Factors Related To the Teaching Performance of Pre-Service Teachers

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Dr. Herminia N. Falsario, Dr. Helen T. Montaño, Fritzy M. Balisang, Jenena C. Delfin, Erma N. Nacionales, Ricky Andresito P. Naciongayo


The study sought to determine the factors related to the student teaching performance of the randomly chosen fourth year BSED and BEED students. Generally, the study used the descriptive-correlational method. Descriptive statistics were percentage, mean and standard deviation while the inferential statistics were t-test and Pearson’s r set at 0.5 level of significance. As a whole, the respondents’ student teaching performance was “Superior” and their teaching self-efficacy was “Very High”. Academic performance in professional, major and content courses was “Very Good”.  There were significant differences in the identified pairs of scores when the respondents were classified as to program. All identified factors were significantly related to the student teaching performance of pre-service teachers with GPA of major subjects having the highest predictive value of 21.6%   and teaching self-efficacy having the lowest predictive value of 4.8%.

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