Title

CORRELATES OF PRE-SERVICE TEACHERS’ PERFORMANCE IN THEIR TEACHING INTERNSHIP

Author(s)

ANDREA JAN C. MURALLON I

JENEVER S. SEVILLE

Affiliation

MISAMIS UNIVERSITY

Degree Program

Bachelor of Elementary Education (BEED) - General

Contributor

COCOLAN, JOEL V. - Adviser

BALUYOS, GENELYN R. - Instructor

BAZAR, JAMES. - Panel

CENTINO, LOVELIE B. - Panel

Year

2025

Abstract

Pre-service teaching internship is a critical activity in preparing prospective teachers through actual classroom exposure. This research examined the correlates of the performance of pre-service teachers during their teaching internship, specifically parental support and school support, i.e., the research utilized a descriptive-correlational research design and was conducted among 115 pre-service teachers from a university in Ozamiz City, which was chosen through purposive sampling. The data were gathered through validated questionnaires and student internship performance ratings. Statistical methods like mean, standard deviation, frequency, percentage, Pearson product-moment correlation, and multiple regression analysis were employed to examine the data. Results indicated that both parental and school support were given very high ratings by the respondents. Parental support, however, did not have any significant correlation with teaching performance. In contrast, school support, emotional and psychological well-being, technology integration, and time management, were positively and significantly correlated with internship performance. Among these, emotional and psychological well-being was the strongest predictor. The research concludes that school support is more important than parental support in teaching internship interns' classroom preparedness and teaching effectiveness while on internships.

Keywords

academic achievement, emotional well-being, integration of technology, parental support, pre-service teachers, school support, teaching internship, time management