Chapter 1 3 of Alib

Self-Reported Level of Psychological Distress…│0
DALUBHASAAN NG LUNGSOD NG LUCENA

(Formerly City College of Lucena)
City College Main Bldg. Isabang, Lucena City
Tel. No. & Telefax No. (042) 797-1671
Bachelor of Technical Vocational Teacher Education
PRE-ORAL EXAMINATION ORAL EXAMINATION
Research Title: Self-Reported Level Of Psychological Distress As

Correlates To Internship Performance Of
BTVTEd Pre-Service Teachers
Researcher: Mark Jhimver D. Alib
Adviser: Maria Amanda T. Buquid, MAEd
Date: March 07, 2023
Time: 9:00 am – 10:30 am
Venue: Dalubhasaan ng Lungsod ng Lucena
POE: Chair Dr. Enriqueta Alcoreza

Member Prof. Bernie C. Lechuga
Member Prof. Cristeta J. Francia
BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

SELF-REPORTED LEVEL OF PSYCHOLOGICAL DISTRESS AS

CORRELATES TO INTERNSHIP PERFORMANCE OF BTVTEd
PRE-SERVICE TEACHERS
___________________________
A Thesis Presented to
The Faculty of Technical-Vocational Teacher Education
Dalubhasaan ng Lungsod ng Lucena
Lucena City
_____________________________
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Technical-Vocational
Teacher Education
by
Alib, Mark Jhimver D.
2023

ii
TABLE OF CONTENTS
Page
Title Page ……………………………………………………………........ i
Table of Contents ………………………………………………………… ii
List of Tables ………………………………………………………........... iv
List of Figures ……………………………………………………….......... v
Chapter I – INTRODUCTION
Background of the Study ……………………………….. 8
Objectives of the Study ………………………………… 11
Hypothesis ……………………………………………… 12
Significance of the Study …..…………………………… 12
Scope and Limitation …………………………………… 14
Definition of Terms …………………………………….. 15
Chapter II – REVIEW OF RELATED LITERATURE AND STUDIES
Theoretical Framework ……………………...…………. 30
Conceptual Framework …………….......………………. 31
Chapter III – METHODOLOGY
Research Locale ………………………...……………… 33
Research Design ………...................…………………... 33
Population and Sampling ………………...……….……. 34
Research Instrument …………………………………..... 35
Data Gathering Procedure ………………………………. 36

iii
Statistical Data Analysis ………………………………... 36
Ethical Consideration ………………………………….. 38
References ……………………………………………... 39
Appendices …………………………………………….. 44
Evaluation Sheet ………………………………….......... 49

iv
LIST OF TABLES
Table Title Page
1 Frequency Distribution of the Respondents 34
Scale in Determining the Self-Reported Level of

2 Psychological Distress of the BTVTEd Pre-Service 37
Teachers.

v
LIST OF FIGURES
Figure Title Page

1. Yerkes-Dodson Stress Performance Curve (1908) ……………..... 30
2. Schematic Diagram Model ……………………………….……..... 31

Chapter I
INTRODUCTION
Psychological Distress is a general term for stress, anxiety and depression
symptom or it is a sign of common mental illnesses such as depression, anxiety as well
as a sign of a poor mental health (Viertio et. al., 2021). Psychological Distress is a
problem in many college students due to the fact that it harms their physical and
emotional health and lead them to limit their capability to function at school, home
and sometimes at their work. A primary concern of a college student is a very
demanding college life because there’s a lot of things that should be accomplished.
Due to the fact that college life is very different from high school. Because, to be a
college student you should be independent learner for the reason that not all things
that you should learn will be given by the professor.
Today’s generation is very prone to the different mental illnesses or
psychological distress. In fact, according to the American Institute of Stress (AIS,
2019), 4 out of 5 college students commonly experiencing mental health disorder that
has physical effects to their life such as trouble maker, irritability, lack of energy, loss
of appetite or appetite changes, weak immune system and having trouble falling
asleep. Meanwhile, according to Broderick (2022), college students who are
struggling with a psychological distress may lead to the development of various
mental health conditions like depression, anxiety and sleep disorder that sometimes
students turn to alcohol and/or drug abuse. Broderick added that psychological distress

can also be the cause of the development of physical conditions specifically chronic
pain. As stated by Eisenberg et Al., (2009), mental and emotional distress or
commonly called psychological distress has a direct link to the performance of every
individual especially with the academic performance of the students because it can
affect them and it can be the cause of poor study progress and low academic success
of the students.
The 4th year students from Bachelor of Technical Vocational Teacher Education,
batch 2022-2023 are on their Practice Teaching. They are on the stage where they will
face the real world of teaching or they will face with the real school set-up. Thus,
there’s a lot of things that they should accomplish before and even after entering the
room. Also, they are struggling with their schedules because they should have some
adjustments with it as well as to their tasks and responsibilities. So, these situations
can affect them especially their emotional and mental health conditions and sometimes
their personal lives. Further, these situations can make them to experience different
psychological distress. Therefore, the researcher decided to conduct this study to find
out if their self-reported level of psychological distress affecting the internship
performance of the Bachelor of Technical Vocational Teacher Education pre-service
teachers. Furthermore, this research is important because it will help primarily the
Bachelor of Technical Vocational Teacher Education (BTVTEd) pre-service teachers
of Dalubhasaan ng Lungsod ng Lucena.
Background of the Study

Practice teaching or teaching internship is a practice of every education student
as well as their training to learn different skills and strategies of teaching. It also
provides them an experience in an actual classroom set-up to develop their skills on
teaching and help the pre-service teachers to gain deeper knowledge about the art of
teaching. Furthermore, it serves as a training ground for every education student
world-wide because it will provide them an opportunity to awaken their teaching skills
(Med, 2013).
It is an essential stage for every education student because it will prepare them
to become a full-pledge educator. At this stage, Pre-service teachers will train with
learning-centered instruction and they will face in the actual classroom experience to
become highly-equipped teachers. One of the main purposes of this training is to put
the education students in the real world of teaching and give them experiences to be
real teachers in a real school set-up (Rogayan & Reusia, 2021).
Pre-Service Teachers facing with the different challenges in terms of their
teaching internship or practice teaching such as preparing their presentations or their
learning materials, accomplishing their tasks and responsibilities in the classroom and
in their students, and they are experiencing challenges with their schedules. Due to the
fact that in a practice teaching or teaching internship, Pre-Service Teachers play as a
real teacher in an actual classroom set-up, they may experience different psychological
distress due to several reasons. First, some of the pre-service teachers might see
themselves as enough to be a teacher and to teach in classroom, however there were

