Thesis Grammarian

West Visayas State University
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National
Comp. High School, Janiuay Nat’l Comp. High School, Janiuay National
Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
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* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph
THE DIFFICULTIES AND COPING STRATEGIES OF BSED ENGLISH STUDENT INTERNS:
BASIS FOR THE DEVELOPMENT OF PRE-SERVICE TRAINING PROGRAM
A Research Paper Presented to the Faculty and Staffs of

School of Teacher Education
West Visayas State University – Janiuay Campus
Janiuay, Iloilo
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
by
Edel May P. Amolar
Locel B. Caguillo
Mary Joy V. Labor
Pearly Jim C. Lulu
Moises F. Mendoza
Krizza Angela Pojol
Rachel J. Vecida
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Approval Sheet
THE DIFFICULTIES AND COPING STRATEGIES OF BSED ENGLISH STUDENT INTERNS:

BASIS FOR THE DEVELOPMENT OF PRE-SERVICE TRAINING PROGRAM
A Research Paper for the Degree

Bachelor of Secondary Education
(English)
by
Edel May P. Amolar
Locel B. Caguillo
Mary Joy V. Labor
Pearly Jim C. Lulu
Moises F. Mendoza
Krizza Angela Pojol
Rachel J. Vecida
Approved by Research Committee:
JOHN MARK A. MASAGNAY, Ph. D. DINA C. JAULA, MA. Ed.

Research Adviser Grammarian
MARIAN ARGIE A. DARADAR, Ph. D. JOEY JANE C. TAYCO, Ph. D.

Panel Member Statistician
MARY ANN V. ALVAREZ, MA. Ed.

Panel Member
NANCY A. ARELLANO, Ed. D.

Director, SOTE / Panel Member
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Acknowledgment
This research would not have been made possible without the support and
assistance extended to the researchers by the following persons:
Dr. John Mark A. Masagnay, research adviser for his endless support and
supervision of the study.
Asst. Prof. Dina C. Jaula and Dr. Joey Jane C. Tayco, critiques of the study for
their support.
To the researchers’ family and classmates, for their financial and moral support,
for the encouragement and for extending their hands in helping the researchers to make
this study possible.
To the respondents, for cooperation and participation which made this study
possible.
To the Almighty God, the merciful Savior, thank you for the abundant blessings,
wisdom, patience, and perseverance; to Him this work is wholeheartedly dedicated.
The Researchers
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Amolar, Edel May. P., Caguillo, Locel. B., Labor, Mary Joy. V., Lulu, Pearly Jim. C.,
Mendoza, Moises. F., Pojol, Krizza Angela & Vecida, Rachel. J. “The difficulties
and coping strategies of BSED English Student Interns: basis for the
development of pre-service training program.” Unpublished Undergraduate
Research. West Visayas State University – Janiuay Campus – Janiuay Iloilo, May
2023.
ABSTRACT
Teaching practice is a crucial period wherein student interns are working in an

actual field to gain experience. Despite the enriching experiences during teaching
internship, student interns encountered challenges and difficulties especially on this new
normal set-up because of the covid-19 pandemic. Thus, this study discussed about the
difficulties and coping strategies of BSED English Student Interns, basis for the
development of pre-service training program. The descriptive design is employed in this
study. The data were gathered through the researcher-made questionnaire with a
follow-up face to face interview. In view of the findings, in research question one,
student interns found it hard to update and communicate with their cooperating teacher
about their doings. Then, one of their difficulties is the use of instructional materials and
another one is the language use and degree of difficulties to different type of students.
Further, it is because of the pandemic and new environment, thus, student interns
learned many lessons that can be applied when they are already a professional
teachers. In research question two, it reflects that setting the reminders to all of their
tasks is a must, preparing lesson plan and all the things needed ahead of time, and
practicing positive behavior. As student interns, they have to know how to manage their
time, it is needed that they are always prepared all the time and they always humbly
socialize with their cooperating teacher and other staffs. Hence, before deployment,
student interns must have Practice Teaching Seminar-Workshop, undergo field study
and Pre-deployment Orientation.
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Table of Contents
Page
Title Page
Approval Sheet i
Acknowledgment ii
Abstract iii
Table of Contents iv
List of Tables vi
List of Figures vii
List of Appendices viii
Chapter
1 Introduction to the Study 1
Background of the Study 2
Statement of the Problem 6
Theoretical Framework 7
Conceptual Framework 8
Significance of the Study 11
Scope and Limitation of the Study 12
Definition of Terms 12
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2 Review of Related Literature 14
History of Teaching Internship
Concept of Teaching as a Profession
Meaning of Teaching Internship
Purpose and Goals
Common Problems of Secondary Student Interns

in the Philippines during their Field Experiences
3 Methodology 30
Research Design 31
Respondents 31
Instrument 32
Data Gathering 32
Data Analysis 33
4 Results and Discussion 35
5 Conclusion 60
Recommendation 61
References 63
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List of Tables
Table Page
1 Profile of the Respondents 36
2 Ranking of the difficulties encountered by BSED English 37

student interns during their field practice as an entire group
3A Ranking of the difficulties encountered by BSED English 39

student interns during their field practice when grouped as to sex
(Male)
3B Ranking of the difficulties encountered by BSED English 40

student interns during their field practice when grouped as to sex
(Female)
4 Ranking of the common strategies employed by BSED English 42

student interns in coping the difficulties they encountered during
their field practice as an entire group
5A Ranking of the common strategies employed by BSED English 43

their field practice when grouped as to sex (Male)
5B Ranking of the common strategies employed by BSED English 44

their field practice when grouped as to sex (Female)
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List of Figures
Figure Page
1 Schematic of the Study 8
2 Single Category on the Difficulties 53

and Coping Strategies of BSED English Student Interns
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List of Appendices
Appendix Page
A Letter to the Respondents 65
B Questionnaires
66
C Transcription 70
D Documentation 79
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Introduction
Introduction is composed of eight parts: (1) Background of the Study;
(2) Statement of the Problem; (3) Theoretical Framework; (4) Conceptual Framework;
(5) Significance of the Study; (6) Scope and Limitation of the Study; (7) Definition of
Terms; and (8) Review of Related Literature.
Part One, Background of the Study, describes the origin of the study and discuss
the reasons for conducting the research.
Part Two, Statement of the Problem, states the objectives and purpose for
conducting the study.
Part Three, Theoretical Framework, provides theories used by the researchers to
be anchored in their present study.
Part Four, Conceptual Framework, presents the overall structure of the study.
Part Five, Significance of the Study, states the objectives and purpose for
conducting the study.
Part Six, Scope and Limitation of the Study, defines the limit of the study in
terms of the respondents, treatments done, and instruments used.

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Part Seven, Definition of Terms, presents the conceptual and operational
meaning of some important terms used in the study.
Part Eight, Review of Related Literature, presents facts, studies, principles, which
are related to the research topic.
Background of the Study
Teacher education is an important aspect of our educational system. It involves
the preparation of teachers who are responsible for transforming our educational
theories and policies into practice. The National Policy on Education highlights the
purpose of teacher education to include producing highly efficient classroom teachers for
all levels of our educational system. For teachers to teach competently and efficiently,
they must be adequately exposed to both the academic and practical aspects of
teaching. It is a process through which a teacher applies his/her knowledge of the
learners, subject matter and methodology to help an individual learn.
Teaching internship is a crucial period wherein student-interns are working in an
practice, student interns encountered challenges and difficulties especially on this new
normal set-up because of the covid-19 pandemic which may have significantly affect
their ability to derive maximum benefit from the program. An understanding of the
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student interns’ experiences facilitate the teacher-training institutions' awareness of the
challenges faced by student-interns, which could militate against a positive teaching
practice experience and teacher-training programs could be reconsidered and reviewed
so as to enable student-interns to achieve the desired outcomes from the teaching
practice.
It is generally accepted that every student-interns should be made to realize that
only teacher who has passed both theory paper and compulsory practical training
examination are considered trained and certified. No student intern is considered fit the
award of a pass grade in teaching unless he or she successfully fulfills the prescribed
practice, regarded as a core course of teacher education programs which affords
student interns the opportunity to face the realities of their professional career.
In practice teaching, there is a cooperating teacher to help student interns with
their teaching. They are expected to give feedback toward student interns’ teaching. As
said by Fung (2005) “Mentor or cooperating teachers take the role of reflection
facilitator by posing examples, analyzing and interpreting teaching practice, challenging
student interns for value justifications and encouraging positive dispositions in teaching.”
They can give some input toward a student-intern about everything that a teacher need
to do such as doing administrative things, disciplinary procedure, and working hand in
hand with other teacher. Despite all of the advantages in teaching that facilitate student
interns to face their teaching internship, several problems do occur along the way.
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Teaching internship course need to be improved as the time goes by because there are
some problems occurred when the student-intern deals with their teaching practicum.
Buchberger et.al (2008) suggests that given the increasing difficulty and
complexity of teaching, there is certainly greater need for other models that “enhance
teachers’ collaborative problem-solving capacity”. This view is supported by Hower and
Zimpher (2008) who state, “most fundamental to the improvement of teacher education
is addressing how all teachers are prepared to work with one another”. Starkey and
Rawlins (2012), in their study, emphasized that understanding the teaching environment
in which the student-interns would be exposed is a significant factor towards learning
during teaching internship. The concepts and theories that were in their minds were not
put to waste as they got to practice them in a real classroom setting. This idea was also
supported by Tuli and File (2009) who argued that teaching internship experience
among student interns provides students the necessary experience towards
understanding the responsibilities of a teacher.
One of the requirements of a Teacher Education program is teaching internship
which is a period of time during which a student intern is assigned to a specific
institution but the suddenness, uncertainty, and volatility of COVID-19 left the education
system in a rush of addressing the changing learning landscape. The disruption of
COVID-19 in the educational system is of great magnitude that universities have to cope
with at the soonest possible time. The call is for higher education institutions to develop
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resilient learning system using evidence-based and needs-based information so that
responsive and proactive measures can be instituted. The COVID-19 pandemic has
created unprecedented challenges economically, socially, and politically across the
globe. More than just a health crisis, it has resulted in an educational crisis.
According to 2020 National Teacher Institution survey, student interns
experience problems and difficulties in Secondary School during COVID-19 pandemic as
regards to their personal problems, emotional problems, instruction, classroom
management through modular and online learning, handling different behavior of the
students, evaluating learning outcomes, school, learners, teachers and community
adjustment and others. Problems which confront them require urgency and importance
to minimize their prevalence to make them develop and sustain self-efficacy thus
perform with quality and excellence.
Considering what it is to be in teaching internship, Coskun (2013) investigated
the causes of stress in English language teaching practice on various stakeholders, such
as mentor teachers, supervisors, teacher trainees, school administrators and students.
In his study, it was found out that a high volume of paper work, no motivation and
interest in the practicum, student interns’ poor classroom management, unfamiliarity of
students’ levels of English, classroom observation, lack of support from the
supervisors, and mentor-student misunderstanding were the stress generating
factors among mentor teachers, teacher trainees, supervisors, administrators and

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students. Comprehensive as it is however, his study does not deal with classroom’s
problems and challenges. He dealt only with stress generating factors in English
language teaching.
Hence, the researchers conducted this study to reveal the real situations of BSED
English student interns during their field practice amidst the new normal set-up. As well,
it was the intention of this research study to investigate and analyze the problems and
struggles encountered by students and synthesized findings of what program can be
developed that may guide and influence the performance of future student interns.
Statement of the Problem
The purpose of this study is to determine the different difficulties encountered
of Secondary Student Interns Major in English of West Visayas State University –
Janiuay Campus during their field experiences and coping strategies and program to be
developed to address this problem. The goals of the study were two-fold. First, some
normative data concerning the problems of intern teachers were gathered and classified.
Second, some information were generated to aid university supervisors and cooperating
teachers to develop activities and structure experiences which anticipate certain problem
areas encountered by student interns.

