Teaching Effectiveness on Pre-Service Teachers` Pedagogical Competence and Internship Performance: Basis for an Action Plan
DOI:
https://doi.org/10.5281/zenodo.18849798Keywords:
Teaching Effectiveness, Pedagogical Competence, Internship PerformanceAbstract
This study examined the relationship among teaching effectiveness, pedagogical competence, and internship performance of pre-service teachers at Buenavista Community College. A total of 288 graduating students enrolled in the Bachelor of Elementary Education (BEED), Bachelor of Secondary Education major in English, and Bachelor of Secondary Education major in Mathematics programs participated in the study. Employing a descriptive–correlational research design, data were collected using adapted survey instruments and analyzed through mean, standard deviation, and Pearson product–moment correlation. Findings revealed that faculty members were generally evaluated as effective, with the highest ratings observed in Commitment, while comparatively lower ratings were noted in Teaching for Independent Learning and Management of Learning. Pre-service teachers demonstrated proficient pedagogical competence, particularly in Content Knowledge, Learning Environment, and Curriculum Planning. However, relatively lower scores in Personal Growth and Professional Development indicated the need to further strengthen reflective practice and professional readiness among future educators. Internship performance results were predominantly positive, with more than seventy percent of participants receiving Outstanding to Very Good ratings, suggesting the effectiveness of the teacher education program in preparing students for authentic teaching environments. Nevertheless, a small proportion of students obtained lower evaluations, emphasizing the importance of targeted mentoring and competency enhancement initiatives. Correlation analysis showed a weak and statistically insignificant relationship between teaching effectiveness and pedagogical competence, indicating that additional variables may influence competence development. Meanwhile, a significant but negative relationship emerged between teaching effectiveness and internship performance, suggesting possible differences between classroom-based instruction and field evaluation standards. A weak positive relationship between pedagogical competence and internship performance approached statistical significance, highlighting the multifaceted nature of teacher preparedness. Overall, the findings underscore the need for a more integrated and evidence-informed teacher education framework that aligns instructional practices, competence development, and internship assessment mechanisms.
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