also pre-service teachers who will thought that their ability and capability is not
enough (Rakasiwi, 2013). Second, pre-service teachers might experience
psychological distress when they are bombarded with lot of tasks and responsibilities-
preparing a lot of things before entering the classroom and even after their classes.
They should be ready to present their topic and discussion, and they should also have
learned and apply different teaching strategy to produce high engagement in their
discussions.
Several studies have been conducted about the effects of psychological distress
on the academic performance of the students. However, it lacks of showing impacts
of psychological distress on the internship performance of the Bachelor of Technical
Vocational Teacher Education Pre-Service Teachers. As the study of Amengual et.al.,
(2022) entitled “Psychological Distress, Burnout, and Academic Performance in First
Year College Students”, they concluded that academic performance was unaffected by
psychological distress or discomfort. However, the students demonstrated a higher
risk towards depression. In contrast, the study of Rothon et. Al., (2022) concluded that
psychological distress has been associated with the academic performance of the
students or the psychological distress of the students have affected their academic
achievement. Then, their study suggests that greater need of help for children with
psychological distress within the school.
As a situation that Bachelor of Technical Vocational Teacher Education
(BTVTEd) Pre-Service Teachers has, they are required to have eight (8) hours duty
every day in their practice teaching. Thus, they may experience difficulties with their

schedule because aside from the things that they have to prepare for their discussion,
they have also things that they have to do in their houses. Then, pre-service teachers
should always be patient most of the time because there are students who will not
listen to them. They should also control themselves and their emotions every time.
Moreover, pre-service teachers have lot of responsibilities that may sometimes lead
them to experience psychological distress and can cause to lower their internship
performance. Therefore, the researcher decided to conduct this study to prove if the
self-reported level of psychological distress in terms of depression, anxiety and stress
of the Bachelor of Technical Vocational Teacher Education Pre-Service Teachers in
Dalubhasaan ng Lungsod ng Lucena and their internship performance are significantly
related.

Objectives of the Study
This study has determined the self-reported level of psychological distress of the
BTVTEd Pre-Service Teachers.
Specifically, the study attained the following:
1. Find out the internship performance of the BTVTEd Pre-Service Teachers.
2. Identify the self-reported level of Psychological Distress of the BTVTEd Pre-
Service Teachers in terms of:
2.1.Depression
2.2.Anxiety
2.3. Stress
3. Deduce whether the self-reported level of Psychological Distress and Internship
Performance of the BTVTEd Pre-Service Teachers are significantly related.
4. Propose an intervention program for Psychological Distress.
Hypothesis
Null Hypothesis
There is no significant relationship between the self-reported level of
psychological distress and internship performance of the Bachelor of Technical
Vocational Teacher Education Pre-Service Teachers.

Significance of the Study
The study deduced if the self-reported level of psychological distress of the
BTVTEd Pre-Service Teachers are significantly related with their internship
performance. Hence, this study greatly helps the Pre-Service Teachers.
The result of this study greatly helps the pre-service teachers, teachers, guidance
and counselling office, and future researchers.
Bachelor of Technical Vocational Teacher Education Pre-Service Teachers This
study may increase the knowledge, awareness and information of the pre-service
teachers about the psychological distress and its impact on their mental and emotional
health as well as on their internship performance. They can be more knowledgeable
about the negative effects of psychological distress to their health, study and their
lives. Through the output of the study, which is an intervention program - students
will be able to understand the importance of managing the psychological distress to
their mental and emotional health. Further, this study will help the pre-service teachers
to avoid and reduce the effects of psychological distress.
Teachers This study may give them an idea on how they will help their students that
are experiencing psychological distress. They can be more knowledgeable on how
they can give assistance to their students that are experiencing mental and emotional
health problems. So, teachers can focus more on their teaching methods and activities
for the students.

Guidance and Counseling Office The schools, especially the Guidance and
Counseling Offices, can use the findings of the study to develop and implement
programs such as intervention program and mental-health program that helps the Pre-
Service Teachers to manage the psychological distress and give them an awareness on
its negative effect to their mental and emotional health and study. By this, the schools
can reduce the pre-service teachers who experiencing mental and emotional health
problems.
Future Researchers This study may help the future researchers to gather more data
about the effects of psychological distress or mental and emotional disorder to the
academic performance of the students as well as to the internship performance of the
pre-service teachers. This study will be used by the future researcher as a frame of
reference in crafting their research in the future about psychological distress.

Scope and Limitation
This study focuses on the self-reported level of psychological distress of the
Bachelor of Technical Vocational Teacher Education Pre-Service Teachers, Academic
Year 2022-2023 in Dalubhasaan ng Lungsod ng Lucena. Furthermore, this study
determined the self-reported level of psychological distress of the Bachelor of
Technical Vocational Teacher Education Pre-Service Teachers and revealed whether
it has a significant relationship on their internship performance. This study was limited
only to the Bachelor of Technical Vocational Teacher Education Pre-Service
Teachers, academic year 2022-2023 of Dalubhasaan ng Lungsod ng Lucena.
Moreover, the quantitative research design was employed using a survey-
questionnaire as the data gathering instrument. A total of 33 Bachelor of Technical
Vocational Teacher Education Pre-Service Teachers has been selected through
complete enumeration sampling as the respondents of the study.
This study was conducted from January 2023 – July 2023.

Definition of Terms
The following terms are defined conceptually and operationally to facilitate
understanding on how they were used in the study.
Anxiety is a sensation of dread or trepidation over what lies ahead (Holland, 2022).
In this study, refers to the physical symptoms of psychological distress such as
increased heart-rate and muscle tension.
Depression is a common and serious medical condition that has a negative impact on
how you feel, think, and act (American Psychiatric Association, 2023) which in
this study, refers to the excessive feeling of sadness and loss of interest.
Internship Performance is can be gained from the feedback of employers or mentors
who already have experience in different industry (Krosel, et al., 2023). In this
study, refers to the grades of the pre-service teachers during their practice
teaching.
Pre-Service Teachers are those enrolled in a teacher-education program with the goal
of obtaining teaching credentials in public or private schools (Lee, 2015). In this
study, they are the 4th year students taking Field Instruction under the Bachelor
of Technical Vocational Teacher Education program.
Psychological Distress is the unpleasant emotions or sentiments a person has when
they are overwhelmed are known as psychological distress, and they can have a
significant negative impact on day-to-day activities (Bistami & Williams, 2021).