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This study sought to identify the different difficulties and challenges of
Secondary Student Interns Major in English of West Visayas State University – Janiuay,
Campus.
Specifically this study sought to answer the following questions:
1. What are the difficulties encountered by BSED English student interns during their
field practice?
2. What strategies did they employ to cope with the problems encountered?
3. What program can be developed based on the results of the research study?
Theoretical Framework
A theoretical framework is important and necessary to determine the theories
and concepts that will guide the researchers in the analysis and interpretation of the
gathered data.
This study was anchored on the theory of Behavioural learning by Ivan Pavlov
and B.f. Skinner. It views learning as change in rate/frequency of occurrence, or form of
behaviour or response which occurs primarily as a function of environmental factors
(Chunk, 2012). They also contend that learning involves the formation of associations
between stimuli and responses. Behaviourists explain learning in terms of observable
phenomena, and reinforcing consequences make the response more likely to occur
whereas punishing consequences make it less likely. The role of environment specifically
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how stimuli are arranged and presented and how responses are reinforced are of most
important. Motivation is the process whereby goal-directed activities are instigated and
sustained. In this theory they relate that the performances of the student teachers are
being dependent on the environment in which they belong.
In addition, Korthagen et al (2006) constructed the theoretical framework for
student teacher learning and program change in teacher education such as learning
about teaching involves continuously conflicting and competing demands, requires a
view of knowledge as a subject to be created rather than as a created subject, requires
a shift from the curriculum to the learner and it requires an emphasis on those learning
to teach working closely with their peers.
Conceptual Framework
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Figure 1. Schematic of the Study
Education is expected to play several key roles in an effort of developing country
socio-economic and cultural status. However, it is impossible to think of quality
education without having academically qualified and professionally responsible teachers
on the schools.
BSED English student interns are challenged in knowing themselves better, in
understanding the nature and aspirations of their students, and in acquiring the basic
teaching skills in making a critical analysis of the various problems related to teaching.
Their teaching internship experiences will help them develop their competencies in
teaching as well as their social skills.
It is a known fact that student interns lack the skills and capability to perform
with success the role of a teacher. They experience problems and difficulties as regards
of instruction, classroom management, evaluating learning outcomes, school, learners,
teachers and community adjustment and others. Problems which confront them require
urgency and importance to minimize their prevalence to make them develop and sustain
self-efficacy thus perform with quality and excellence. In addition to feelings of interest,
excitement, enthusiasm, satisfaction, arousal and other positive emotions, pre-service
teachers experience also negative emotions, prominent among them are: nervousness,
anxiety, disappointment, frustration and concern (Mapfumo, Chitsiko, & Chireshe, 2012).
Many pre-service teachers experience the education period as hectic, menacing,

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pressuring and frustrating (Hascher & Hagenauer, 2016; Mapfumo et al., 2012; Wright,
2010).
Thus, for teachers to play their role effectively in schools there must be a well-
designed and successfully implemented teaching practice program for student interns
that aims at producing teachers who are academically qualified, professionally skilled,
and attitudinally and ethically committed to their profession. The teacher’s character and
quality competence are the most significant factors which influence the education quality
and its contribution to national development.
Pre-service teacher training is one of the most important aspects of every
teacher’s education curriculum as it prepares student interns to become qualified
teachers in the future. It is vital because adequately-prepared teachers contribute to
better student performance, higher school effectiveness, and the efficiency of an entire
system of education in a country. The structure, coursework, and field experiences of
pre-service programs are important to consider when designing or reforming teacher
training because they all contribute to the level of preparation. High-quality teachers
need high-quality training, but many countries may need to consider cost-effectiveness
in deciding on the specific combination of pre-service and in-service training experiences
needed in order to deploy enough teachers for growing education systems.

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Significance of the Study
The benefits derived from the outcome of this research work are the following:
Student Interns. It could provide the student interns with useful information on
different problems they are going to face during teaching practice and to make them
prepared to overcome those difficulties and it could make the student teacher to be
aware of what the teaching profession demands and what it takes to be a good teacher
and function properly in a school environment.
Supervision Teacher. It enables the supervision and teaching organizers to know
the various problems that student interns face during teaching practice. The study
provide knowledge that help supervisors in the teaching practice unit in the
improvement of supervision practices and policies during teaching practice.
Sectors of Education. They would be aware of the problems and difficulties of
student interns during their field experiences and this would enable them to provide
lasting and effective solution to those problems in order to improve the quality of
teacher education program and to ensure the credibility of student interns in handling
different challenges and struggles that they encounter during teaching practice.
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Institution. All outcome of this would increase the volume of literature for
student interns of West Visayas State University-Janiuay Campus as well as other
institution during teaching practice. It will lead teachers in the institution to be aware of
the different challenges and struggles that faced by secondary teachers during teaching
practice and it will motivate them to create techniques and solutions in order for them to
produce productive and competitive life-long learners.
Scope and Limitation of the Study
The study was conducted based on the scheduled date agreed by the
researchers and respondents. The respondents were the BSED English Student Interns
of West Visayas State University – Janiuay Campus A.Y. 2021-2022. Researcher-made
survey questionnaire were used to gather data from the respondents with follow-up
interview on three selected BSED English Student Interns. Guidelines for ethics and
confidentiality were used to protect the respondents.
Definition of Terms
To make this study meaningful, the following terms were conceptually and
operationally defined:
Teaching. The act of giving out instruction for the purpose of imparting
knowledge from one person to another or a group of people. (Webster Dictionary, 2008)
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As used in this study, “teaching” referred to an act of facilitating and guiding
learners to gain knowledge.
Teaching Internship. It is an integral part of teacher education which is a
culminating experience for teachers’ preparation that occupies a phase of its own.
(Webster Dictionary, 2008)
As used in this study, “teaching internship” referred to the experiences that will
help future teachers to develop their competencies in teaching as well as their social
skills.
Student Intern. A college student in a teacher training institute who went
through require course of a teacher education program before being assigned to a
cooperating school for professional experience. (Webster Dictionary, 2008)
As used in this study, “student intern” referred to a college student who is
teaching under the supervision of a certified teacher in order to qualify for a degree in
education.
Classroom Management. Describe the process of ensuring lessons run
smoothly without disruptive behavior by students. (Understanding and Facilitating
Learning.com 2011 by Violeta A. Vega and Nelia G. Prieto)
As used in this study, “Classsroom Mangement” referred to the most difficult
aspect of teaching for many teachers and indeed experiencing problems in this area
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causes many people to leave teaching altogether. It is closely linked to issues
of motivation, discipline and respect.
Cooperating Teacher. A vital part of the experiential learning that the teacher
candidates receive during their many field experiences. (Understanding and Facilitating
Learning.com 2011 by Violeta A. Vega and Nelia G. Prieto)
As used in this study, “Cooperating Teacher” referred to mentors who serve and
guide to help the profession grow to serve the needs of all learners.
Individual Differences. Individual in variable differs from one another in the
extent of their growth and development progress tends not to be inform in all area
within the individual. (http:guides.lib.monash.educ.citing. 2010)
As used in this study, “individual differences” referred to the diversity of learners
in terms of behavior, culture and learning style.
Review of Related Literature
Review of Related Literature is composed of five parts: (1) History of Teaching
Internship; (2) Concept of Teaching as a Profession; (3) Meaning of Teaching Practice
and its Purpose and Goals; (4) Common Problems of Secondary Student Interns in the
Philippines during their field experiences; and (5) Pre-service Teacher Training Programs
in the Philippines.
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Part One, History of Teaching Internship, provides pieces of information about
practice teaching, its history and origin.
Part Two, Concept of Teaching as a Profession, provides information about the
meaning of teaching as a profession.
Part Three, Meaning of Teaching Internship and its Purpose and Goals, states
the objectives and purpose of practice teaching.
Part Four, Common Problems of Secondary Student Interns during their Field
Experiences, discusses the problems that are commonly encountered by student teacher
during practice teaching in secondary schools.
Part Five, Pre-service Teacher Training Programs in the Philippines, presents
information about training programs offered in pre-service teacher.
History of Teaching Internship
Teaching internship refers to a training program widely in use before the
twentieth century, as an apprentice system for teachers. With the emergence in the
beginning of the nineteenth century of education for the masses, instead of simply for
the upper-classes, demand for teachers increased. By 1840, it had become evident that
the academic preparation of students for teacher training in a college system was
inadequate. In 1846, Britain formalized a student intern system, focused on training
middle-class teachers, in which a senior student of at least 16 yrs. old, serve as an

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apprentice, typically for five years, to learn the teaching profession. Student interns
acted as a teacher of younger children, learning from observation and practical
application, while simultaneously completing their own educations. Widely criticized for
its inability to provide adequate professional preparation, in the 1870s and 188os, pupil
teachers began being offered instruction at centers nationwide throughout Britain, which
were designed to improve their training. The centers provide professional training by the
best teachers in elementary and secondary school system, but were not standardized.
Most students participated in center programs spent half of their training on theory at
the centralized school and half of their training with hands- on teaching in schools.
In the Anglo-Caribbean, the system was widely used until the 1950s, offering
students contracts of a specific period. The most promising primary students were
selected for recruitment as educators. In exchange for offsetting the costs of their own
education, they assisted teachers in instructing younger classmates. Upon completing
their own education, student teachers were required to past examinations to begin their
own independent teaching. In some cases, the student teachers system was used as a
stepping stone to provide a bases of payment for secondary education before students
were able to attend regular normal school training. While in theory, the Caribbean,
student teachers program operated as an apprentice system, because there was an
extreme shortage of teachers, in actuality, student teacher often served as a full
member of the teaching staff, having little time to attend their own studies.
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Teacher education has always provided opportunities for prospective teachers to
practice teaching in school settings while still in their preparation programs. For
decades, these experiences occurred during the last year of the preparation program
and lasted approximately six to eight weeks. In many programs, this was the only
experience that prospective teachers had in a school or with students. The typical
experience included assigning the student to an experienced teacher in the school who
would provide guidance and supervision. A teacher education faculty member would
provide a minimum of three visits to observe the prospective teacher teach.
In the 1960s, programs began requiring early experiences in the schools for
undergraduate students, often during their freshman year and continuing throughout
the four years, culminating in a full semester of student teaching or internship.
Preparation programs began placing clusters of four or five students in the same school
so as to provide a collective experience rather than a private ordeal for future teachers.
Changes in the requirements of preparation programs regarding field experiences
coincided with changes in what teacher education faculty were required to do and
expectations of what schools should do. In 1986 and 1990 the Holmes Group argued for
professional development schools (PDSs). In a PDS, a teacher preparation program or
institution would commit to providing a school population with a cadre of prospective
teachers, several higher education faculty, and curriculum assistance over a period of
several years. The goals of a PDS are to provide better field experiences for the teacher
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education students, increased faculty cooperation with the schools, and sustained
curricular improvement in schools and in teacher education programs. Many variations
have occurred and will continue to occur in the field experiences of prospective
teachers. The reactions of student teachers to their experiences will likely continue to be
consistent. Study after study reveals that the student teaching experience is rated most
important of all their preparation programs. It is the one time that they have sustained
interaction with the young people that they have professed a desire to spend their
working lives with. (Avalos, Beatrice, 2008. Approaches to Teacher Education: Initial
Teacher Training and history).
Concept of Teaching as a Profession
The concept of teaching as a profession is essential that future teachers must
understand. A good understanding of the nature, purpose, and mission of the profession
serves as a guide to what to expect from their future career. To prepare for the
enormous duties and challenges of being a professional teacher, they must master the
requirements of the teaching profession. It is said that professionals serve humanity
through their profession. Teachers, as professionals, are no exception as they also serve
humanity by contributing to nation building and enhancing the knowledge base
necessary for the development of this world.
Teaching is a noble profession that comes with so much responsibility and duty
towards students. Teachers do not only teach and impart knowledge but inspire and
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motivate students for life and take important steps in life. They keep working to boost
the confidence of students and direct them in the right direction. There were many
teachers who dedicated all their life to empowering their students and making them
better and more successful human beings in their life.
Ehindero S. (2009) Teaching is one of the most influential professions in society.
In their day-to-day work, teachers can and do make huge differences to children’s lives.
Directly, through the curriculum they teach, and indirectly, through their behavior,
attitude, values, relationships with and interest in pupils.
Oyekan (2011) asserts that teaching is a noble profession that calls for the
highest degree of responsibility. It is a creative, intellectually demanding and rewarding
job, so the standards for joining the profession must be high too. Skilled practitioners
can make teaching look easy but they have learned their skilled and improved them
through training, practice, evaluation and learning from their colleagues.
Cooks J. (2011) Teaching as a profession is an inestimable significance as an
instrument to effect personal and national development. Hence, effective teaching
should ensure meaningful internalization of sufficient knowledge, skills and habits in
order to produce responsible competent individuals. Adequate professional teachers with
vision for progress and achievement will be continually required to nurture healthy
productive citizens for sustainable development and environment. When such teachers
active members of their professional association, they would be able to exchange

