Teaching Performance of BEEd Pre-Service Teachers

AN UNDERGRADUATE THESIS

Presented to the Faculty of

School Of Teacher Education
J.H. CERILLES STATE COLLEGE
Mati, San Miguel, Zamboanga del Sur

In Partial Fulfillment for the Degree

BACHELOR OF ELEMENTARY EDUCATION

Camanian, Angelie T.
Nabasca, Cherry Ann M.
Denila, Ruvyjane C.

December 2022
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TABLE OF CONTENTS

Pages
TITLE PAGE

CERTIFICATE OF PANEL APPROVAL i

ACKNOWLEDGEMENT ii
DEDICATION ii
ABSTRACT iv
TABLE OF CONTENTS v
LIST OF TABLES vi

CHAPTERS
1. THE PROBLEM

Introduction 1
Conceptual Framework 6
Statement of the Problem 8
Scope and Limitation 11
Significance of the Study 12
Definition of Terms 13

2. Review of Related Literature and Studies

Teachers’ Personality 16
Lesson Planning 18
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Assessment 20
Teaching Methods 22
Classroom Management 24
Communication Skills 27

3. Research Methodology 31

Research Design 31
Research Environment 31
Research Respondents 32
Sampling Design 32
Research Instruments 32
Data Gathering Procedures 33
Statistical Process 33

REFERENCES 34
APPENDECES
A. Letter to the Respondents 42
B. Letter to the Dean 43
C. Letter to the Supervising Teacher 44
D. Research Questionnaire 45

CURRICULUM VITAE
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CHAPTER 1

THE PROBLEM

Introduction

The increasing demand of best classroom practices, pedagogical

approaches, and instructional strategies that define the 21st century challenge

the teachers’ education programs in preparing future teachers to equip them

with the desired professional teaching attributes and competencies.

(Sumbalan, E. B. & Mugot, D.C, 2019) stated that teacher education has a

significant role in preparing pre-service teachers with adequate 21st century

skills, the skills for learning, creative and critical thinking, collaboration and

the ability to take advantage of technology.

In the DepEd Order No. 3 s. 2007 entitled “Guidelines in the

Deployment of Pre-Service Teachers on Experiential Learning: Field Study

and Practice Teaching” play important role in the implementation of the

Experiential Learning Course for pre-service teachers. And for teaching

internship, it is the responsibility of the assigned college supervisors and

cooperating teachers to facilitate and monitor the activities as well as to

evaluate the performance of the pre-service teachers and the criteria for

evaluation is coming from the STE office. For field study courses, the

resource teachers will only accommodate observations and interviews when

need. Based on CMO # 30, s. 2004 entitled “Revised Policies and Standards

for undergraduate Teacher Education Curriculum”, states that students taking

Certificate in Professional Education or 30 units of education courses,

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including practice teaching as it will improve the quality of education in the

Philippines.

Moreover, according to the Faculty of Education, by the study of

(Angul, Odisha, India 2016), one of the effective ways to make pre-service

teachers acquire skills and competencies to become efficient teacher is

through internship program and each teacher education has the

implementation of 1 to 2 months of practice teaching session in school.

However, during the internship program, a student teacher faces some

challenges in relation to social, psychological, pedagogical, and other

miscellaneous dimensions can be barrier to achieve the goal and objectives

of teacher education program.

Several researchers have revealed the problems across the

process of pre- service as mention by Ozdemir (2018), the five major

problems of pre-service teachers were stated. These are the following:

inadequate practicing, conflict between theory and practice, state of being

under pressure, being idealistic and anxiety with observation. In the interview

conducted by this researcher, there were instances wherein the practice

teachers were teaching students without the supervision of the cooperating

teacher, it is quite alarming because the cooperating teacher must supervise

the pre-service teacher for mentoring in all aspects that could really help the

pre-service teachers develop their skills. She/he must give strategies to use if

there are negative feedback observed. As Ymana (2012) asserted that

pressure might also be a problem in the class most especially if the teacher is
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conscious to commit errors in the class. Furthermore, he added that the

classroom observations will help the pre-service teachers to be used to it

because at the end of the day the pre-service teachers must really observe

for evaluation and they can reflect on things that is good and useful for them.

Takaoglu (2017) stated before the actual pre-service endeavor, the

prospective teachers sought to examine other candidates, criticize them and

pay attention not to commit the same error. Pre-service teachers must

observe other candidates, list down errors, and observe effective strategies to

apply in their class. Materials and time pressure are challenges. He also

added that materials and time pressure are the challenges faced in pre-

service teaching. Moreover, some of the pre-service teacher said that they

need to prepare the lessons and instructional materials ahead of time.