In this study, it is classified into depression, anxiety and stress. (Viertio et. Al.,
2021).
Self-Reported is any test, measurement, or survey that is based on the self-reporting
of a person's symptoms, habits, beliefs, or views (Pedneault, 2022). In this study,
it refers to the individual's own report about the symptoms of psychological
distress.
Stress is any change that puts a burden on one's body, mind, or spirit (WHO, 2021)
which in this study, refers to the incapable of handling mental and emotional
problem.
Teaching Internship is an opportunity for prospective teachers to participate in
education-related tasks while enrolled at a college or university (Indeed Editorial
Team, 2021) which in this study refers to the preparation of teachers in an actual
classroom experience.

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the readings which are related to the problem. Some
documents and materials are cited to serve as a frame of reference in the conduct of
the study.
Self-reported
According to StudySmarter (nd), a self-report is a type of data gathering that
relies on respondents providing information about themselves, then the inquiries are
predetermined. Further, in psychology research, a self-report design is typically
employed when researchers need data from a large number of participants fast. The
survey can be distributed widely if the researcher chooses to use a questionnaire or
survey as their self-report method. This keeps expenses low and participation rates
high (rather than bringing all participants into the lab to be interviewed).
Yet, it is not always advisable to rely on a researcher's assessment of the
participant's behavior and the reasons behind it when doing research utilizing self-
reports. This is susceptible to a number of problems; the researcher could completely
overlook something or misinterpret an activity (StudySmarter, nd).

Moreover, StudySmarter (nd) stated that self-reports can be utilized in a wide
range of studies for a wide range of purposes. Both qualitative and quantitative
research investigations can make use of self-reports. Due of the variety of self-report
methodologies, they can be utilized for both qualitative and quantitative research. If a
researcher decides to conduct their research via a questionnaire or survey, the data
gathered may be numerical, adding to a quantitative research design. However, if a
researcher chose to use an interview as their research method, they would be able to
acquire qualitative data since they would be able to hear the opinions, ideas, and stories
of the participants.
Further, Self-report designs can be used with other research techniques.
Experimental research is another sort of study. Self-report questionnaires or self-report
interviews could be used by researchers to gather preliminary data and participant
information as well as data for the primary components of their study (StudySmarter,
nd).
Psychological Distress
Psychological distress defined as an emotional disorder that is affecting the huge
percentage of the population (Vos et al., 2018). Then, Viertio et. Al., (2021) believes
that psychological distress can be classified into three (3) categories: stress, anxiety,
and depression. While, according to McEwen et al. (2013), Psychological Distress had
affected not only the personality of an individual, but the whole life of an individuals
including their performance at work, their connection to their family members, and

most especially to their social environment specifically of the students. Moreover,
stress can be the factor for the development of the different psychological disorder
including anxiety and depression.
Different people most especially the students, deal with the different psychological
distress that had affected their academic performance, their capabilities to socialize
with their classmates and teachers, and their capability to focus in their study.
Additionally, according to Hakami (2018), Psychological discomfort or distress have
divided into three (3) categories which includes somatization, anxiety and depression.
Somatization that can cause to an individual to feel week, having trouble in breathing
and having chest pain. Then, anxiety including feeling of nervous most of the time,
feeling fearful and having panic. Lastly, depression that cause to person to feel no
interest, feel hopeless and worthlessness in life. In addition, these psychological
distresses have also affected the students that can lead them to have poor academic
performance.
Habibah (2011), stated that stress have affecting the students’ academic
performance that leads them on their failure on their academic. Habibah added that
events that brings stress or psychological distress to the students are commonly called
“Stressors”. It includes failure of students on academic and sports, financial and health
problems, and loss of a family member or a very closed-friend. These stressors can
affect the whole life style of a person including their physical and mental condition.
In addition, Kumari and Gartia (2012) believe that there is a relationship between
stress and academic performance. Hence, this study will show and prove that there is

a significant correlation between the level of psychological distress and internship
performance of the BTVTEd Pre-Service Teachers.
Depression
According to Magklara et al. (2015), Depression is one of the main problems
and diseases prevalence across all age group, also it is a major factor for individual in
committing suicide, alcohol and drug abuse and social and educational problems.
However, adolescents are considered as a healthy individual but actually they are also
prone and vulnerable in different depressive disorders.
Based from the article or Harvard Medical School (2012), Depression is not just
because of having too much or too little brain chemicals, but there are also other
potential explanations for depression, such as poor mood regulation of the brain,
genetic vulnerability and traumatic life experiences.
In fact, World Health Organization (WHO, 2017) states that depression recently
have become the leading cause of disability worldwide. In low-income countries
including the Philippines, the estimated prevalence of depression is 3.3% which means
that 3.3 million Filipinos are experiencing depressive symptoms. Meanwhile, during
the year 2017 the depression has become the ranked 8th in the Philippines.
In the study of Puyat and Banal (2021) entitled “Depressive Symptoms among
young adults in the Philippines: Result from a nationwide cross-sectional survey”,
they concluded that among 10 young adults, 1 of them may experience moderate to

severe depressive symptoms and it is higher among females than males. In addition,
according to World Health Organization (WHO, 2017) mental illness is the third of
the most common disability in the Philippines. Moreover, around 6 million individuals
in the Philippines living with depression and/or anxiety and making the country the
third highest rate of mental health problems in the Western Pacific Region.
Furthermore, the National Institute of Mental Health (NIMH, 2022) stated that
Depression is a common but significant mood condition (sometimes known as major
depression, major depressive disorder, or clinical depression). It produces severe
symptoms that interfere with a person's ability to function in daily tasks like sleeping,
eating, and working.
An estimated 3.8% of the world's population suffers from depression, with 5.0%
of adults and 5.7% of persons over 60 years of age being affected. Around 280 million
individuals worldwide suffer from depression. Depression is distinct from common
mood swings and fleeting emotional reactions to problems in daily life. Depression
may develop into a significant medical illness, especially if it is recurrent and of
moderate to severe degree. The affected person may experience severe suffering and
perform poorly at job, in school, and in the family. Suicide can result from depression
at its worst. Every year, around 700,000 people die by suicide. For people aged 15 to
29, suicide is the fourth most common cause of death (World Health Organization,
2021).
According to World Health Organization (WHO, 2021) a depressive episode
lasts at least two weeks and is characterized by a depressed mood (sad, irritated, or