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creative ideas and skills as means to enhance their teaching competence and a
professional growth.
Meaning of Teaching Internship
Teaching internship is a culminating experience in teacher preparation. It
provides opportunity to beginning teachers to become socialized into the profession.
Performance during practice teaching provides some basis for predicting the future
success of the teacher. Outgoing popularity and centrality of teaching internship is an
important contributing factor towards the quality of teacher education program. During
teaching internship working with students in schools provides a high degree of
emotional involvement of a mostly positive nature. Student-interns feel themselves grow
through experience and they begin to link to a culture of teaching. During teaching
internship, they feel engaged, challenged and even empowered. Teaching internship is
a form of work-integrated learning that is described as a period of time when students
are working in the relevant industry to receive specific in-service training in order to
apply theory in practice.
Researchers such as Marais and Meier (2004:220), Perry (2004:2) and Maphosa,
Shumba & Shumba (2007:296) describe teaching internship as an integral component of
teacher training. In order to achieve the standards required for qualified teacher status,
a student teacher is required to do teaching internship in at least two schools. According
to Perry (2004:2), teaching internship can be conducted in a number of forms

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depending on the institution. Some institutions send student interns to go for teaching
practice once a day each week; others do this over a semester; while others send
student interns in a two- to six- weeks' block. Participants in Quick & Sieborger's
(2005:4) study suggested that the traditional PGCE can accommodate a third of the time
(11 or 12 weeks) for teaching internship, and that this practice period should be divided
into at least two, possibly three, school experience sessions. It should be pointed out
that, in whatever form it is done, teaching practice is aimed at inducting student-interns
more fully into the professional work of teachers (Perry 2004:2). To this effect the
student-intern is expected to fulfill all the responsibilities of a teacher, which according
to Perry (2004:2) is exciting but challenging. Perry (2004:2) also points out that, on the
one hand, student-interns should experience the excitement of being a part of a real
classroom setting, of getting to know learners, of planning and organizing the classroom
tasks. On the other hand, student teachers could have doubts about their ability to cope
with unfamiliar situations, controlling and managing learners or establishing a working
relationship with the mentor or supervisor. It is such mixed feelings that can contribute
to the making or breaking of a student teacher.
Teaching in the classroom is not only the objective of teaching internship, but
also to provide training in all activities which student interns are going to perform in
future during their job. For this purpose they have to spend whole day in school as
teacher. They have to participate in all the activities of school e.g. preparation of
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timetable, preparation and maintenance of different registers, evaluation of class work
and home work, arrangement of tutorial groups, sports, morning assembly, co-curricular
activities, duty during recess, duty as day master, duty before and after school timing,
decoration of classroom, preparation and maintenance of attendance board, news
board, information board, look after and arrangements of A. V aids room, home
economics room, science laboratories and library. How to deal with students’ parents,
officers of the school, school employees and guests are also the part of teaching
internship. Duties as invigilators, preparation of question papers for examinations,
evaluation of answer scripts and compilation of results is also part of teaching practice.
Teaching internship is doing nothing to teaching other than adhoc basis. The
schools where teaching internship is conducted are doing nothing but only bearing it
and not taking active part in the preparation of teachers of future. The administration
and teachers of practicing schools are not aware with the information and evaluation
techniques, which are used during teaching internship.
In conclusion, teaching internship is an activity, which can play an important role
in the preparation of teachers. Its effectiveness is necessary for the nation. It is a
milestone for professional adolescence. It is a combination of personality, professional
skills, knowledge and training, which is fuel for an endless journey. Now, it is the
responsibility of teacher educators and teachers of practicing schools to make this fuel
expenditure endless.
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Purpose and Goals
The broad goal of student intern is that the students have the best possible
introduction to the teaching field. Major responsibility rests with the cooperating teacher
to set reasonable and specific objectives befitting the individual ability and development
of the student intern. According to Akbar (2008), there are many objectives of practice
teaching such as to provide the prospective teachers with an opportunity of establishing
an appropriate teacher pupil relationship, to provide an opportunity for evaluating the
student potential as a teacher and suitability for the teaching profession, to provide with
an opportunity to put theories into practice and to develop a deeper understanding of
educational principles and their implication for learning, and to provide for the exchange
of ideas and methods between practicing school and teacher training institution, by
teacher training institutions’ staff and students, perceiving new ideas material and
equipment in use in practicing schools and introducing new ideas, material and
equipments into the school. It is assumed that the cooperating teacher will guide the
student through a variety of experiences ranging from the practice of basic teaching
skills to classroom management. The cooperating teacher should decide on specific
goals and objectives after observing the student in a classroom teaching situation.
The student intern experiences is designed to give the student a full time
internship under the supervision of a cooperating teacher. The Education Department

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requires that the student’s total scholastic effort be devoted to the student intern
experience. There are no other college course responsibilities during this time period.
Specifically, the student will: a.) Observe and teach for a minimum period of 12
weeks during the first or second semester of the senior year. Students may elect to
student teach as post-graduates; b.) Create and teach from lesson plans made under
the supervision of a licensed public or private school teacher; c.) Gradually assume
responsibility for teaching from three to four classes a day during this period. (Teaching
load may vary in relationship to the subject being taught and the school schedule.); d.)
Be responsible for administrative duties associated with these classes. This should
include attendance reports and other routine duties previously handled by the
cooperating teacher; e.) Assume responsibility for the grading of students in assigned
classes; f.) Construct, administer, correct, and grade examinations for classes being
taught; g.) Visit with administrative personnel and special education teachers about the
total educational system; h.) Assume duties in addition to daily classes. This could
include study hall, small group tutoring, or whatever is deemed necessary to make the
schedule and experience as complete as possible.
Common Problems of Secondary Student Interns in the Philippines during their Field
Experiences
The internship program is a joint responsibility of Department of Education,
teacher- education institutions, both public and private, cooperating school officials,
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cooperating teachers and college supervisors. They should endeavor to help prospective
teachers obtain first-hand experiences in all aspects of teaching. Prospective teachers
are challenged in knowing themselves better, in understanding the nature and
aspirations of their students, and in acquiring the basic teaching skills in making a
critical analysis of the various problems related to teaching. Their practice teaching
experiences will help them develop their competencies in teaching as well as their social
skills. It is a known fact that student teachers lack the skills and capability to perform
teachers and community adjustment and others. Problems which confront them require
urgency and importance to minimize their prevalence to make them develop and sustain
self-efficacy thus perform with quality and excellence. Success in teaching internship
depends largely on the student-interns personal and social qualities (Beltran, 2009). The
success also relies on how well cooperating teachers trained student-interns how to
teach effectively, manage classroom discipline and other related functions. During the
teaching internship phase, the student intern develops either a genuine love for or an
aversion for teaching. This explains why cooperating teachers who are assigned to assist
the student intern should possess competencies that are necessary for developing the
teaching skills of the student interns (Laruan, 2007). Laruan (2007) has identified the
problems and difficulties student interns encountered during their off campus. These
are: personal problems, teacher’s preparation problems, class participation problems,

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class management problems, instructional problems, problems on evaluation, emotional
problems, problems on adjusting to pupils and students, problems with school
adjustments, over extended and work load problems and problems in guidance.
Pre-service Teacher Training Programs in the Philippines
Pre-service teacher training is one of the most important aspects of
every teacher’s education curriculum as it prepares student interns to become
qualified teachers in the future. It is vital because adequately-prepared teachers
contribute to better student performance, higher school effectiveness, and the efficiency
of an entire system of education in a country.
In the Philippines, there are three important governing bodies of education
that are responsible for the implementation, development, and monitoring of the
education programs in the country. The Department of Education (DepEd) supervises
the basic education in both public and private institutions. DepEd on the other hand,
sets the guidelines and policies specific only for both BSEd and BEEd program on
student teaching or teaching internship curriculum. The other two education agencies
being the Commission of Higher Education (CHED) oversees the tertiary and graduate
education of both public and private institutions; and the Technical Education and Skills
Development Authority (TESDA) for technical-vocational and middle-level education
(CHED Historical Background). Likewise, the two agencies; CHED and DepEd work
together for the development of teacher education in the country. CHED monitors,
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evaluates and sets all the programs/curriculums and the performance of all
higher learning institutions. DepEd on the other hand, sets the guidelines and policies
specific only for both BSEd and BEEd program on student teaching or teaching
internship curriculum.
Practice teaching as is a terminal stage for every teacher education programs in
the Philippines. It is on this stage that student interns are trained, and exposed to the
real classroom teaching for them to become prepared and qualified teachers in the
country. In the literature, a number of studies emphasized the nature and
importance of teaching internship.
Considering what it is to be in teaching internship, Coskun (2013) investigated
the causes of stress in English language teaching practice on various stakeholders, such
as mentor teachers, supervisors, teacher trainees, school administrators and students.
In his study, it was found out that a high volume of paper work, no motivation and
interest in the practicum, student interns’ poor classroom management, unfamiliarity of
students’ levels of English, classroom observation, lack of support from the
supervisors, and mentor-student misunderstanding were the stress generating
factors among mentor teachers, teacher trainees, supervisors, administrators and
students. Comprehensive as it is however, his study does not deal with classroom’s
problems and challenges. He dealt only with stress generating factors in English
language teaching.
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Starkey and Rawlins (2012), in their study, emphasized that understanding the
teaching environment in which the student interns would be exposed is a significant
factor towards learning during teaching internship. In this way, student interns already
knew what they were supposed to do and why they were supposed to do it. The
concepts and theories that were in their minds were not put to waste as they got to
practice them in a real classroom setting. This idea was supported by Tuli and File
(2009) who argued that teaching internship experience among student interns provides
students the necessary experience towards understanding the responsibilities of a
teacher. Cheng (2013) also supported the finding that indeed internship is important in
teacher education. In his study, he reported that teaching internship is a tool that helps
teacher educators become competent in teaching.
In the Philippines, one study that assessed the pre-service teacher
training and performance of teacher education institutions (TEIs) in 17 regions in the
country was done by Mahinay (2013). In his study, he emphasized that in order for
the teacher education institutions (TEIs) to perform better, pre-service teacher training
should be given an utmost importance. It was also revealed that the more PhD holders
in a given institution, the better is the teacher education institute as it means more
knowledge and expertise on the part of the teachers. Ganal, et.al, (2015) also made a
study on the problems and difficulties encountered by student interns. In their study,
they revealed that the problems and difficulties were mostly related to classroom
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management, communication skills, and instructional skills, among others. It was then
suggested that a seminar on conflict management should be conducted by the DepEd.
Synthesis
The researches believed that student interns experience difficulties and what
strategies will be applied to cope with it. Stated in this research were the close
literatures of the study. The researchers related and differentiated the research based
on this study. Despite all of the advantages in teaching in facilitate student interns to
face their teaching internship, several problems do occur along the way.
Starkey and Rawlins (2012), in their study, emphasized that understanding the
teaching environment in which the student interns would be exposed is a significant
factor towards learning during teaching internship. The concepts and theories that were
in their minds were not put to waste as they got to practice them in a real classroom
setting.
According to Coskun (2013), a high volume of paper work, no motivation and
interest in the internship, student interns’ poor classroom management, unfamiliarity of
students’ levels of English, classroom observation, lack of support from supervisors, and
mentor-student misunderstanding were the difficulties encountered by the student
interns’ which are the factors that generated stress among them.
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Ganal, et.al 2015, revealed that the problems and difficulties were mostly related
to classroom management, communication skills, and instructional skills among others.
According to Perry (2004:2) student interns should experience the excitement of
being a part of a real classroom setting, of getting to know learners, of planning and
organizing the classroom task. Student interns should not have doubts about their ability
to cope with unfamiliar situations, controlling and managing learners and establishing a
working relationship with the mentor or supervisor.
Methodology
Methodology is composed of five parts: (1) Research Design; (2) Respondents;
(3) Instrument; (4) Data Gathering; and (5) Data Analysis.
Part One, Research Design, briefly describes the types of research methods used
in the study.
Part Two, Respondents, presents the number of persons who have been invited
to participate in a study and all the needed information that come from them.
Part Three, Instrument, presents the tool to collect, measure, and analyze data
used in the study.

