.55 137.2 703.3 600.48 643.67
The computed value of r is 0.34. Based on the result of the Pearson’s correlation, there is
a low level of correlation between the two variables.
Table XII. f
Correlation of Attitudes to Professional Ethics and Social Skills
PROFESSIONAL ETHICS AND SOCIAL SKILLS

Respondents x y X2 Y2 XY
1 4.7 4.3 22.09 18.49 20.21
2 4.52 4.3 20.43 18.49 19.44
3 5.09 3.7 25.91 13.69 18.83
4 4.7 4.5 22.09 20.25 21.15
5 4.35 4.8 18.92 23.04 20.88
6 4.78 5 22.85 25 23.9
7 4.39 4.3 19.27 18.49 18.88
8 4.78 5 22.85 25 23.9
9 4.78 5 22.85 25 23.9
10 4.91 4.4 24.11 19.36 21.60
11 5 4.5 25 20.25 22.5
12 4.65 4.6 21.62 21.16 21.39
13 4.3 4.7 18.49 22.09 20.21
14 4.52 5 20.43 25 22.6
15 5 4.9 25 24.01 24.5
16 5.09 5 25.91 25 25.45
17 4.78 5 22.85 25 23.9
18 4.61 5 21.25 25 23.05
19 4.3 4.9 18.49 24.01 21.07
20 4.78 4.9 22.85 24.01 23.42
21 4.48 5 20.07 25 22.4
22 3.87 2.6 14.98 6.76 10.06
23 4.9 5 24.01 25 24.5
24 4.7 4.3 22.09 18.49 20.21
25 4.7 4.2 22.09 17.64 19.74
26 4.83 3.1 23.33 9.61 14.97
27 5.17 4.8 26.73 23.04 24.82
28 5.48 4.6 30.03 21.16 25.21
29 4.91 4.2 24.11 17.64 20.62
30 3.78 5 14.29 25 18.9
31 3.87 5 14.98 25 19.35
32 4.83 5 23.33 25 24.15
TOTAL 149.55 146.6 703.29 681.68 685.713
The value of r is 0.08 which means that there is a slight level of correlation between the
two variables.
Table XII. g
Correlation of Attitudes to Leadership Skills
LEADERSHIP SKILLS
Respondents x y X2 Y2 XY
1 4.7 4.3 22.09 18.49 20.21
2 4.52 3.9 20.43 15.21 17.63
3 5.09 5 25.91 25 25.45
4 4.7 4.4 22.09 19.36 20.68
5 4.35 4.6 18.92 21.16 20.01
6 4.78 4.4 22.85 19.36 21.03
7 4.39 4.1 19.27 16.81 18.00
8 4.78 5 22.85 25 23.9
9 4.78 5 22.85 25 23.9
10 4.91 4.7 24.11 22.09 23.08
11 5 4.6 25 21.16 23
12 4.65 4.5 21.62 20.25 20.93
13 4.3 4.3 18.49 18.49 18.49
14 4.52 5 20.43 25 22.6
15 5 5 25 25 25
16 5.09 5 25.91 25 25.45
17 4.78 4.8 22.85 23.04 22.94
18 4.61 4.8 21.25 23.04 22.13
19 4.3 4.8 18.49 23.04 20.64
20 4.78 5 22.85 25 23.9
21 4.48 4.9 20.07 24.01 21.95
22 3.87 2.3 14.98 5.29 8.90
23 4.9 4 24.01 16 19.6
24 4.7 4 22.09 16 18.8
25 4.7 4.2 22.09 17.64 19.74
26 4.83 4.4 23.33 19.36 21.25
27 5.17 4.7 26.73 22.09 24.30
28 5.48 4.7 30.03 22.09 25.76
29 4.91 4.4 24.11 19.36 21.60
30 3.78 4.9 14.29 24.01 18.52
31 3.87 4.8 14.98 23.04 18.58
32 4.83 4.9 23.33 24.01 23.67
TOTAL 149.55 145.4 703.28 669.4 681.63
The value of r is 0.34. Based on the result of the Pearson’s correlation, there is a slight
level of correlation between the two variables.