empty feelings) or a loss of enjoyment or interest in activities for the majority of each
day. Other signs may include difficulty concentrating, feelings of overwhelming guilt
or low self-worth, a lack of hope for the future, suicidal or death thoughts, disturbed
sleep, changes in food, and feeling particularly exhausted or low on energy.
There are several signs of depression that one may experience. It includes the
depressed people was cannot experience a positive feeling at all and they can’t see
they worth as a person. As stated of Berry (2022), one of the most prevalent signs of
depression is mood changes or emotional imbalance. A person with depression could
experience prolonged sadness or low mood. They might also claim to feel "empty" or
incapable of experiencing joy. This emotion may be described by some as
hopelessness or melancholy. Furthermore, Berry added that depression can cause a
person to feel useless or as though their life has no purpose. Additionally, they could
think that their presence is a burden on others and that their family or the world would
be a better place without them. Moreover, a prolonged sense of sadness and loss of
interest are symptoms of depression, a mood illness. It has an impact on your
emotions, thoughts, and behavior and can cause a number of mental and physical
health issues. You can find it difficult to carry out your regular daily tasks, and you
might occasionally think life isn't worth living (Sawchuk, 2022).
Second, a depressed person may find it difficult to work up the initiative to do
things, which was supported by Berry (2022), some depressed people can experience
a loss of interest and initiative to do different things and activities that they previously
enjoyed. It may include sports, pastimes, socializing with friends, listening with

music, as well as sexual activities. They might decline invitations to engage in
activities or socialize, and they might decide against doing things they once enjoyed.
Further, Anhedonia is also the term used to describe the inability to experience
pleasure and initiative to the previously enjoyable activities due to depression.
Moreover, Cherry (2021) added that it may be more difficult to complete the daily
tasks you need to complete when you feel a loss of interest because of the depression.
You can have the feelings of unenergetic, indifference, and lack of motivation as a
result. Also, things you formerly found interesting may no longer stimulate your
attention, and you may struggle to find the drive or inspiration to pursue them.
Then, a depressed people may also feel discourage and downhearted or they may
feel that there is nothing to look forward. It was supported by Berry (2022), which he
stated that people who are depressed may feel hopeless because there is no obvious
way to get better. One could also experience helplessness. They can assert or believe
that nobody can make them feel better and that depression will never go away.
Further, they were unable to become enthusiastic about anything; he/she may feel
unworthy as a person; and he/she may feel that life was meaningless (Caetano, 2017).
In addition, according to Dr. Sawchuk (2023), depression can result to an individual
to feel excessive sadness or to experience negative feelings, loss of interest or initiative
to do things, and a sense of worthlessness as a person.
Anxiety

According to Browne (2020), anxiety is natural and sometimes positive feeling.
But, if the person experiences excessive level of worry, it might become a mental
disorder. Anxiety can lead to different mental health disorders such as excessive
nervousness, fear, apprehension and worry. Browne added that simple and low anxiety
might be also disturbing but when it turns to a severe level of anxiety it may affect the
day-to-day living of a person.
In addition, Juby and Felman (2023) states that the sensation of tension, anxious
thoughts, and physical changes like elevated blood pressure are all characteristics of
anxiety. Typically, intrusive thoughts or worries repeat throughout the lives of those
with anxiety disorders. They could stay away from specific circumstances out of fear.
They might also have physical side effects as sweating, shaking, nausea, or an
accelerated heartbeat. They added that although fear and anxiety are not the same,
they’re frequently used interchangeably. Fear is a proper, in-the-moment reaction to a
clearly recognized and precise threat, but anxiety is a long-lasting, broadly focused,
future-oriented response to a diffuse threat.
Meanwhile, Hasan (2019) stated that people with anxiety disorder may
experience fear, distress and they may feel hard things that people would not feel that
way. Hasan suggested also that students with anxiety disorder can make them feel hard
to get school-related activities done and/or even at study. It may also affect their
interaction with their peers and teachers. In fact, in some cases students with anxiety
disorder miss a lot of school days and activities and they not be at school altogether.

Students with anxiety disorder may show different symptoms such as having
trouble in concentration at class and completing class activities, avoiding certain
circumstances and may experience self-consciousness. Also, they may also have
physical symptoms such as making heart beating very fast, fast breathing, sweaty
palms, stomach ache and involuntary shaking of hands and legs (Hasan, 2019).
There are various indications that someone is anxious. First is the dryness of
mouth. Abraham (2021) added that some of the bodily signs of worry are thought to
be very irritating. Sometimes the symptoms are just bothersome, and you wish you
didn't have to deal with them so frequently. One example of this kind of symptom is
dry mouth and millions of people with anxiety daily experience deals with the dryness
of the mouth. Also, Hersh (2020) added that one of the numerous signs of anxiety is a
dry mouth. It might be brought on by mouth breathing. It frequently occurs along with
other anxiety symptoms such a racing heartbeat, perspiration, trouble concentrating,
and feelings of restlessness or agitation.
Second is the difficulty in breathing. As stated by Elmer (2022), because of
fluctuations in heart rate, anxiety can make it difficult to breathe. In other words,
breathing issues like dyspnea or other shortness of breath can be frightful. But it's a
typical sign of anxiousness. For instance, as stated by Wells (2020), anxiety can affect
the breathing of a person, each person's anxiety symptoms will vary slightly, but they
virtually always include rapid breathing and an elevated heart rate. Furthermore,
Abraham (2020) added that one sign of anxiety is having trouble breathing.
Hyperventilation frequently results in breathing problems that are related to anxiety.

Hyperventilation, commonly referred to as "over breathing," is when your body
produces too much carbon dioxide while also getting too much oxygen. Although the
body need oxygen, maintaining healthy carbon dioxide levels is also crucial.
Then, excessive trembling in the body is another sign of anxiety. A person may
occasionally experience shaking as a result of nervousness because the body reacts to
a perceived threat by shaking. (Fletcher, 2020). According to Abraham (2022) the
hands and fingers are among the most noticeable body parts where anxiety symptoms
are most noticeable. Anxiety can have a range of effects on the hands, some of which
might be strong enough to cause significant suffering and perhaps even modest
disability. Anxiety is most frequently manifested by a trembling hand. The reason for
this trembling is clear. When you have anxiety, your body releases adrenaline, a
hormone that provides you a lot of energy that, if not utilized, can cause physical
irritation. Your hands and legs start to tremble as a result, frequently visibly (Abraham,
2022).
In addition, another symptom of anxiety is an excessive worry, panic and fear
about anything. Based on Mayo Clinic (2023), people who suffer from anxiety
disorders usually worry and fret excessively over commonplace events. Anxiety
disorders sometimes entail recurrent episodes of acute anxiety, fear, or terror that peak
in a matter of minutes (panic attacks).
Stress