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Part Four, Data Gathering, presents the way how information were collected in
the study.
Part Five, Data Analysis, describes the investigation undertaken on the specific
parts of this research.
Research Design
The descriptive design is employed in this study. According to George (2022), it
combines and integrates qualitative and quantitative research methods in a single
research study. It involves collecting and analyzing qualitative and quantitative data to
understand a phenomenon better and answer the research questions. The central
premise of using mixed methods research is that it makes the most of the strengths of
each data type while neutralizing their weaknesses. Researchers combine qualitative and
quantitative methods to expand the evidence, improve the credibility of the findings,
and illustrate the results from one method with the results from the other one.
Respondents
The participants in the study were the 32 (5 male, 27 female) in survey by
means of google form. They were chosen through purposive sampling. According to
Nikolopoulou (2022), it is a group of non-probability sampling techniques in which units
are selected because they have the characteristics needed in the sample. In the follow-
up face to face interview there were 3 selected English student interns during the A.Y.
2021-2022.
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They were chosen through the following criteria:
(1) Male or female who is bonafide students of West Visayas State University – Janiuay
Campus, Janiuay, Iloilo enrolled in Teaching Internship A.Y. 2021-2022; (2) Students
who took Bachelor of Secondary Education major in English; (3) A student interns who
experience difficulties and struggles during teaching internship exercise.
Instrument
The data needed in conducting this study were gathered through the researcher-
made questionnaire by means of google form and additional data gathered through face
to face interview. According to Canonizado (2021), researchers’ made questionnaire is
the key in gathering data needed for a research study. Most of the time, all the
information needed for the study is already incorporated in the questionnaire in order
for the researchers to gather all the pertinent information regarding the research work.
This is the way in the gathering of the data that a research can go through during the
process of tabulation. Likewise, researchers will look into the connection of every
statement to the present study. Questions must be aligned to the goal of the study in
order to achieve the expected results of the research to be conducted.
Data Gathering
Permission to conduct the study were secured from the office of the School of
Teacher Education of West Visayas State University – Janiuay Campus. The researcher-
made survey questionnaire were based upon surveying those Secondary Student Interns
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major in English about their difficulties and coping strategies during their teaching
internship. Prior to the interview, the researchers collected some additional information
about the difficulties experienced by the secondary student interns of West Visayas
State University – Janiuay Campus during their teaching internship.
Data Analysis
According to Stevens (2022), data analysis is an interactive process, where data
are systematically searched and analyzed in order to provide an illuminating description
of phenomena. This part of the study is to analyze the answers of the survey. The data
were analyzed through interpreting by means of tallying all the data collected from the
respondents and by means of frequency count.
In face-to-face follow-up interview, data collected were analyzed and interpreted
by means of transcribing, coding, and developing themes.
Transcribing, involves judgments about what level of detail to choose, data
interpretation and data representation. The researchers transcribed all the gathered
information through face-to-face interview, document analysis and audio tape recording.
Coding, is the process of reviewing notes and discussing common themes. The
researchers interpreted and analyzed all the gathered data by means of face-to-face
interview, audio recording and document analysis.

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Themes, describe the pattern or the phenomenon as a result. It served as a
basis to understand deeply the result of the study conducted among the difficulties
encountered by secondary student interns of West Visayas State University-Janiuay
Campus during their field experiences in practice teaching.
Thematic analysis approach were employed in this study to analyze the data
gathered from the respondents in face to face interview. Thematic Analysis is a type of
qualitative analysis. It is used to analyze classifications and present themes (patterns)
that relate to the data. It illustrates the data in great detail and deals with diverse
subjects via interpretations (Boyatzis 1998). It is considered as the most appropriate for
any study that seeks to discover using interpretations. It provides a systematic element
to data analysis. It allows the researcher to associate an analysis of the frequency of a
theme with one of the whole content. This will confer accuracy and intricacy and
enhance the research’s whole meaning. Qualitative research requires understanding and
collecting diverse aspects and data. Thematic Analysis gives an opportunity to
understand the potential of any issue more widely (Marks and Yardley 2004).
It allows the researchers to determine precisely the relationships between
concepts and compare them with the replicated data. By using, thematic analysis there
is the possibility to link the various concepts and opinions of the learners and compare
these with the data that has been gathered in different situation at different times
during the study. All possibilities for interpretation are possible.

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Results and Discussion
This present the findings of the study. The results are presented in one part:
Descriptive Data Analysis.
Part One, Descriptive Data Analysis, reports on the descriptive data and their
respective analyses and interpretations.
This study aimed to determine the different difficulties encountered by
secondary student interns of West Visayas State University – Janiuay Campus. It also
gave emphasis on difficulty and hardship they were facing when they are in the field of
teaching.
The researchers conducted a researcher-made survey questionnaire and a
follow-up face-to-face interview on the struggles experienced by BSED English Student
Interns of West Visayas State University-Janiuay Campus A.Y. 2021-2022 during their
teaching internship experiences.
Descriptive Data Analysis
This section describes the results of the study conducted among BSED English
Student Interns of West Visayas State University – Janiuay Campus A.Y. 2021-2022.
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The researchers conducted a survey to determine the difficulties and struggles of
the BSED English Student Interns A.Y. 2021-2022 of West Visayas State University –
Janiuay Campus, Janiuay, Iloilo.
To determine the different difficulties and struggles of BSED English Student
Interns, the researchers made a survey questionnaire and an interview guide as follow-
up questions for three (3) selected student interns and were able to come up with a
major theme together with the sub-themes.
The respondents of this study were 32 BSED English Student Interns for the
school year 2022-2023. As reflected in Table 1, there are 5 males (15.60 %) and 27
females (84.40%).
Table 1 Profile of the Respondents
Category N %
Entire Group 32 100
Sex
Male 5 15.60
Female 27 84.40
Table 2 shows the ranking of the difficulties encountered by BSED English
student interns during their field practice as an entire group. It reflects that indicator 18
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I find it hard to update and communicate with my cooperating teacher about my doings
(M = 4.88, SD = 0.34) ranked 1st followed by I believe the use of the instructional
materials are not serious considerations in instructional materials utilization to better the
learners’ performance (M = 4.69, SD = 0.54) ranked 2nd and I did not consider the
language use and degree of difficulties to different type of students (M = 4.50,
SD = 0.57) ranked third.
Table 2 Ranking of the difficulties encountered by BSED English student interns during
their field practice as an entire group
Factor/Indicator Mean SD Rank
1 I lack routine and procedures. 2.91 0.89 22
2 I can’t finish the lesson or work on time. 4.06 0.67 9
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3 I have no ample time to do my work. 3.78 0.66 16.5

4 I am not aware of and take steps to avoid time-wasting activities. 3.94 0.72 10
5 I don’t know how much time I spend on each of the various tasks I do. 3.88 0.75 12.5
6 I am pressured from comparing my works with my colleagues. 3.16 0.99 19
7 I encountered conflicts with the student/s. 2.50 0.98 24.5
8 I feel nervous every day. 2.50 1.02 24.5
9 I have difficulties to reflect on myself about my performance for the 2.59 0.67 23
whole day.
10 I felt uneasy and stressed of my school works. 3.03 0.78 21
11 I don’t know how to prepare the lesson plan properly. 3.91 0.69 11
12 I am not able to formulate the objectives of the lesson. 3.81 0.69 14.5
13 I don’t understand the level and ability of the students. 3.88 0.75 12.5
14 I have difficulties in making quizzes/exams to students. 3.13 1.21 20
15 I am not prepared with a backup plan. 3.78 0.91 16.5
16 I can’t track students’ academic performance. 4.31 0.78 5
1 I did not consider the language use and degree of difficulties 4.50 0.57 3
7 to different type of students.
1 I find it hard to update and communicate with my cooperating 4.88 0.34 1
8 teacher about my doings.
19 I have no checklist to monitor students’ accomplishments. 4.47 0.67 4
20 I address inappropriate or off-task behavior of students (in calls, chats, 4.28 0.68 6
or GC’s) quickly to my cooperating teaching.
21 I have no available technology/ies like smart phones, laptops, and 4.22 0.83 7
computers for downloading of modules, activities, and other matters.
22 Overwhelming printing causal equipment is a big problem because 3.81 0.93 14.5
school has a little resources.
23 I can’t provide instructional materials on my own using my personal 3.41 0.98 18
money.
2 I believe the use of the instructional materials are not serious 4.69 0.54 2
4 considerations in instructional materials utilization to better
the learners’ performance.
25 I am not resourceful enough to find out alternate solution. 4.19 0.69 8
Table 3 A shows the ranking of the difficulties encountered by BSED English
student interns during their field practice when group as to sex, male group. It reflects
that I have checklist to monitor students’ accomplishments (M = 5.00, SD = 00) and I