Table XII. h
Correlation of Attitudes to Time Management Skills
TIME MANAGEMENT SKILLS

Respondents x Y X2 Y2 XY
1 4.7 4.5 22.09 20.25 21.15
2 4.52 3.8 20.43 14.44 17.18
3 5.09 4 25.91 16 20.36
4 4.7 4.4 22.09 19.36 20.68
5 4.35 3.9 18.92 15.21 16.97
6 4.78 4.6 22.85 21.16 21.99
7 4.39 3.8 19.27 14.44 16.68
8 4.78 4.9 22.85 24.01 23.42
9 4.78 4.6 22.85 21.16 21.99
10 4.91 4.6 24.11 21.16 22.59
11 5 4.7 25 22.09 23.5
12 4.65 4.2 21.62 17.64 19.53
13 4.3 4.4 18.49 19.36 18.92
14 4.52 3.2 20.43 10.24 14.46
15 5 4.6 25 21.16 23
16 5.09 5 25.91 25 25.45
17 4.78 4.9 22.85 24.01 23.42
18 4.61 5 21.25 25 23.05
19 4.3 4.5 18.49 20.25 19.35
20 4.78 4.4 22.85 19.36 21.03
21 4.48 4.4 20.07 19.36 19.71
22 3.87 2.3 14.98 5.29 8.90
23 4.9 4.2 24.01 17.64 20.58
24 4.7 4.5 22.09 20.25 21.15
25 4.7 3.4 22.09 11.56 15.98
26 4.83 3.6 23.33 12.96 17.39
27 5.17 4.8 26.73 23.04 24.82
28 5.48 4.8 30.03 23.04 26.30
29 4.91 4.2 24.11 17.64 20.62
30 3.78 4.5 14.29 20.25 17.01
31 3.87 4.7 14.98 22.09 18.19
32 4.83 5 23.33 25 24.15
TOTAL 149.55 138.4 703.28 609.42 649.52
R is equal to 0.39 which signifies that there is a low level of correlation between the two
variables.
Chapter 5
Summary, Conclusions, Implications and Recommendations
This study is an assessment of the levels of readiness and attitudes among incoming
fourth year Education students of Technological Institute of the Philippines. The instruments used
were the Readiness and Attitudes Rating Scale developed by the researchers and validated by the
experts using Goodman and Skates Content Validation.
The respondents of the study are composed of 32 third year students. Purposive sampling
was used. The instruments for readiness contains 80 items while the attitudes rating scale contains
23 items. The correlation of attitudes and readiness were measure.
Summary of Findings
The ability to keep themselves abreast with the latest research and trends in education
scored the lowest mean with only 3.91. Next to it is the ability to manage people and resources well
with the mean of 4.1. Respect for cultural and social values of others gained the highest with the
mean of 4.75. Second to the highest is their ability to command respect from the students. Third is
the knowledge of relating the lesson to real-life situations and existing conditions. Among all the
eight categories, Professional Ethics and Social Skills gained the highest mean of 4.62 while
General Knowledge ranked the lowest with a mean of 4.15. The respondents understand the value
of practice teaching. They are looking forward for it and understand what is expected from them.
They also want to be trained well before they are sent to a school for practicum.
Conclusions
There is a low correlation between the readiness and attitudes of the students. The two
variables do not affect one another. The respondents possess confidence among themselves as
shown in the positive result of the readiness test. They also possess positive attitudes towards
practice teaching.
Recommendations
Based on the findings of this research the researchers would like to give the following
recommendations:
1. The findings of the study may be made available to all Education students, faculty,
administrators, and cooperating schools’ staffs for information purposes.
2. It is recommended that the College of Education make a Student-Teacher Enhancement
program that will target the problem areas of the future practicumers and further develop their
skills.
3. College of Education may conduct seminars about the latest developments in the field of
Education to keep the students abreast with the trends and researches.
4. Faculty members of the Teacher Education Program may integrate speaking activities in
the lesson to improve the Education Students’ Confidence in speaking in front of a crowd.
5. College of Education may provide trainings and seminars on speech enhancement.
6. Student Teachers need to be aware of what is expected to them prior to deployment
time.
Abstract
This study opted to determine the readiness and attitudes of incoming fourth year
Education students of Technological Institute of the Philippines towards Practice Teaching. The
statistical treatments used are the mean, percentile and Pearson’s Moment of Correlation. The
findings of the study revealed that the College of Education students showed high level of
adequacy, readiness and positive attitudes towards Practice Teaching.
The result of the study was used as the basis of developing a practicum program that will
prepare pre-service teachers in all aspects of teaching and promote desirable professional
interests, attitudes and ideas relative to teaching profession.
Key words: Attitudes, Readiness, Practice Teaching, Teacher Education Program, Student-
Teacher
Readiness and Attitudes of Education Students towards Practice Teaching: Basis for Student-Teacher Enhancement Program i53
Acknowledgement
We would like to extend our profound gratitude to our professor Mr. Jorge L. Mayordomo
for the opportunity he has given us to conduct this study on the readiness and attitudes towards
Practice Teaching among incoming fourth year students of the College of Education, TIP-QC.
We would also like to extend our sincerest thanks to the incoming fourth year students of
the College of Education for their unselfish cooperation in the survey conducted.
We would also like to give thanks to our consultant Mrs. Janet Ale who patiently assisted
us throughout the creation of this research.
Lastly, we would like to express an appreciation no words can ever describe to our
parents, brothers, sisters and friends for their love, moral support, understanding and prayer.
Above all, we give our deepest gratitude to the Lord Almighty, the author of life and the
source of all knowledge and wisdom.