Challenges are inevitable along the path of a pre-service teacher.

However, the pre-service must not focus on the problem but to the solution to

these problems. In order to be equipped of these problems, the pre-service

teacher must be pedagogically and strategically competent enough to face

difficulties in pre-service teaching.

The main reason for a person’s failure in his job is their failure to

establish a positive interaction with their environment (Petitta, Probst, Ghezzi

& Barbaranelli, 2019). In the teacher context, in addition to teaching a

predetermined subject, this group is also responsible for being indirectly

involved in the formation and development of a good personality, mental and

physical for his students (Tray, Adruse, Lau, Ting & Sandhu, 2020). However,
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the most observable challenge that student teachers encounter is their

communication skills as these are pre-requisite to their classroom teaching.

Despite the two Communication Arts classes and one Speech class that the

student teachers enrolled in their first two years in college, their language

ability during classroom discussions is still limited and they fall short of the

oral communication skills expected of them as future teachers (Delfin, 2009).

Pre-service teachers are expected to have good oral communication skills in

English for this the medium of instruction used in their teaching. Thus, they

are expected to develop their language skills so they can deliver their lessons

smoothly and process students answers with fluency in the language. Part of

Chan’s (2001) study on university students’ view of their language needs

identified problems that constrained their learning of English, including

thinking in L1, the lack of opportunity to speak English, and their lack of

confidence when speaking English. As such training in speech

communication is necessary (Hunt, Simonds, Cooper, 2010) to provide

enough opportunities for pre-service teachers to hone their communication

skills before their teaching practice. (Hancock & Kaiser, 2002). Importantly,

teaching communication skills in children’s naturals environment has resulted

in increased vocabulary, maintenance, generalization, and spontaneous use

of language for children (Mancil, 2009).

On the other hand, Koay (2017) postulated that strategic

competence is an aspect of communicative competence which pertains to the

capacity to surpass difficulties in times of communication breakdown. This

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entails that instead of viewing communication breakdown, it could be used as

an advantage and an opportunity for learners to improve the strategic

competence. Therefore, as it was cited by Selin (2014) strategic competence

is separated from language competence for the reason that it also includes

the ability to relate language competence that the language is used in. And

according to Ryegard (2010) “pedagogical competence refers to the

educational and teaching qualifications”. The quality of teaching should be the

focus when assessing the pedagogical competence. He also added that,

pedagogical competence is the teacher skill in interacting and dealing with

issues related to teaching and learning. Lastly, pedagogical competence is

tied to one’s professionalism as it assumes a reflective and critical approach

to teaching, learning and pedagogical development over time. Therefore,

teachers-to-be must enhance their pedagogical and strategic competence to

teach effectively. It is stated by Martinjak (2017) to his research that students

learned a lot through experiential learning.

Likewise, 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. It is

therefore vital for pre-service teachers to develop deep knowledge of their

content area (Ayvaso & War 2016). Courses about pedagogy are also vital.

These are most effective when teacher educators demonstrate and

implement varied pedagogical approaches in, the courses, rather than they

merely lecture about pedagogy. As mentioned by (Morine-Dershimer, 2012)

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other important topics to be covered by preservice teachers’ preparation

include: classroom management, learning issues and special needs,

assessment practices, and the use of technology in teaching. It is also vital for

teachers to develop academic content related fluency in the language of

instruction. In pedagogical content knowledge, research about the balance of

content and pedagogy coursework in teacher education is inclusive. Abas

(2016) argued that the best pre-service programmes emphasize pedagogical

content knowledge, which focuses on the question of “how to organize and

present the content in a way that makes it accessible for increasingly diverse

group of learners.

This study hope to generate baseline data and an overall picture of

the classroom performance of the pre-service elementary teachers. In the

essence, the result of this study may be use to form recommendations that

may specifically guide the teacher education particularly in the BEED

Program to look into the curriculum enhancement and policy-making geared

toward quality instruction.

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Conceptual Framework

Teaching Performance

Socio Demographic • Teachers’ personality

Profile • Lesson Planning
• Age • Assessment
• Gender
• Teaching Methods
• Economic Status
• Parent • Classroom Management
Educational • Communication Skills
Attainment

Figure 1: The Conceptual Framework of the Study

The conceptual framework of the study is presented in figure 1.

This study focuses on the socio demographic profile as independent variable

and the dependent variable is the teaching performance of the BEEd pre-

service teachers during their internship.