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believe the use of the instructional materials are serious considerations in instructional
materials utilization to better the learners’ performance (M = 5.00, SD = 00) ranked 1.5
followed by I can track students’ academic performance (M = 4.60, SD=0.89) and I
have available technology/ies like smart phones, laptops, and computers for
downloading of modules, activities, and other matters (M = 4.60, SD= 0.55) ranked 3.5.
Table 3 A Ranking of the difficulties encountered by BSED English student interns

during their field practice when grouped as to sex (Male)
1 I lack routine and procedures. 2.00 1.00 24.5
2 I can’t finish the lesson or work on time. 3.80 0.45 12.5
3 I have no ample time to do my work. 3.60 0.55 15.5
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4 I am not aware of and take steps to avoid time-wasting activities. 4.00 0.00 10
5 I don’t know how much time I spend on each of the various tasks I do. 3.40 0.55 18
7 I encountered conflicts with the student/s. 2.60 0.89 20
8 I feel nervous every day. 2.00 0.71 24.5
whole day.
11 I don’t know how to prepare the lesson plan properly. 3.60 0.55 15.5
12 I am not able to formulate the objectives of the lesson. 4.40 0.55 5
14 I have difficulties in making quizzes/exams to students. 3.60 0.55 15.5
15 I am not prepared with a backup plan. 4.20 1.10 7
1 I can’t track students’ academic performance. 4.60 0.89 3.5
6
17 I did not consider the language use and degree of difficulties to 4.20 0.45 7
different type of students.
18 I find it hard to update and communicate with my cooperating teacher 4.20 0.45 7
about my doings.
1 I have no checklist to monitor students’ accomplishments. 5.00 0.00 1.5
9
2 I have no available technology/ies like smart phones, laptops, 4.60 0.55 3.5
1 and computers for downloading of modules, activities, and
other matters.
22 Overwhelming printing causal equipment is a big problem because 4.00 0.00 10
money.
2 I believe the use of the instructional materials are not serious 5.00 0.00 1.5
25 I am not resourceful enough to find out alternate solution. 3.80 1.10 12.5
Table 3 B, on the other hand shows the ranking of the difficulties encountered by
BSED English student interns during their field practice when grouped as to sex, female
group. It reflects that item number 18 I always update and communicate with my
cooperating teacher about my doings (M = 5.00, SD = 0.00) ranked 1 followed by I

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believe the use of the instructional materials are serious considerations in instructional
materials utilization to better the learners’ performance (M = 4.63, SD=0.56) ranked 2nd
and I considered the language use and degree of difficulties to different type of students
(M = 4.56, SD= 0.58) ranked third.
Table 3 B Ranking of the difficulties encountered by BSED English student interns

during their field practice when grouped as to sex (Female)
1 I lack routine and procedures. 3.07 0.78 21
2 I can’t finish the lesson or work on time. 4.11 0.70 9
3 I have no ample time to do my work. 3.81 0.68 14
4 I am not aware of and take steps to avoid time-wasting activities. 3.93 0.78 12.5
5 I don’t know how much time I spend on each of the various tasks I do. 3.96 0.76 10.5
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7 I encountered conflicts with the student/s. 2.48 1.01 25
8 I feel nervous every day. 2.59 1.05 24
whole day.
11 I don’t know how to prepare the lesson plan properly. 3.96 0.71 10.5
12 I am not able to formulate the objectives of the lesson. 3.70 0.67 16.5
14 I have difficulties in making quizzes/exams to students. 3.04 1.29 22
15 I am not prepared with a backup plan. 3.70 0.87 16.5
16 I can’t track students’ academic performance. 4.26 0.76 6.5
1 I did not consider the language use and degree of difficulties 4.56 0.58 3
7 to different type of students.
1 I find it hard to update and communicate with my cooperating 5.00 0.00 1
8 teacher about my doings.
19 I have no checklist to monitor students’ accomplishments. 4.37 0.69 4
21 I have no available technology/ies like smart phones, laptops, and 4.15 0.86 8
computers for downloading of modules, activities, and other matters.
22 Overwhelming printing causal equipment is a big problem because 3.78 1.01 15
money.
2 I believe the use of the instructional materials are not serious 4.63 0.56 2
25 I am not resourceful enough to find out alternate solution. 4.26 0.59 6.5
Teaching internship is a crucial period wherein student interns are working in an
internship, student interns encountered challenges and difficulties especially on this new
normal set-up because of the covid-19 pandemic. In view of the findings, they found it
hard to update and communicate with their cooperating teacher about their doings
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because of the pandemic, it is difficult for student interns to update about what they
were doing and what they should be doing. Then, one of their difficulties is the use of
instructional materials for it is an essential and significant tools needed for teaching and
learning to promote teachers' efficiency and improve students' performance to make
learning more interesting, practical, realistic and appealing. Lastly, the language use and
degree of difficulties to different type of students. Every student has its own way of
behavior. By considering the variations that can occur from one student to another,
student intern can best understand the full range of students’ behavior.
Common Coping Strategies Employed by BSED English student-interns

during their field practice
Table 4 shows the ranking of the common strategies employed by BSED English
student interns in coping the difficulties they encountered during their field practice as
an entire group. It shows that item number 1 I set reminders to all my tasks (M = 4.78,
SD = 0.42) ranked 1 followed by I always prepare my lesson plan and all the things
needed ahead of time (M = 4.72, SD=0.63) and I practice positive behavior (M = 4.59,
SD= 0.56) ranked third.
Table 4 Ranking of the common strategies employed by BSED English student

interns in coping the difficulties they encountered during their field practice as an
entire group
1 I set reminders to all my tasks. 4.78 0.42 1
2 I give credit to myself for all the good things I have done each day. 4.44 0.91 5
3 I always prepare my lesson plan and all the things needed 4.72 0.63 2
ahead of time.
4 I practice positive behavior. 4.59 0.56 3
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5 I always find solution as an alternative to the material if it is not 4.56 0.62 4

available.
Table 5 A shows the ranking of the common strategies employed by BSED
English student interns in coping the difficulties they encountered during their field
practice when grouped as to sex, male group. It reflects that item number 5 I always
find solution as an alternative to the material if it is not available (M = 5.00, SD = 0.00)
ranked 1 followed by I give credit to myself for all the good things I have done each day
(M = 4.40, SD=0.55) and I set reminders to all my tasks (M = 4.00, SD= 0.00) ranked
third.
Table 5 A Ranking of the common strategies employed by BSED English student

interns in coping the difficulties they encountered during their field practice when
grouped as to sex (Male)
Factor/Indicator Mea SD Rank
n
2 I give credit to myself for all the good things I have done 4.40 0.55 2
each day.
3 I always prepare my lesson plan and all the things needed ahead of 3.40 0.55 5
time.
5 I always find solution as an alternative to the material if it is 5.00 0.00 1
not available.
Table 5 B shows the ranking of the common strategies employed by BSED
English student interns in coping the difficulties they encountered during their field
practice when grouped as to sex, female group. It reflects that item number 3 I always
prepare my lesson plan and all the things needed ahead of time (M = 4.96, SD = 0.19)
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ranked 1 followed by I set reminders to all my tasks (M = 4.93, SD=0.27) and I practice
positive behavior (M = 4.74, SD= 0.45) ranked third.
Table 5 B Ranking of the common strategies employed by BSED English student

interns in coping the difficulties they encountered during their field practice when
grouped as to sex (Female)
Factor/Indicator Mea SD Rank
n
2 I give credit to myself for all the good things I have done each 4.44 0.97 5
day.
3 I always prepare my lesson plan and all the things 4.96 0.19 1
needed ahead of time.
5 I always find solution as an alternative to the material if it is not 4.48 0.64 4
available.
It is a known fact that student interns lack the skills and capability to perform
teachers and community adjustment and others. In view of the findings, it reflects that
setting the reminders to all of their tasks is a must, preparing lesson plan and all the
things needed ahead of time, and practicing positive behavior are considered as their
coping strategies. As student interns, they just have to know how to manage their time,
it is needed that they are always prepared all the time and they just always humbly
socialize with their cooperating teacher and other staffs.

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As for the follow-up interview, the general purpose of the study was to
determine the results of the qualitative research conducted in the area. In particular, the
researchers aimed to answer the questions:
 What are the difficulties you encountered as student interns during your field
practice?
 What strategies did you employ to cope with the problems encountered?
Case Number 1
Ms. H, is 23 years old female, and she resides at Barangay Astorga, Badiangan,
Iloilo. She is the second child of Mr. H and Mrs. J. Ms. H finished her elementary level at
Janiuay Pilot Elementary School. She graduated her secondary level at Janiuay National
Comprehensive High School. In college, she took up Bachelor of Secondary Education
Major in English and during her practice teaching she was assigned in Badiangan
National High School at Barangay Talaba, Badiangan, Iloilo. She is a new graduate from
West Visayas State University – Janiuay Campus in her chosen degree for the school
year 2021-2022.
She stressed her experiences and challenges during her practice teaching. Ms. H
answered series of questions and it starts with; “What are the difficulties you
encountered as student interns during your field practice?” She answered,