Readiness and Attitudes of Education Students towards Practice Teaching: Basis for Student-Teacher Enhancement Program 54ii
Dedication
We would love to dedicate this product of our innovative minds, hardworking hands,
undying perseverance, extreme determination, and overflowing love first thing and foremost to the
Lord Almighty for His boundless love and devotion, we offer all our endeavors. You are our primary
source of knowledge and inspiration.
We would also like to lend this study as contribution of guide and assistance to the pre-
service and in-service mentors who are honing the minds of our land’s future success.
We would also like to offer this as tribute to our parents for their unconditional affection,
undying support and one-of-a-kind way of teaching us since then.
We would also like to present this product of million efforts and determinations to our
friends, classmates and co-researchers who became our companion throughout the struggle of
finishing this study.
Lastly, we would also like to dedicate this to ourselves as satisfying reward for all the
efforts that we have exerted.

Readiness and Attitudes of Education Students towards Practice Teaching: Basis for Student-Teacher Enhancement Program iii
55
Table of Contents
Title
Approval Sheet
Panel of Examiners
Acknowledgement i
Dedication ii
Table of contents iii
List of Tables iv
List of Figures v
Chapter 1
 Introduction
 Background of the study
 Statement of the Problem
 Significance of the Study
 Scope and Delimitation
Chapter 2
 Review of Related Literature
 Review of Related Studies
 Research Paradigm
 Hypothesis
 Definition of terms
Chapter 3
 Research methodology
 Research locale
 Sources of data
 Respondents of the study
 Data Gathering Procedure
 Research Instrument
 Statistical analysis
Chapter 4
 Presentation of findings, Analysis and Interpretation of data
Chapter 5
 Summary of findings
 Conclusions
 Recommendations
Bibliography
Appendices
- Letter of Communication
- Validation Criteria
- Sample Questionnaire
Curriculum Vitae
iv
List of Tables
Table I. a Distribution of Respondents according to Gender 22
I. b Distribution of Respondents according to Age 23
I. c Distribution of Respondents according to Field of Specialization
II. Frequency Distribution for Readiness Rating Scale
General Knowledge 24
III. Goal Setting and Instructional Planning Skills 26
IV. Teaching Skills 28
V. Classroom Management Skills 29
VI. Evaluation Skills 31
VII. Professional Ethics and Social Skills 32
VIII. Leadership Skills 34
IX. Time Management Skills 35
X. Summary of Readiness Rating Scale 37
XI. Frequency Distribution for Attitudes Rating Scale 38
XII. a Correlation of Attitudes to General Knowledge 41
XII. b Correlation of Attitudes to Goal Setting 42
XII. c Correlation of Attitudes to Teaching Skills 43
XII. d Correlation of Attitudes to Classroom Management Skills 44
XII. e Correlation of Attitudes to Evaluation Skills 45
XII. f Correlation of Attitudes to Professional Ethics 46
XII. g Correlation of Attitudes to Leadership Skills 47
XII. h Correlation of Attitudes to Time Management Skills 48