Stress clearly defines as the all kinds of things that trigger tensions and
sometimes called as stressors. Stress can be related to interpersonal, intrapersonal,
social health and environmentally related (Adom et al., 2020).
According to Hailu (2020) stress is one of the threats that affects the college
students’ academic performance locally and globally. It decreasing not only the
academic performance of the students but also their learning capability. Meanwhile,
Segal (2013) stated that stress was came from the medical term which explains that it
is a situation which brings negative thoughts, feelings and emotion to the person. So,
students who have experiencing high level of stress may think and believe that
drinking too much alcohol, using drugs and hanging out with their friends are solution
to the stress (Seaward, 2017).
However, Lazarus and Folkman (2016) stated that stress is a result of an
imbalance between demands and resources and occur when the person feels high level
of pressure when coping with the different problems and situations.
In addition, Essel and Owusu (2017) also believed that stress had affected the
students’ academic performance that will lead them to have poor and fail grades. Also,
it can lead the students to experience lack of concentration on doing school works and
activities.
There are various indications that a person was experiencing stress. It may
include that a people who is stressed may experience hard to wind down and getting
agitated or upset. Tracie (2023), claims that stress-related symptoms including trouble

unwinding after a long workweek, sleep problems, gut inflammation, tension, and so
forth are frequently observed by people. Additionally, Bhandari (2021) added that
numerous mental and emotional problems can be brought on by stress. Being easily
irritated or feeling angry, frustrated, or grumpy; feeling overwhelmed; finding it
difficult to unwind and calm your mind; feeling lousy about yourself (poor self-
esteem); and feeling lonely, useless, and depressed; as well as avoiding people are
some of the emotional symptoms of stress.
Also, according to Abraham (2020), one of the more frequently mentioned signs
of stress is restlessness. When it's tough to relax, rest, or sit still means you're restless.
The symptoms of restlessness typically include feeling tense or anxious, as well as the
ability to feel exhausted, distracted, or as though one's mind is "going blank." The
inability to sleep, perform effectively at work or school, or feel generally happy can
all be impacted by restlessness.

Internship Performance
According to Krosel et al. (2023), the internship performance can be gained from
the feedback of employers or mentors who already have experience in different
industry.
As stated on DepEd Memorandum No. 008 s. (2023), a pre-service teacher
should have classroom objectives to become a highly proficient pre-service teacher in
their practice teaching. It includes they applied knowledge about the content and the
topic based on the curriculum. Then, they used principles for teaching and learning
process. They used efficient verbal and nonverbal communication techniques to
promote knowledge, participation, engagement, and achievement among students.
Also, they created secure learning environments to improve instruction by the regular
application of rules, regulations, and procedures, and they maintained educational
settings that value fairness, respect, and consideration in order to enhance learning.
Lastly, they Create educational settings that encourage and motivate students to take
part in, interact with, and collaborate in further learning.

Practice Teaching
All teacher education programs in the Philippines end with practice teaching. As
part of their preparation for the teaching profession and to ensure that they are certified
instructors in the country, practice teachers are exposed to and trained in genuine
classroom settings at this level (Ulla, 2016). According to Mahinay's (2013) study,
pre-service teacher preparation needs to be given top priority if teacher education
institutions (TEIs) are to perform better. It was also discovered that a certain
institution's teacher education program benefits from having more PhD holders
because it indicates that the teachers are more knowledgeable and skilled.
According to Haigh et. al. (2015), practice teaching in education is still difficult
since it does not adequately prepare student instructors for the lessons they will really
deliver in the classroom. Further, Starkey and Rawlins (2012) added that in order for
these student teachers to be adequately prepared, their supervising teachers should
closely monitor, oversee, and advise them through "online dialogues" and classroom
teaching observation. These student teachers will learn how to handle and manage not
just their daily teachings but also the kids and their classroom through continual
observation and advice from the teacher educators.
As stated by Haigh et. al. (2015), teaching preparation for pre-service teachers
includes practice teaching, then they believe that doing these will assist future teachers
prepare for life in the classroom. But as pointed out by High et. Al (2015), found that
student instructors are not well prepared for their actual classroom teaching through

practice teaching. As a result, it is important to monitor and evaluate the pre-service
teachers' knowledge and skills so that we can determine whether they are devoted to
and prepared for careers in teaching.
Pre-Service Teachers
According to Writer (2020), a college student participating in a school-based
field experience is known as a pre-service teacher. The pre-service teacher eventually
assumes more responsibility for classroom administration and instruction under the
guidance of a cooperating teacher. Pre-service experiences are designed to give
students the chance to put the principles and tactics they have been learning in their
college education courses into practice.
Further, Marasigan (2018) added that one of the most vital and significant
aspects of teacher education is the internship. The pre-service teachers utilize their
teaching competencies while also putting into practice the learning competencies they
have developed throughout the Teacher Education Program during this concluding
stage.
In addition, Mergler and Lane (2012) stated that pre-service teacher education
programs are designed to help graduates become proficient teachers professionals with
the instructional skills necessary to fulfill the rising demands connected to the field of
education.
Pre-service teachers must overcome a number of obstacles, as they work to
become the best instructors possible. Along with demonstrating mastery of their

subject, they must also demonstrate proficiency in assessment, methodology, and
classroom management (Kfouri, 2013).
According to Tasdemir et. Al., (2020), pre-service teacher education (PTE) is
essential because well-prepared teachers significantly improve student achievement,
school effectiveness, and the efficacy of a nation's overall educational system.
Furthermore, their research revealed that Turkish pre-service teacher education falls
short of standards for effective teaching and school needs. This is due to the fact that
pre-service teacher education programs in Turkey do not adequately prepare student
teachers to deal with the unpredictable changes to their in-service duties, roles, and
obligations.
In the Philippines, higher education institutions have been given a very
significant role and responsibility in the pre-service preparation of teachers for the
primary and secondary educational sectors. The success of all initiatives to raise the
standard of education in the Philippines depends on the availability of teachers who
are qualified to perform the various crucial duties and responsibilities that fall under
their purview. As a result, it is crucial to consider the internship performance of
potential instructors because it represents the pinnacle of becoming a teacher in the
actual world. (Marasigan, 2018). Marasigan added that during the internship, a pre-
service teacher gains practical teaching experience through a cycle of lesson design,
delivery, and assessment. The pedagogical content knowledge that the intern has
learned in related courses before the internship, which is an essential component of
the curriculum, is put to the test.