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“So, ang amon nga practice teaching it was very challenging kay may
pandemic pa. So, gusto gid namon nga magtudlo sa mga bata syempre face to
face pero indi pwede. So, ang first nga chgallenge ko is ang pandemic. Second
ko nga challenge is ang financial. Kay ti marayo ang akon nga… ang amon nga
balay, uma pa and then sa banwa ang ano… ang eskwelahan. So, ang sarakyan
budlay, aga ka pa mahalin then ang imo nga plete mahal kag ang sa time ngato
perte gid kamahal kang gasolina. Next is ang time management because may
mga ano gya, may ginapapasa requirements gid gya sa eskwelahan tapos. Then,
ang next nga challenge kanakon is of course ang mag ano… ang mag adjust sa
environment. First time ko to sa Badiangan National High School and waay ko ti
kilala, gamay lang. Then, ako introvert. Feel ko tana sa self ko introvert ko kay
kung waay to gani natabo ang student teaching ngato waay ko nangin close sa
iban nga majors nga mga ka-batch ko… amu lang ran.”
(Our practice teaching was very challenging for me because it was
pandemic. We wanted to teach the kids in face to face but it is not allowed for us
since it was pandemic. So, the first challenge that I experienced is the pandemic.
Second, is financial problem because our home is far from the school where I
was assigned. The transportation is really hard I just need to be early in the
morning then the fare that time is very expensive due to high price of gasoline.
Next, time management, because there’s a lot of requirements that we have to
submit in school. Then, the next challenge for me is of course to adjust in a new
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environment. That was my first time in Badiangan National High School and I
was not familiar with the people there and I am an introvert type of person. So, I
really feel being an introvert. If not of the practice teaching journey, I won’t be
able to have time to make friends with other majors which is also my batch,
that’s it.)
Although she experienced those different difficulties in the actual field, still she
has the determination and she tried her best to face those challenges. We asked her the
question, “What strategies did you employ to cope with the problems encountered?” She
stated,
“Kaagi man kita kang estudyante, so, man-an ta man kung ano ang mga
batasan kang teachers naton, indi tanda karan mag-approach kanimo kung indi
timo mag-approach kananda. So, ang ginhimo ko is nagpakumbaba kag
nakisama. Kung may kinahanglan kaw, approach kaw kananda hay indi man
sanda makamaan karan kung may kinahanglan ikaw.”
(We were once students, so we know the attitudes of our teachers. They
are not going to approach us if we are not going to approach them too. So, the
only thing I did was I humbly socialize with them. If you need anything don’t be
hesitant to approach them because they really don’t know our needs.)
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Case Number 2
Ms. A, is 23 years old female, and she resides at Barangay Balanac, Janiuay,
Iloilo. She is the third child of Mr. A and Mrs. E. Ms. A finished her elementary level at
Janiuay Pilot Elementary School. She graduated her secondary level at Janiuay National
Comprehensive High School. In college, she took up Bachelor of Secondary Education
Major in English and during her practice teaching she was assigned in Janiuay National
Comprehensive High School at Barangay Damo-ong, Janiuay, Iloilo. She is a new
graduate from West Visayas State University – Janiuay Campus in her chosen degree for
the school year 2021-2022.
Throughout her teaching internship, she encountered many challenges so she was
asked, “What are the difficulties you encountered as student interns during your field
practice?” As a student intern her point of view was:
“Amon kato waay man gid kami nag-teach gid mo. Nag-teach lng kami
mga almost two weeks lang hay almost two weeks lang man sila nag face to
face. So, ang major struggles lang siguro is ang ano, ang maghimo kang mga…
tawag ka ja…. kang mga materials para mag-organize kang mga modules, amu
malang ja hay tangkas-tangkas gid tana mo as in nga tag pira ka bond paper
tapos English nga modules. Isa lang ko or duwa lang kami jan kang akon
cooperating teacher, okay lang mabuligan na ako pero kon waay okay man ah.
Amo malang ran mabudlay ang mang-sorting kang modules tapos mag-retrieval
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kang mga answer sheets. Dayon, mag deal ka sa iban nga mga teachers hay
may jan tana nga teachers nga suplada, indi approachable, pero ano lang e chill
ka lang, enjoy mo lang imo nga student teaching life.”
(In our time, we didn’t teach that much, actually. We only teach for
almost two weeks because they have scheduled two weeks face to face classes.
So, maybe the major struggle is, to have those materials used to organize
modules. This work is difficult because the modules are so many, it consumes
bond papers, then, those were English modules. I work alone. Sometimes, I am
with my cooperating teacher, it is okay if she helps me but if not, still okay. The
only struggle was to sort modules and retrieve answer sheets. Then, another
difficulty is to deal with other teachers because there are some teachers who
have bad attitude and not approachable. Still, you have to chill, just enjoy your
student teaching life.)
Although she experienced those different difficulties in the actual field but still
she has the determination and the will to face those challenges. We asked her the
question, “What strategies did you employ to cope with the problems encountered?” She
answered,
“So, kinahanglan ikaw nga student teacher prepared ka gid ya dapat all
the time when it comes sa imo nga lesson plan para anytime e ask kaw kang imo
nga cooperating teacher bala nga mag ano, nga mag demo o mag teach, ready
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ka gid tana kay ti man may jan gid tana nga ikaw nga student teacher nga kung
kaisa waay tana ang imo cooperating teacher, like for example, may mga
meeting tana, so, ikaw nga student teacher ikaw ma handle kang klase na. So,
amu lang ran e prepared mo lang self mo kag lain gid tana nga jan lesson plan
mo kag visual aids mo nga every day may naka-pack kaw gid tana nga ano…
nga ready to use nga lesson plan kag visual aids.”
(As a student teacher, you need to be always prepared all the time when
it comes to your lesson plan so that anytime your cooperating teacher asked
you, to demo or teach, you are ready. There are really instances that your
cooperating teacher is not around, like for example she has meetings, so, you as
student teacher will be the one to handle her classes. So, that’s it. You have to
prepare yourself always. Equip yourself with your lesson plan and visual aids that
are ready to use)
Case Number 3
Mr. E, is 23 years old male, and he resides at Barangay Caraudan, Janiuay, Iloilo.
He is the first child of Mr. E and Mrs. R. Mr. E finished his elementary level at Caraudan
Elementary School. He graduated his secondary level at Calmay National High School. In
college, he took up Bachelor of Secondary Education Major in English and during his
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practice teaching he was assigned in Janiuay National Comprehensive High School at
Barangay Damo-ong, Janiuay, Iloilo. He is a new graduate from West Visayas State
University – Janiuay Campus in his chosen degree for the school year 2021-2022.
He stressed his experiences and the challenges he met during his teaching
internship. Mr. E answered series of questions and it starts with; “What are the
difficulties you encountered as student-interns during your field practice?”
“During our time, siguro isa sa mga struggles and challenges gid namon
is waay kami nataw-an kang chance nga magtudlo gid sa mga estudyante it’s
because of COVID-19 pandemic. But, still, ginahimo namon tanan para matuto
during our practice teaching. Kag sa akon nga cooperating teacher, waay man
gid ko problema hay ginataw-an na man ko kang mga guide and kung ano ang
akon mga dapat himuon.”
(During our time, maybe one my struggles and challenges is that we
were not given a chance to teach because of COVID-19 pandemic. But, still, we
tried our best to learn during our practice teaching. For my cooperating teacher,
I didn’t have any difficulties since she always guides me on what things I need to
do.)
He remains optimistic in the field he chose. Then, he was asked “What strategies
did you employ to cope with the problems encountered?” He answered,

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“Yes, ang tong mga struggles ngato most especially hay pandemic,
gamay lang ang gabalik nga mga estudyante. Gina-obra ko gid kag gina try ko
gid sa self ko nga maka-learn ako sa akon practice teach with the help of my
cooperating teacher. Bisan burubudlay kis-a pero kaya man ah kag dapat
kamaan kaw gid mag-manage kang imo nga time hay budlay don kung
magtiringob imo orobrahon. Gani, samtang may oras pa dapat maobra mo don
imo mga orobrahon.”
(Yes, those struggles especially during this pandemic, only few students
are going back to school but I just do my job and try to be able to learn while I
am doing my practice teaching with the help of my cooperating teacher. Even
though it is hard but I still did it. You just have to know how to manage your
time because it will be hard for you once you will have a lot of backlogs. So
while you have time, you have to finish your work.)
Being a student intern is really challenging but despite those many difficulties
and struggles they experience in the actual field they always tend to think positive. The
respondents of this research has commonalities in their answer as regards to the
struggles and difficulties they experienced during their teaching internship in Secondary
School, the strategies on how to manage the behaviors of different students inside the
classroom and also on how they adjust themselves to their new environment. For them,
teaching internship is a great help for them in order to prepare themselves to become a
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future teacher someday. As future teachers, they believe that the future of every nation
is shaped in the classrooms and it is the teacher who molds that future. It is assumed
that of all the professions that are aspired, only teaching is charged with the formidable
task of creating the human skills and capacities that will enable societies to survive and
succeed in the age of information. Only teachers have great duty for shaping the minds
and hearts of future students.
Based on the results of the sample cases conducted, the researcher found out
and developed the category, themes and subthemes as illustrated in figure 2.
Data Display Analysis
Figure 2. The illustration shows a single category on the difficulties and coping strategies of BSED English Student-
Interns
First, researchers came up the theme “Adaptation”.
Adaptation is the process of adapting modes of behavior suitable to environment
or change in the environment. An individual‘s adaptation is adequate, wholesome or
healthful to the extent that he has established harmonious relationship between himself
and the conditions, situations and persons who comprise the physical environment.
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Student teaching experienced in the actual field enabled them to adapt their new
environment in which they must need to accept of what is the real situation in the actual
field of teaching in secondary. Thus, one respondent stated that:
“Then, ang next nga challenge kanakon is of course ang mag ano… ang
mag adjust sa environment. First time ko to sa Badiangan National High School
and waay ko ti kilala, gamay lang. Then, ako introvert. Feel ko tana sa self ko
introvert ko kay kung waay to gani natabo ang student teaching ngato waay ko
nangin close sa iban nga majors nga mga ka-batch ko… amu lang ran.”
Adaptation of secondary student interns was very challenging to them wherein
they already faced the actual field of teaching, however those experiences served as
their motivation to improve their teaching skills.
Based on the identified theme, the researchers further developed the sub-theme
“Social Adjustment”. Social adjustment is an adjustment made by an individual to
cope with standards, values and needs in order to be accepted. It can be defined as a
psychological process which involves coping with new standard and value. During
practice teaching, student interns learned to socialize themselves in their environment
where they already faced the real teaching field. Thus, one respondent said that:
“Amo malang ran mabudlay ang mang-sorting kang modules tapos mag-
retrieval kang mga answer sheets. Dayon, mag deal ka sa iban nga mga
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teachers hay may jan tana nga teachers nga suplada, indi approachable, pero
ano lang e chill ka lang, enjoy mo lang imo nga student teaching life.”
Socialization skills is one of the aspects that student-interns must possessed
because it gives them the knowledge of what kind of behaviors and attitudes does the
student have. It also help them to have an idea of what appropriate learning activities
will be apply in order for the teaching learning process to be successful.
Another sub-theme is “Environmental Adjustment”. Environmental
Adjustment wherein it is a process in which person varies his behaviour to produce a
more harmonious relationship between himself and his environment. The experiences
they had enabled them to adjust themselves to their new environment because the
experiences they had inside the classroom when they were a college student is different
from the actual field where they faced a real situations. Thus, one respondent stated
that:
“During our time, siguro isa sa mga struggles and challenges gid namon
is waay kami nataw-an kang chance nga magtudlo gid sa mga estudyante it’s
because of COVID-19 pandemic. But, still, ginahimo namon tanan para matuto
during our practice teaching.”
Second, the researchers developed the theme “Self-development”.
Self –development refers to the process wherein individual acquired skills and
abilities from experiences of having mastered particular activities. As a future teacher,
their learning experiences in the actual field may be useful and helpful in teaching.
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Throughout their practice teaching experiences in secondary school, they developed
many skills and abilities that may help them to be an effective teacher someday.
Thus, first respondent stressed that:
“So, ang ginhimo ko is nagpakumbaba kag nakisama. Kung may
kinahanglan kaw, approach kaw kananda hay indi man sanda makamaan karan
kung may kinahanglan ikaw.”
Teaching internship is really a great help for them because this is where they
acquired useful learnings that they can apply when they become teachers and also their
experiences in the field help them to develop their self-confidence.
Second respondent stated that:
“So, kinahanglan ikaw nga student teacher prepared ka gid ya dapat all
the time when it comes sa imo nga lesson plan para anytime e ask kaw kang imo
nga cooperating teacher bala nga mag ano, nga mag demo o mag teach, ready
ka gid tana kay ti man may jan gid tana nga ikaw nga student teacher nga kung
kaisa waay tana ang imo cooperating teacher, like for example, may mga
meeting tana, so, ikaw nga student teacher ikaw ma handle kang klase na.”
Teaching internship is a great experience for them because through it they
learned a lot of things that could help them to be a good teacher someday.
Third respondent stated that:

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“Gina-obra ko gid kag gina try ko gid sa self ko nga maka-learn ako sa
akon practice teach with the help of my cooperating teacher. Bisan burubudlay
kis-a pero kaya man ah kag dapat kamaan kaw gid mag-manage kang imo nga
time hay budlay don kung magtiringob imo orobrahon. Gani, samtang may oras
pa dapat maobra mo don imo mga orobrahon.”
Teaching internship plays a very important among education students. It could
also provide them better understanding and knowledge that happened in the actual field
of teaching. This is where they become more progressive, skillful and confident.
Those were the experiences that Secondary student interns faced. The different
struggles such as adjusting themselves in secondary schools handling students with
different personalities and behavior were among the difficulties that challenge them
during their teaching internship. Despite of those struggles, they learned a lot of things
because they believed that experience is the best teacher.
Based on the data gathered in face to face interview, we were able to answer
the question, “What program can be developed based on the results of the
research study?”.
Practice Teaching Seminar-Workshop should be conducted as it will give them
insights of what will possibly happen in the actual field. Speakers who are experts in
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their respective fields should be invited to give talks during the pre-deployment seminar-
workshop to equip student teachers with knowledge that will serve as their guidelines
during the student-teaching internship. A Student-teaching Handbook carefully designed
by the school could also be given to students to serve as a guide for the student-
teaching experience and to provide information common to all areas of specialization.
Field Study should be conducted. As future educators, the student teachers are
required to undergo certain responsibilities and learn firsthand experiences in schools.
This will help the students to work in real situations and to develop skills, competencies
and positive attitudes through activation of their existing ones. It allows them to gain
experience in integrating the theoretical perspectives learned in the classroom with
experiences gained in the field; achieve insights into the workings of an organization;
become more conscious of the relationship of social roles, institutional dynamics, and
larger cultural systems. The field experience student will be an observer, teacher’s
assistant, and/or tutor. This will serve as their guide of what will be the possible
happenings once they will be deployed and how they will be able to handle a class with
diverse leaners while managing their time.
Pre-deployment Orientation. Preparation before student internship should be
done thoroughly making sure that the student interns are ready for deployment. It is
important and highly needed to conduct orientation in order to help them easily adapt to
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their environment and encourage to build their confidence. In addition, orientation
sessions can help in order for the student interns to know what they will do and what
are expected of them. Important things should be tackled especially by allowing time for
interns to assess their professional growth needs and determine learning goals to be
achieved. Orientation is important as it gives significant and accurate information to
make the student interns comfortable once they will be deployed.
Conclusion
In view of the findings, researchers have drawn these conclusions that the
secondary student interns of West Visayas State University Janiuay – Campus
experienced different struggles during their practice teaching. First, the pandemic. They
were not given that opportunity to teach the students because of the pandemic. They
only have experience teaching face to face for two weeks and students who returned to
school are limited. Second, they have experienced difficulties in adjusting to their new
environment because the situation they experienced inside their classroom when they
are in college is absolutely different when they are on the actual field.
Despite their struggles they learned on how to be a disciplinarian, dealing with

the teachers, getting the teaching right, coping with a heavy workload, and preparing
their lesson plans a week. One of the challenges that the student interns faced in their
teaching internship was classroom management during the two weeks when they were
handling the students in face to face class. Since they were just practicing teachers,
they did not have enough knowledge on how to manage students in the class but
despite this challenge they tried their best to develop their own strategies on catching
the attention of their students by creating activities that are appropriate to the learners’
interest.
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Finally, despite these struggles they experience, this study found that the
student teachers learned many lessons that can be applied to their profession as
teachers. Experience is a key factor of becoming an effective teacher someday.
Recommendation
It is therefore recommended that student interns must be prepared and alert
before they were deployed to their respective schools where they were assigned. They
should learned to use their time in a productive way in order for them to create better
ideas and critical thinking skills that will help them to teach effectively. They should be
responsible in all their actions and be dedicated to all the task given by their cooperating
teacher. As a student interns they need to be aware of what is happening in the real
situation in the actual field of teaching. Student interns laid down some of the solutions
and ways to cope with and address some issues and challenges they had in their own
classroom teaching experience.
The cooperating teachers should know and be aware of the various problems
faced by the student interns during their teaching internship. They should only give task
that the student interns can do and can manage. Cooperating teachers should monitor,
help, and teach them how to develop teaching materials to be used in class. In the
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interview, they revealed that knowledge on how to plan, prepare and develop
teaching materials in the class is an important skill that should be learned.
The sectors of education would be aware of the problems and difficulties of
student interns during their field experiences and they should provide lasting and
effective solution to those problems in order to improve the quality of teacher education
program and to ensure the credibility of student interns in handling different challenges
and struggles that they encounter during their teaching internship.
The institution should be aware of the different challenges and struggles faced
by secondary student interns during their teaching internship and they should create
techniques and solution in order for them to produce productive and competitive life-
long learners.
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References
Alexandria, V.A. (2013). Association for Supervision and Curriculum Development.
Retrieved from http://www.educ.CurDev.com/2013
Ambrosetti, A. (2014). Are You Ready to be a Teacher? Journal of Teacher Education,
Retrieved from http://dx.doi.org/10.14221/ajte.2014v39n6.2/2014
Aseltine, J., Faryniarz, J., & Rigazio-DiGilio, A. (2009). Supervision for learning: A
performance-based approach to teacher development and school improvement .
Retrieved from http://www.supervisionlearning.org/ 2009
Atherton, J. S. (2005). The experiential learning cycle. [Online article].
Retrieved from http://www.teachingexperience.com/2005
Avalos, Beatrice, (2008). Approaches to Teacher Education: Initial Teacher Training and
History
Retrieved from http:// www.theory and practice.educ.com./2008

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Bilbao, Corpuz, et. al (2012). The Teaching Profession (2nd Edition). Lorimar Publishing,
Inc.
Retrieved from www. Learning and teaching.info/info/learning
experience.htm /2012
Cheng, E. (ret. 2015). Enhancing the Quality of Teachers’ Learning in Teaching
Practicum
Retrieved from http://www.educ.com /2015
Department of Basic Education (2011). Report on the 2009/2010 annual surveys for
ordinary schools
Retrieved from www.DepED.com/2009/2010
Fullan M. (2011) Problems of Prospective Teachers During Teaching Practice
Retrieved from www.journal.savap.org.
Hammond, L. (2009). Constructing 21st Century Teacher Education .Journal of Teacher
Education
Retrieved from www.educationworld.com/2009
The New Lexicon Webster Dictionary (2008): Online Webster Dictionary.
Retrieved from https://en.dictionary.org/ Lexicon Publcation/2008
Violeta A. Vega and Nelia G. Prieto (2011). Understanding and Facilitating Learning
Retrieved from http://edfac.usyd.edu.au/Local Resource/Study
1/hatonart.html/2011
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Appendices
Appendix A – Letter to the Respondents
Dear Respondents:
Greetings!
The Bachelor of Secondary Education Major in English of West Visayas State University –
Janiuay Campus is presently conducting the study entitled “The Difficulties and Coping
Strategies of BSED English Student-Interns: Basis for the Development of Pre-Service
Training Program”. We would like to request you to be one of our respondents in our
study. Rest assured that all the data gathered will be treated with utmost confidentiality.
The information that will be generated from this study will be a big help to BSED
Student-Interns and for future studies.
Thank you for your support and cooperation.

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Truly yours,
Edel May P. Amolar Moises F. Mendoza
Locel B. Caguillo Krizza Angela Pojol
Mary Joy V. Labor Rachel J. Vecida
Pearly Jim C. Lulu
Appendix B – Interview Guide
Survey Questionnaire
PART 1 – DEMOGRAPHIC INFORMATION
Direction: Please supply the required information.
Name: (optional)
Age: Gender: Male Female
Residential Address:
Year Graduated:
PART II – CHECKLIST
Direction: Please check the box that corresponds to your answer.
Always Often Sometimes Rarely Never

(5) (4) (3) (2) (1)
What are the difficulties you encountered as student-interns during your field practice?
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Time Management
I lack routine and procedures.
I can’t finish the lesson or work on time.
I have no ample time to do my work.
I am not aware of and take steps to
avoid time-wasting activities.
I don’t know how much time I spend on
each of the various tasks I do.
Emotional Management
I am pressured from comparing my
works with my colleagues.
I encountered conflicts with the
student/s.
I feel nervous every day.
I have difficulties to reflect on myself
about my performance for the whole
day.
I felt uneasy and stressed of my school
works.
Lesson Plan Preparation
I don’t know how to prepare the lesson
plan properly.
I am not able to formulate the
objectives of the lesson.
I don’t understand the level and ability
of the students.
I have difficulties in making
quizzes/exams to students.
I am not prepared with a backup plan.
Classroom Management
I can’t track students’ academic
performance.
I did not consider the language use and
degree of difficulties to different type of
students.
I find it hard to update and
communicate with my cooperating
teacher about my doings.
I have no checklist to monitor students’
accomplishments.
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I address inappropriate or off-task

behavior of students (in calls, chats, or
GC’s) quickly to my cooperating
teaching.
Lack of Instructional Materials
I have no available technology/ies like
smart phones, laptops, and computers
for downloading of modules, activities,
and other matters.
Overwhelming printing causal
equipment is a big problem because
I can’t provide instructional materials on
my own using my personal money.
I believe the use of the instructional
materials are not serious considerations
in instructional materials utilization to
better the learners’ performance.
I am not resourceful enough to find out
alternate solution.
What strategies did you employ to cope with the problems encountered?
I set reminders to all of my tasks.
I give credit to myself for all the good
things I have done each day.
I always prepare my lesson plan and all
of the things needed ahead of time.
I practice positive behavior.
I always find solution as an alternative
to the material if it is not available.
JANIUAY CAMPUS
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Face to Face Follow-up Interview Guide
RQ1. What are the difficulties you encountered as student-interns during your
field practice?
1. What are the major struggles and challenges you encountered during practice
teaching?
2. What are the works assigned to you by your cooperating teacher aside from lectures?
3. Do you experience difficulties in delivering their lessons if there is no visual aids and
lack of classroom facilities?
RQ2. What strategies did you employ to cope with the problems
encountered?
1. What actions did you apply if the student are not paying attention during
instructions/discussions?
2. How do you handle the different challenges during your practice teaching?
JANIUAY CAMPUS
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3. How did you adjust yourself to the new environment such as in secondary school?
Appendix C – Transcription
1. Case A
2. Q 1. What are the difficulties you encountered as student-interns during your field
practice?
3. So, ang amon nga practice teaching it was very challenging kay may pandemic pa.
4. So, gusto gid namon nga magtudlo sa mga bata syempre face to face pero indi
5. pwede. So, ang first nga chgallenge ko is ang pandemic. Second ko nga challenge is
6. ang financial. Kay ti marayo ang akon nga… ang amon nga balay, uma pa and then
7. sa banwa ang ano… ang eskwelahan. So, ang sarakyan budlay, aga ka pa mahalin
8. then ang imo nga plete mahal kag ang sa time ngato perte gid kamahal kang
9. gasolina. Next is ang time management because may mga ano gya, may ginapapasa
10. requirements gid gya sa eskwelahan tapos. Then, ang next nga challenge
11. kanakon is of course ang mag ano… ang mag adjust sa environment. First
12. time ko to sa Badiangan National High School and waay ko ti kilala,

JANIUAY CAMPUS
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13. gamay lang. Then, ako introvert. Feel ko tana sa self ko introvert ko kay
14. kung waay to gani natabo ang student teaching ngato waay ko nangin
15. close sa iban nga majors nga mga ka-batch ko… amu lang ran.”
16. Q 2. What strategies did you employ to cope with the problems encountered?
17. Kaagi man kita kang estudyante, so, man-an ta man kung ano ang mga batasan
19. kang teachers naton, indi tanda karan mag-approach kanimo kung indi timo mag-
20. approach kananda. So, ang ginhimo ko is nagpakumbaba kag nakisama.
21. Kung may kinahanglan kaw, approach kaw kananda hay indi man sanda
22. makamaan karan kung may kinahanglan ikaw.”
1. Case B
practice?
3. Amon kato waay man gid kami nag-teach gid mo. Nag-teach lng kami mga almost
4. two weeks lang hay almost two weeks lang man sila nag face to face. So, ang major
5. struggles lang siguro is ang ano, ang maghimo kang mga… tawag ka ja…. kang mga
6. materials para mag-organize kang mga modules, amu malang ja hay tangkas-tangkas
7. gid tana mo as in nga tag pira ka bond paper tapos English nga modules. Isa lang ko
8. or duwa lang kami jan kang akon cooperating teacher, okay lang mabuligan na ako
9. pero kon waay okay man ah. Amo malang ran mabudlay ang mang-sorting
10. kang modules tapos mag-retrieval kang mga answer sheets. Dayon, mag
11. deal ka sa iban nga mga teachers hay may jan tana nga teachers nga
12. suplada, indi approachable, pero ano lang e chill ka lang, enjoy mo lang
JANIUAY CAMPUS
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13. imo nga student teaching life.
15. So, kinahanglan ikaw nga student teacher prepared ka gid ya dapat all the
16. time when it comes sa imo nga lesson plan para anytime e ask kaw kang
17. imo nga cooperating teacher bala nga mag ano, nga mag demo o mag
18. teach, ready ka gid tana kay ti man may jan gid tana nga ikaw nga
29. student teacher nga kung kaisa waay tana ang imo cooperating teacher,
20.like for example, may mga meeting tana, so, ikaw nga student teacher
21. ikaw ma handle kang klase na. So, amu lang ran e prepared mo lang self mo
22. kag lain gid tana nga jan lesson plan mo kag visual aids mo nga every day may
23. naka-pack kaw gid tana nga ano… nga ready to use nga lesson plan kag visual
24. aids.
1. Case C
practice?
3. During our time, siguro isa sa mga struggles and challenges gid namon is
4. waay kami nataw-an kang chance nga magtudlo gid sa mga estudyante it’s
5. because of COVID-19 pandemic. But, still, ginahimo namon tanan para
6. matuto during our practice teaching. Kag sa akon nga cooperating teacher,
7. waay man gid ko problema hay ginataw-an na man ko kang mga guide and kung ano
8. ang akon mga dapat himuon.