v
List of Figures
Research Paradigm 14
Graph I. a 22
I. b 23
I. c
II 25
III 27
IV 29
V 30
VI 32
VII 33
VIII 35
IX 36
X 37
XI 40
Bibliography

Readiness and Attitudes of TIP Students for Practice Teaching

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Readiness and Attitudes of TIP Students for Practice Teaching

Uploaded by

Copyright:

Available Formats

Readiness and Attitudes of Education Students towards Practice Teaching: Basis for Student-Teacher Enhancement Program 1

“Readiness and Attitudes of Incoming Fourth year Education Students of

Basis for Student-Teacher Enhancement Program ”

Almario, Arnie R.,

Alo, Ma. Janna,

Mahusay, Jelly Joy M.,

Rapanot, Valerie Camille D.

Salvador, Angeli Faye T.

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES

and social skills.

evaluation in actual teaching-learning situations, utilization of appropriate teaching techniques and

Practice teaching is a culminating experience in teacher preparation. Experiences during

Thus, the whole experience will be productive and insightful.

their emotional, intellectual and social maturity.

their system and reach the peak of education to success.

fourth year towards practice teaching.

Statement of the Problem

year Education students of TIP towards Practice Teaching.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

teaching as based on their:

- teaching competence - leadership abilities

- emotional intelligence - time-management skills

readiness and attitudes?

5. What proposed student teacher enhancement program should be designed?

Significance of the study

results will be beneficial to the following:

that can help prepare the Student Teachers to their practicums.

them an overview of the weakness of students.

The Practicum Coordinator of College of Education will be provided with essential

ensure a productive learning experience.

during their practicum.

advice the STs need.

syllabus of the Teacher Education program.

Scope and Delimitation of the Study

which the researchers opted to use as the new number of respondents.

problem of the study.

(Trowbridge & Bybee, 2000).

P. Erawan (2011) conducted a research on the predictors of teaching efficacy in a sample

According to path analysis, attitudes toward teaching profession, preparation program

strongest predictor of teaching efficacy was the preparation program effectiveness.

The attainment of quality education will be a mirage without adequate preparation of

Nigerian Universities, we recommended as follows:

the rudiments of teaching.

3. Students should be sent to good schools with suitable learning environment.

Wanekezi, et al., 2009).

(Podsen & Denmarks, 2007).

The importance of well-prepared teachers for student learning is unquestionable. Better

knowledge and practical knowledge becomes clear (Hascher, et al, 2004).

high academic standards.

Evidences indicate that the strongest predictor of student achievement is quality of

Knowledge includes disciplinary content, or subject knowledge, and pedagogical content

teaching.” (Gerges, 2001).

was certified are not found to be related to students’ learning.

similarly trained (Darling-Hammond, et al., 2002 & Cochran-Smith, 2002).

racial, class, and language backgrounds.

other factors such as experience.

personal growth over the course of just one semester.

as courses focused on teaching diverse learners (Ryan, et al., 2009).

students (Brown, 2011).

understanding of diversity and multiculturalism, in conjunction with their personal experiences,

1) lack of preparation in their university programs and