The conceptual framework is talking about the socio-demograpic

profile of the pre-service teachers to explore the degree to which

demographic factors such as the gender of the pre-service teacher, age or

number of years of teaching affect their inability to conduct their own research

after they have taken the course. Age can have a serious impact on the

perception of the pre-service student (Liu & Haque 2017). Learners who have
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prior rich experiences in life might find it easier to relate to the teaching

and learning of the course whereas those with limited experience might

face some challenges. Experience is usually obtained over a period of time.

On the other hand, if students are beyond the traditional university students’

age; have families and face other challenges in life, learning the course would

be a little challenging for such pre-service teachers (Manu, J., Owasu-Ansan,

C. 2019).

The second one that the conceptual framework talks about the

teaching performance of the BEEd pre-service teachers as the study of

Andreia (2015) emphasized that there should be increase in the number of

pedagogical subjects that will strengthen the pedagogical skills of teachers by

adding special subjects that will supply knowledge and skills in handling and

managing students with special needs and complications in learning. She

also recommended increasing the time frame of the actual training or the

practice teaching itself so that the pre-service teachers are having a better

performance based on teachers’ personality, lesson planning, assessment,

teaching methods, classroom management and communication skills.

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Statement of the Problem

This study aim to determine the classroom performance of BEEd Pre-

Service Teachers in the three Elementary School in San Miguel where the

pre-service teachers deployed.

This will answer the following research questions:

1. What is the level of Teaching performance of BEEd Pre-Service

teachers in terms of;

a. Teacher’s Personality

b. Lesson Planning

c. Assessment

d. Teaching Methods

e. Classroom Management

f. Communication Skills

2. Is there significant difference on the Teaching Performance of the BEEd

Pre-Service teacher in terms of Teachers’ Personality with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

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3. Is there significant difference on the Teaching Performance of the BEEd

Pre-Service teacher in terms of Lesson Planning with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

4. Is there significant difference on the Teaching Performance of BEEd pre-

service teacher in terms of Assessment with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

5. Is there significant difference on the Teaching Performance of the BEEd

pre-service teacher in terms of Teaching Methods with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

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6. Is there significant difference on the Teaching Performance of the BEEd

Pre-service teacher in terms of Classroom Management with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

7. Is there significant difference on the Teaching Performance of the BEEd

Pre-service teacher in terms of Communication Skills, with respect to;

a. Gender

b. Age

c. Economic Status

d. Parents Educational Attainment

8. Is there a significant difference on the overall teaching performance of

BEEd Pre-service teachers.

9. What is the level of In and Off Campus demonstration performance of

BEEd pre-service teachers?

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Statement of Hypothesis

Ho. There is no significant difference between the Teaching Performance of

BEEd Pre-Service Teachers.

Scope and Limitation

The study mainly focus on the Teaching Performance of the BEEd

Pre-Service Teachers.

The deployment of the Pre-service teachers was started in

December as one month exposure in the field of teaching. The respondents

of the study are the BEEd Pre-Service Teachers of JH Cerilles State College

on the first semester 2022-2023, they were deployed in the District of San

Miguel Zamboanga del Sur namely: Dao-an Elementary School, Limonan

Elementary School and Mati Elementary School. The data that we are going

to collect are their 1st demonstration in in-campus and their 2nd and 3rd

demonstration in off-campus to measure if there is an improvement of their

teaching performance.

Significance of the Study

This research aim is to provide important information and knowledge

regarding the chosen topic from the respondents, recent studies and related

sites needed for the expected importance to the individual as follows:

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BEEd Pre- Service Teachers. The information obtained from the study

will give valuable insights to improve the performance and apply all the

theories they have learned in handling challenges in the field.

Cooperating Teachers. The results of this study, since they are the

facilitators, it will give them an awareness that may reflect them to provide

more appropriate instruction and organize well in their respective class as

well as to the pre-service teachers.

Cooperating Schools. The result of this study will give them an

information on what are the pedagogies and competencies to prepare in the

future as they are going to guide and mold pre-service teachers’ performance.

Researchers. The result of the study will give them baseline data on

how to improve their teaching practices for the betterment of their

performance, and higher school effectiveness.

Supervising teachers. The information obtain in this study will give

them knowledge and ideas on what are the effective ways to develop and

train 21st century teachers, since they are the one who supervise the pre-

service teacher, it will give them knowledge upon the results of the study on

what are the lacking that need to addressed to improve the performance of

pre-service teachers.

Definition of Terms
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The following terms are extensively used in this study, and should

be taken according to the definition given in this section to provide clear

definition for better understanding. The following definitions are essential to

the study.

Age. Describe how old or young a pre-service teacher during their

internship and how it affects their performance.

Assessment. it is the basis for making inferences about the

learning and development of the students.