Marasigan (2018) concluded that the curriculum, teachers, facilities, and field
experiences that students participate in during their courses can all contribute to their
success in internships. To bring forth the best in every aspiring teacher, these factors
were given prominence.
Synthesis
Psychological distress is a significant and complex mental health concern that
affects millions of people worldwide. Psychological distress refers to a state of
emotional suffering characterized by feelings of anxiety, depression, sadness,
hopelessness, or helplessness. It is a multidimensional construct encompassing
emotional, cognitive, and physiological components.
The relationship between self-reported levels of psychological distress and
internship performance has received a lot of attention in the field of this study. The
purpose of this synthesis is to investigate the complex relationships that may exist
between an individual's reported psychological distress levels and their future
performance during an internship. This synthesis tries to shed light on whether
increased psychological distress, including factors such as anxiety, depression, and
stress, could potentially influence or predict the quality of one's internship outcomes
by looking into existing literature. Through the analysis of empirical studies and
theoretical frameworks, a comprehensive understanding of how psychological well-

being interplays with professional performance in internship settings will be
synthesized. This synthesis ultimately strives to contribute to a deeper comprehension
of the multifaceted dynamics between psychological health and achievement in the
context of internships, offering insights that could potentially guide both individuals
and organizations in fostering a supportive and conducive environment for interns to
thrive.

Theoretical Framework
Figure 1. Yerkes-Dodson Stress Performance Curve 1908
The “Yerkes-Dodson Stress Performance Curve Theory” by Robert Yerkes and
John Dillingham Dodson (1908), used as a theoretical framework of the study.
According to Yerkes and Dodson (1908), there is a relationship or direct link between
the stress and tasks performance. The performance increases and decreases
accordingly to the stress level of the person. The theory states that when the level of
stress becomes too high, the performance decreases but, when the level of stress
becomes too low, the performance increases. Yerkes-Dodson Theory is important for
this study because it allows the researcher to determine and prove if the level of
psychological distress were significantly related to the internship performance of the
BTVTEd Pre-Service Teachers of Dalubhasaan ng Lungsod ng Lucena.

Conceptual Framework
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Self-Reported Level of Internship Performance of

Psychological Distress of the the Bachelor of Technical
Bachelor of Technical Vocational Teacher
Vocational Teacher Education Pre-Service
Education Pre-Service Teachers.
Teachers in terms of:
• Depression
• Anxiety
• Stress
Intervention Program for Psychological Distress
Figure 2. Schematic Diagram Model
The schematic diagram shows the independent variable of the study, which is
the level of Psychological Distress of the Bachelor of Technical Vocational Teacher
Education Pre-Service Teachers in terms of Depression, Anxiety and Stress.
Meanwhile, the internship performance of the Bachelor of Technical Vocation
Teacher Education Pre-Service Teachers serves as the dependent variable of the study.
Hence, after determining if there is a significant relationship between the level
of psychological distress and internship performance of the Bachelor of Technical

Vocational Teacher Education Pre-Service Teachers, an intervention program for
Bachelor of Technical Vocational Teacher Education Pre-Service Teachers’
Psychological Distress will be formulated.

Chapter III
METHODOLOGY
This chapter discusses the methodologies used in the study. This includes the
research locale, research design, population and sampling, research instrument, and
data gathering procedure.
Research Locale
This study was conducted at Dalubhasaan ng Lungsod ng Lucena (DLL),
formerly known as City College of Lucena which is located in Barangay Isabang
Lucena City, Quezon Province and established in the year 2001 in the former Lucena
City Hall, Annex building. As of now, Dalubhasaan ng Lungsod ng Lucena offered 9-
degree programs including the Bachelor of Technical Vocational Teacher Education
(BTVTEd). This progam is a 4-year degree in preparation for educators that aims to
provide aspiring teachers with necessary and appropriate qualities in technical and
vocational teacher education disciplines. Additionally, it seeks to foster exceptionally
competent and passionate teachers in the area of technology and livelihood education.
The program also focuses on providing expertise and knowledge to all upcoming TLE
teachers as well as trainers of Technical-Vocational and Education and Training

For instance, Dalubhasaan ng Lungsod ng Lucena is one of the top performing
schools for the Licensure Examination for Teachers held last October 2022 with
87.50% for first takers, 81.94% for overall school performance, and 50.94% for
national passing rate. Also, DLL is the first public college in Lucena City operated
and managed by the city government and provide a quality tertiary education in the
Southern Tagalog Region.
Research Design
In order to collect the data, the researcher employed the quantitative research
design that utilized the survey-questionnaire type of data collection. The survey-
questionnaire used the 4-Point Likert Scale, which were adopted and modified of
Depression-Anxiety-Stress Scale 21 (DASS 21) of Lovibond and Lovibond (1995) to
measure the self-reported level of Psychological Distress of the Bachelor of Technical
Vocational Teacher Education (BTVTEd) Pre-service Teachers.
Then, Descriptive Correlational Design were used to know the relationship of
the self-reported level of psychological distress and the internship performance of the
Bachelor of Technical Vocational Teacher Education (BTVTEd) Pre-service Teachers
of Dalubhasaan ng Lungsod ng Lucena (City College of Lucena).

Population and Sampling
The respondents of the study were the Bachelor of Technical Vocational Teacher
Education Pre-service Teachers of Dalubhasaan ng Lungsod ng Lucena (DLL). To
show the total number of respondents, the distribution was given below:
Table 1: Frequency Distribution of the Respondents

Department Year Level and Number of
Section Respondents
BTVTEd 4-A 17
BTVTEd 4-B 16
TOTAL 33
The total number of respondents of the study has composed of thirty-three (33)
Pre-Service Teachers from the Bachelor of Technical Vocational Teacher Education
Department, Academic Year 2022-2023. 17 Bachelor of Technical Vocational
Teacher Education (BTVTEd) Pre-Service Teachers from section A and 16 Bachelor
of Technical Vocational Teacher Education (BTVTEd) Pre-Service Teachers from
section B. The researcher used the complete enumeration sampling technique to select
the student-respondents of the study since the respondents of this study was only the
Bachelor of Technical Vocational Teacher Education (BTVTEd) Pre-Service
Teachers, Academic Year 2022-2023 of Dalubhasaan ng Lungsod ng Lucena.

Research Instrument
The researcher adopted and modified the Depression-Anxiety-Stress Scale 21
(DASS 21) by Lovibond and Lovibond (1995) as the research instrument of the study
to determine the self-reported level of Psychological Distress of the Bachelor of
Technical Vocational Teacher Education (BTVTEd) Pre-Service Teachers in terms of
Depression, Anxiety and Stress. The DASS 21 is a three (3) self-report scale which
measures the level of Psychological Distress or negative emotional states of
depression, anxiety and stress (NovoPsych, 2021).
The instrument of the study was composed of only 1 part. This part assessed the
self-reported level of Psychological Distress of the Bachelor of Technical Vocational
Teacher Education (BTVTEd) Pre-Service Teachers in terms of Depression, Anxiety
and Stress. The researcher used an online platform through a Google form to gathered
the data from the respondents. The research instrument helped the researcher to deduce
if the self-reported level of Psychological Distress and internship performance of the
Bachelor of Technical Vocational Teacher Education (BTVTEd) Pre-Service
Teachers are significantly related.