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10. Yes, ang tong mga struggles ngato most especially hay pandemic, gamay lang ang
11. gabalik nga mga estudyante. Gina-obra ko gid kag gina try ko gid sa self
12. ko nga maka-learn ako sa akon practice teach with the help of my
13. cooperating teacher. Bisan burubudlay kis-a pero kaya man ah kag dapat
14. kamaan kaw gid mag-manage kang imo nga time hay budlay don kung
15. magtiringob imo orobrahon. Gani, samtang may oras pa dapat maobra mo
16. don imo mga orobrahon.
A 1. “So, ang amon nga practice teaching it was very challenging kay may pandemic pa.
So, gusto gid namon nga magtudlo sa mga bata syempre face to face pero indi pwede.
So, ang first nga chgallenge ko is ang pandemic. Second ko nga challenge is ang
financial. Kay ti marayo ang akon nga… ang amon nga balay, uma pa and then sa
banwa ang ano… ang eskwelahan. So, ang sarakyan budlay, aga ka pa mahalin then
ang imo nga plete mahal kag ang sa time ngato perte gid kamahal kang gasolina. Next
is ang time management because may mga ano gya, may ginapapasa requirements gid
gya sa eskwelahan tapos. Then, ang next nga challenge kanakon is of course ang mag
ano… ang mag adjust sa environment. First time ko to sa Badiangan National High
School and waay ko ti kilala, gamay lang. Then, ako introvert. Feel ko tana sa self ko
introvert ko kay kung waay to gani natabo ang student teaching ngato waay ko nangin
close sa iban nga majors nga mga ka-batch ko… amu lang ran.”
JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
B 1. “Amon kato waay man gid kami nag-teach gid mo. Nag-teach lng kami mga almost
two weeks lang hay almost two weeks lang man sila nag face to face. So, ang major
struggles lang siguro is ang ano, ang maghimo kang mga… tawag ka ja…. kang mga
materials para mag-organize kang mga modules, amu malang ja hay tangkas-tangkas
gid tana mo as in nga tag pira ka bond paper tapos English nga modules. Isa lang ko or
duwa lang kami jan kang akon cooperating teacher, okay lang mabuligan na ako pero
kon waay okay man ah. Amo malang ran mabudlay ang mang-sorting kang modules
tapos mag-retrieval kang mga answer sheets. Dayon, mag deal ka sa iban nga mga
teachers hay may jan tana nga teachers nga suplada, indi approachable, pero ano lang
e chill ka lang, enjoy mo lang imo nga student teaching life.”
C 1. “During our time, siguro isa sa mga struggles and challenges gid namon is waay
kami nataw-an kang chance nga magtudlo gid sa mga estudyante it’s because of
COVID-19 pandemic. But, still, ginahimo namon tanan para matuto during our practice
teaching. Kag sa akon nga cooperating teacher, waay man gid ko problema hay
ginataw-an na man ko kang mga guide and kung ano ang akon mga dapat himuon.”
A 2. “Kaagi man kita kang estudyante, so, man-an ta man kung ano ang mga batasan
kang teachers naton, indi tanda karan mag-approach kanimo kung indi timo mag-
JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
approach kananda. So, ang ginhimo ko is nagpakumbaba kag nakisama. Kung may
kinahanglan kaw, approach kaw kananda hay indi man sanda makamaan karan kung
may kinahanglan ikaw.”
B 2. “So, kinahanglan ikaw nga student teacher prepared ka gid ya dapat all the time
when it comes sa imo nga lesson plan para anytime e ask kaw kang imo nga
cooperating teacher bala nga mag ano, nga mag demo o mag teach, ready ka gid tana
kay ti man may jan gid tana nga ikaw nga student teacher nga kung kaisa waay tana
ang imo cooperating teacher, like for example, may mga meeting tana, so, ikaw nga
student teacher ikaw ma handle kang klase na. So, amu lang ran e prepared mo lang
self mo kag lain gid tana nga jan lesson plan mo kag visual aids mo nga every day may
naka-pack kaw gid tana nga ano… nga ready to use nga lesson plan kag visual aids.”
C 2. “Yes, ang tong mga struggles ngato most especially hay pandemic, gamay lang ang
gabalik nga mga estudyante. Gina-obra ko gid kag gina try ko gid sa self ko nga maka-
learn ako sa akon practice teach with the help of my cooperating teacher. Bisan
burubudlay kis-a pero kaya man ah kag dapat kamaan kaw gid mag-manage kang imo
nga time hay budlay don kung magtiringob imo orobrahon. Gani, samtang may oras pa
dapat maobra mo don imo mga orobrahon.”

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Commonalities Line Numbers Theme
A 1.
Then, ang next nga challenge kanakon is 10, 11, 12, 13, 14, Adaptation
of course ang mag ano… ang mag adjust
15
sa environment. First time ko to sa
Badiangan National High School and waay
ko ti kilala, gamay lang. Then, ako
introvert. Feel ko tana sa self ko introvert
ko kay kung waay to gani natabo ang
student teaching ngato waay ko nangin
close sa iban nga majors nga mga ka-
batch ko… amu lang ran.”
B 1.
Amo malang ran mabudlay ang mang- 9, 10, 11, 12, 13 (Sub-Theme)
sorting kang modules tapos mag-retrieval Social Adjustment
kang mga answer sheets. Dayon, mag
deal ka sa iban nga mga teachers hay
may jan tana nga teachers nga suplada,
indi approachable, pero ano lang e chill ka
lang, enjoy mo lang imo nga student
teaching life.
JANIUAY CAMPUS
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C 1.
During our time, siguro isa sa mga 3, 4, 5, 6 (Sub-Theme)
struggles and challenges gid namon is Environmental
waay kami nataw-an kang chance nga Adjustment
magtudlo gid sa mga estudyante it’s
because of COVID-19 pandemic. But, still,
ginahimo namon tanan para matuto
during our practice teaching.
A 2.
So, ang ginhimo ko is nagpakumbaba kag 20, 21, 22 Self-Development
nakisama. Kung may kinahanglan kaw,
approach kaw kananda hay indi man
sanda makamaan karan kung may
kinahanglan ikaw.
JANIUAY CAMPUS
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B 2.
So, kinahanglan ikaw nga student teacher 15, 16, 17, 18, 19, Self-Development
prepared ka gid ya dapat all the time 20, 21
when it comes sa imo nga lesson plan
para anytime e ask kaw kang imo nga
cooperating teacher bala nga mag ano,
nga mag demo o mag teach, ready ka gid
tana kay ti man may jan gid tana nga
ikaw nga student teacher nga kung kaisa
waay tana ang imo cooperating teacher,
like for example, may mga meeting tana,
so, ikaw nga student teacher ikaw ma
handle kang klase na.
C 2.
Gina-obra ko gid kag gina try ko gid sa 11, 12, 13, 14, 15, Self-Development
self ko nga maka-learn ako sa akon 16
practice teach with the help of my
cooperating teacher. Bisan burubudlay
kis-a pero kaya man ah kag dapat
kamaan kaw gid mag-manage kang imo
nga time hay budlay don kung
magtiringob imo orobrahon. Gani,
samtang may oras pa dapat maobra mo
don imo mga orobrahon.
JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
Appendix D – Documentation
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West Visayas State University

THE DIFFICULTIES AND COPING STRATEGIES OF BSED ENGLISH STUDENT INTERNS:

BASIS FOR THE DEVELOPMENT OF PRE-SERVICE TRAINING PROGRAM

A Research Paper Presented to the Faculty and Staffs of

Mary Joy V. Labor

Pearly Jim C. Lulu

Krizza Angela Pojol

THE DIFFICULTIES AND COPING STRATEGIES OF BSED ENGLISH STUDENT INTERNS:

A Research Paper for the Degree

Approved by Research Committee:

JOHN MARK A. MASAGNAY, Ph. D. DINA C. JAULA, MA. Ed.

MARIAN ARGIE A. DARADAR, Ph. D. JOEY JANE C. TAYCO, Ph. D.

MARY ANN V. ALVAREZ, MA. Ed.

NANCY A. ARELLANO, Ed. D.

assistance extended to the researchers by the following persons:

supervision of the study.

this study possible.

wisdom, patience, and perseverance; to Him this work is wholeheartedly dedicated.

Teaching practice is a crucial period wherein student interns are working in an

List of Figures vii

List of Appendices viii

1 Introduction to the Study 1

Background of the Study 2

Statement of the Problem 6

Significance of the Study 11

Scope and Limitation of the Study 12

2 Review of Related Literature 14

History of Teaching Internship

Concept of Teaching as a Profession

Meaning of Teaching Internship

Purpose and Goals

Common Problems of Secondary Student Interns

4 Results and Discussion 35

1 Profile of the Respondents 36

2 Ranking of the difficulties encountered by BSED English 37

3A Ranking of the difficulties encountered by BSED English 39

3B Ranking of the difficulties encountered by BSED English 40

4 Ranking of the common strategies employed by BSED English 42

5A Ranking of the common strategies employed by BSED English 43

5B Ranking of the common strategies employed by BSED English 44

1 Schematic of the Study 8

2 Single Category on the Difficulties 53

A Letter to the Respondents 65

Introduction is composed of eight parts: (1) Background of the Study;

Terms; and (8) Review of Related Literature.

the reasons for conducting the research.

conducting the study.

Part Three, Theoretical Framework, provides theories used by the researchers to

be anchored in their present study.

conducting the study.

terms of the respondents, treatments done, and instruments used.

Part Seven, Definition of Terms, presents the conceptual and operational

meaning of some important terms used in the study.

are related to the research topic.

Background of the Study

Teacher education is an important aspect of our educational system. It involves

teaching. It is a process through which a teacher applies his/her knowledge of the

learners, subject matter and methodology to help an individual learn.

Teaching internship is a crucial period wherein student-interns are working in an

student interns’ experiences facilitate the teacher-training institutions' awareness of the

challenges faced by student-interns, which could militate against a positive teaching

practice experience and teacher-training programs could be reconsidered and reviewed

so as to enable student-interns to achieve the desired outcomes from the teaching