Data Gathering Procedure
The researcher seeks the approval of the Program Head of Bachelor of Technical
Vocational Teacher Education of Dalubhasaan ng Lungsod ng Lucena through a
formal letter for conducting the study. Also, the researcher asked the permission of the
BTVTEd Pre-Service Teachers to participate and answer the survey-questionnaire
sincerely and honestly as well as asking their approval to use their grades in the
practice teaching then assuring them that these data will be treated with
confidentiality. Upon approval, survey questionnaire administered through a google
form by the researcher to the whole BTVTEd Pre-Service Teachers. The researcher
sets one week for the respondents to answer the survey-questionnaire. After such
duration, the researcher started the analysis and only those responses which
completely accomplished have been included. The researcher tabulated, analyzed and
interpreted the data through statistical measurements.
Statistical Data Analysis
The researcher used the percentage to analyze the internship performance of the
BTVTEd Pre-Service Teachers, where the formula is:
𝑓
𝑃= × 100
𝑛

Where:
P = percentage
f = frequency
n = total number of respondents
In interpreting the internship performance of the BTVTEd Pre-Service
Teachers, ranges of scores and verbal interpretation were presented below:
Table 2. Ranges of score in determining the Internship Performance of the BTVTEd

Pre-Service Teachers.
Ranges of Score Verbal Interpretation
90-100 Excellent
85-89 Very Good
80-84 Good
75-79 Passed
74-Below Failed
Meanwhile, to determine the self-reported level of Psychological Distress of
the BTVTEd Pre-Service Teachers, Weighted Average Mean were used. Where the
formula is:
𝟒𝒇+𝟑𝒇+𝟐𝒇+𝟏𝒇
𝑾𝑴 = 𝑵

Where:
WM = Weighted Mean
f = frequency
N = Number of respondents
In interpreting the responses of the respondents about the self-reported level of
psychological distress, ranges of scores, and verbal interpretation were presented
below.
Table 3. Scale in interpreting the responses of the BTVTEd Pre-Service Teachers.
Scale Range Verbal Interpretation
4 3.25-4.00 Always true to me
3 2.50-3.24 Sometimes true to me
2 1.75-2.49 Rarely true to me
1 1.00-1.74 Never true to me

Meanwhile, to interpret the obtained data, table was presented below which is
the scale that measures the self-reported level of psychological distress of the
respondents.
Table 4. Scale that measures the self-reported level of psychological distress of the
respondents
Level of Psychological Distress Verbal Interpretation
± 3.25 - ± 4.00 Severe
± 2.50 - ± 3.24 Moderate
± 1.75 - ± 2.49 Mild

± 1.00 - ± 1.74 Normal
Lastly, to test if the self-reported level of psychological distress and Internship
Performance of the Bachelor of Technical Vocational Teacher Education Pre-Service
Teachers are significantly related, the Spearman rho correlation will be used. Where
the formula is:
𝟔∑𝒅𝟐𝒊
⍴=𝟏−
𝒏(𝒏𝟐 − 𝟏)
Where:
⍴ = Spearman’s rank correlation coefficient
𝑑𝑖 = difference between the two ranks of each observation
n = number of observations

Ethical Considerations
The researcher ensured that the data gathered and information obtained from the
pre-service teachers’ responses will be kept private and with confidentiality as stated
in Data and Confidentiality Agreement, Republic Act 10173 of 2012.
The researcher ensured that before conducting a survey, the researcher informed
the respondents by including a letter of consent in order to acknowledge and respect
the respondents, allowing them to take their time to answer the research survey
questionnaire.
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APPENDICES
Name (Optional):
Year & Section:
Directions: Please read each statement and put check (✓) on the column that you’re
experiencing or been experienced
The rating scale as is follows:
4- Always true to me 2- Rarely true to me

3- Sometimes true to me 1- Never true to me
I. Self-Reported Level of Psychological Distress in terms of Depression
Statement 4 3 2 1
(Always (Sometimes (Rarely (Never
true to true to me) true to true to
me) me me)
1. I couldn’t
seem to
experience
any positive
feeling at all.
2. I found it
difficult to
work up the
initiative to do
things.
3. I felt that I had
nothing to
look forward
to.
4. I felt
discouraged
and
downhearted

5. I was unable
to become
enthusiastic
about
anything.
6. I felt I wasn't
worth much as
a person.
7. I felt that life
was
meaningless.
II. Self-Reported Level of Psychological Distress in terms of Anxiety
Statement 4 3 2 1
(Alwa (Someti (Rarely (Neve
ys true mes true true to r true
to me) to me) me to me)
1. I was aware of
dryness of my
mouth.
2. I experience
breathing
difficulty.
3. I experience
trembling (e.g. in
the hands)

4. I was worried
about situations in
which I might
panic and make a
fool of myself.
5. I felt I was close to

panic
6. I was aware of the
action of my heart
in the absence of
physical exertion
(e.g. sense of heart
rate increase)
7. I felt scared
without any good
reason
III. Self-Reported Level of Psychological Distress in terms of Stress
Statement 4 3 2 1
(Always (Sometimes (Rarely (Never
true to true to me) true to true to
me) me me)

1. I found it hard
to wind down
2. I tended to
over-react to
situations.
3. I felt that I
was using a
lot of nervous
energy.
4. I found myself
getting
agitated.
5. I found it
difficult to
relax.
6. I was
intolerant of
anything that
kept me from
getting on
with what I
was doing.
7. I felt that I
was rather
touchy.

EVALUATION SHEET
Name of the Student Teacher:____________________________________
Using the scale below, rate the student in each item. Write the number that corresponds
to your trainee on the space provided on the right side:
5 –Outstanding 3 -Good 1 - Needs improvement
4 -Very Good 2 -Fair
I. Work Attitudes and habits (25 pts)

Courteous in dealing with Cooperating Teacher ________
Patient and diligent in performing assigned tasks ________
Observe punctuality and regularly in attendance ________

Submits neat reports on the scheduled time ________
Punctual in submitting reports to assigned tasks ________
OVER-ALL RATING: WORK ATTITUDES AND HABITS ________
II. WORK KNOWLEDGE (25 pts)

Has technical knowledge ________
Can relate theories to actual experience ________
Is open to constructive criticism ________

Is open to suggestion ________
Is discreet, capable of observing prudent silence ________
OVER-ALL RATING: WORK KNOWLEDGE ________
III. PERSONALITY AND PERSONAL APPEARANCE (25 pts)

Always reports for work neat and well-groomed ________
Reports for work with proper attire ________
Shows poise and self-confidence ________
Shows emotional maturity ________

Can easily deal with students ________

OVER-ALL RATING: PERSONALITY AND PERSON ________
APPEARANCE
IV. PROFESSIONAL COMPETENCE (25 PTS)

Performance at work (as a whole) ________
Readily understand instructions ________
Share sound suggestion to problems ________
Can cope up with prescribed ethical standards ________
Speaks audibly with modulated voice ________
OVER-ALL RATING: PROFESSIONAL COMPETENCE ________
_________________________
Signature over printed name
________________________
Position


(Formerly City College of Lucena)
City College Main Bldg. Isabang, Lucena City
Tel. No. & Telefax No. (042) 797-1671
Bachelor of Technical Vocational Teacher Education
PRE-ORAL DEFENSE EVALUATION SHEET
Title Self-Reported Level of Psychological Distress As Correlates to Internship

Performance of BTVTEd Pre-Service Teachers
Researchers Mark Jhimver D. Alib
Degree Bachelor of Technical Vocational Teacher Education
Date March 7, 2023 Time 9:00am – Venue: Dalubhasaan

10:30am ng Lungsod ng Lucena
A ORAL PRESENTATION
Content (40 pts)
Knowledge and mastery of the problem presented 20 pts.
Ability to respond critically to questions 20 pts.
Presentation (45 pts)
Style 15 pts.
Use of Information Technology 15 pts.
Language Facility 15 pts.
Professionalism (15 pts)
Attitude 5 Pts.
Time Management 5 Pts.
Poise & Composure 5 Pts.
TOTAL POINTS for A
40% equivalent
B. WRITTEN PRESENTATION
Content (80 pts)
Introduction/Background of the Study 20 Pts.
Significance of the Study 10 Pts.
Review of Related Literature and Studies 15 Pts.
Research Framework (Theoretical/Conceptual) 10 Pts.
Research methodology 15 Pts.
Statistical tools/ Data Collection tools 10 Pts.
Other Considerations (20 pts)
Attainability 10 Pts.

Language Facility 10 Pts

TOTAL POINTS for B
60% equivalent
TOTAL POINTS ____________

QUANTITATIVE RATING ____________
QUALITATIVE RATING ____________
Decision: ________________
(Passed, Revise and resubmit, Revise but no need to resubmit)
Scales:
95.00 & Above - Excellent
90.00-94.99 - Highly Satisfactory
85.00-89.99 - Very Satisfactory _________________________
80.00-84.99 - Satisfactory Chair/Member, Panel of Examiner
75.00-79.99 - Fairly Satisfactory
74.99 & Below - Unsatisfactory
This section to be accomplished by the Panel Chair only:
Grade of Panel 1: ____
General Average __ %

GENERAL COMMENTS, SUGGESTIONS, AND RECOMMENDATIONS
Title Self-Reported Level of Psychological Distress as Correlates to

Internship Performance of BTVTEd Pre-Service Teachers
Researcher Mark Jhimver D. Alib
s
Degree Bachelor of Technical Vocational Teacher Education
Date and March 7, 2023 Venue:

Time
9:00 am – 10:30 am Dalubhasaan ng Lungsod ng
Lucena
A. TITLE
The title… ______________________________________
B. CHAPTER 1
Background of the
Study
Research Framework
Research Objectives

Significance of the
Study
Scope and Limitations
Definition of Terms

C. CHAPTER 2
D. CHAPTER 3
E. OUTPUT
Accomplished by:
_______________________
Chair/Member

Chapter 1 3 of Alib

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Self-Reported Level of Psychological Distress…│0

DALUBHASAAN NG LUNGSOD NG LUCENA

DALUBHASAAN NG LUNGSOD NG LUCENA

PRE-ORAL EXAMINATION ORAL EXAMINATION

Research Title: Self-Reported Level Of Psychological Distress As

Researcher: Mark Jhimver D. Alib

Adviser: Maria Amanda T. Buquid, MAEd

Date: March 07, 2023

Time: 9:00 am – 10:30 am

Venue: Dalubhasaan ng Lungsod ng Lucena

POE: Chair Dr. Enriqueta Alcoreza

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

SELF-REPORTED LEVEL OF PSYCHOLOGICAL DISTRESS AS

Alib, Mark Jhimver D.

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Title Page ……………………………………………………………........ i

Table of Contents ………………………………………………………… ii

List of Tables ………………………………………………………........... iv

List of Figures ……………………………………………………….......... v

Background of the Study ……………………………….. 8

Objectives of the Study ………………………………… 11

Significance of the Study …..…………………………… 12

Scope and Limitation …………………………………… 14

Definition of Terms …………………………………….. 15

Chapter II – REVIEW OF RELATED LITERATURE AND STUDIES

Theoretical Framework ……………………...…………. 30

Conceptual Framework …………….......………………. 31

Chapter III – METHODOLOGY

Research Locale ………………………...……………… 33

Research Design ………...................…………………... 33

Population and Sampling ………………...……….……. 34

Research Instrument …………………………………..... 35

Data Gathering Procedure ………………………………. 36

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Statistical Data Analysis ………………………………... 36

Ethical Consideration ………………………………….. 38

Evaluation Sheet ………………………………….......... 49

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Table Title Page

1 Frequency Distribution of the Respondents 34

Scale in Determining the Self-Reported Level of

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Figure Title Page

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Psychological Distress is a general term for stress, anxiety and depression

symptom or it is a sign of common mental illnesses such as depression, anxiety as well

and sometimes at their work. A primary concern of a college student is a very

that you should learn will be given by the professor.

Today’s generation is very prone to the different mental illnesses or

psychological distress. In fact, according to the American Institute of Stress (AIS,

asleep. Meanwhile, according to Broderick (2022), college students who are

struggling with a psychological distress may lead to the development of various

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

pain. As stated by Eisenberg et Al., (2009), mental and emotional distress or

out if their self-reported level of psychological distress affecting the internship

performance of the Bachelor of Technical Vocational Teacher Education pre-service

Bachelor of Technical Vocational Teacher Education (BTVTEd) pre-service teachers

of Dalubhasaan ng Lungsod ng Lucena.

Background of the Study

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Practice teaching or teaching internship is a practice of every education student

provides them an experience in an actual classroom set-up to develop their skills on