Classroom management. It is an important aspect of teaching that

shows on how pre-service teachers manage the time effectively, engagement

and make the classroom conducive to learn.

Communication Skills. The ability of a person includes listening,

reading, writing and speaking are essential in facilitating the task when

handling the teaching and learning process.

Economic status. Describing the income and financial status of the

pre-service teachers.

Gender. It is a distinction between male or a female that are

socially constructed on who among the two genders of the pre-service

teachers having the best performance in the classroom.

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Lesson planning. It is how pre-service teachers develop and

design an effective curriculum and on how pre-service teachers organized the

works to be performed, and timetable of each activity.

Parent’s educational attainment. It is measured how parents

having different or related profession/job from their child will give their fully

support for the success of their future teachers.

Questioning skills. It is an ability of the pre-service teachers to

stimulate students to improve their critical thinking skills and deepen their

understanding.

Teaching methods. It is the way on how pre-service teachers

deliver the subject/content to the students by using different methods in

accordance with the characteristics of the students/pupils.

Teachers’ Personality. An ability of a pre-service teachers on how

to collaborate with other educational professionals and on how to deal the

different values of the learners.

Teaching Performance. It is the way pre-service teachers perform

and execute the overall performance during their demonstration in in-campus

and off-campus internship and it is a set of attitudes and behaviors that result

in learning for children.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents a summary of an in-depth discussion of related

literature, local and international, providing a foundation of knowledge on the

issues concerning the Teaching Performance of BEEd Pre-Service Teachers

Teachers’ Personality

A teachers’ personality is one dimension of his identity (Pennington

& Richards, 2016). Teaching requires not only the ability to teach lesson, but

also an understanding of the rules and routines of the school culture, the

ability to collaborate with other educational professionals, and awareness of

the communities in which one teaches (Sikula, Buttery, & Guyton, 1996).

Moreover, personality traits of effective teachers have been an

important area of investigation. A personality trait is a relatively stable

characteristic that causes individuals to behave in certain ways. Effective

teachers, in the sense of being able to produce a desired result, can be

thought of as those who are able to engage students in the learning process

and maximize student academic achievement and other school outcomes.

Since 1920s, educational researchers worldwide have explored personality

traits that make a teacher effective in the classroom.

Tominez, B. & Dela Cruz, L. (2014) implies that those who were

deployed in schools that are far from the university garnered significantly
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higher level of teaching effectiveness in terms of teacher personality and vice

versa. Regardless of the distance, the results may be due to how the school

factors such as cooperating teachers, principal and facilities motivate and

influence them to be considerate, caring, prim and proper so as to be good

models to their learners. Supported by, Stronge & Hindman (2003) concluded

that effective teachers consistently display compassion and equality in

teaching. They reveal a positive outlook about life and teaching. They are

reflective thinkers who exhibit high expectations for themselves and their

learners. Additionally, Stronge (2002) presented necessary attitudes for pre-

service teachers to become effective when they enter the teaching

profession. These include “caring; fairness; respect for the learners, peers,

parents and the general community; enthusiasm; motivation; and dedication

to teaching”. Furthermore, Darling-Hammond (1997) opined that “while

teachers need to understand cognitively individual differences (culture,

language and family structure), they also need an attitude of sensitivity toward

children’s experiences”.

In perhaps the most complete study conducted to date on

preservice teacher personality and teaching performance, (Ripski, 2011)

showed a link between conscientiousness and observed teaching

performance. Further, Jamil, Downer and Pianta (2012) demonstrated a link

between personality and teaching self- efficacy they showed that extraverted

pre-service teachers were more likely to have high self-efficacy in their

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teaching abilities. This does not necessarily show, however, that extraverted

pre-service teachers are more effective teachers.

To explicate the concept, (Thompson, 2008) posits that effective

teachers possess well-built teaching skills and pleasant personalities. He also

states that building rapport, choosing interesting activities and task, being

able to teach, and coming up with appropriate answers to learner’s

unpredicted questions are some of the characteristics of effective teachers.

Lesson Planning

There is a conventional assumption that beginning teachers should

already know how to design an effective curriculum. As the first stage of the

teaching process, lesson planning also determines the next stage of the

teaching. To achieve predetermined goals in a set timeline, it is necessary to

organize the works to be performed, timetable of activities and the resources

to be used (Vural, 2006). In addition to that, preparing a lesson plan is a duty

for teachers in terms of professional responsibility and legislation. “Directive

on Planned Execution of Education and Training Studies” published in journal

of the Communique No. 2551 by Ministry of National Education underlines the

necessity, benefits and principles of preparing a lesson planning.

Consequently, preparing a lesson plan has officially become mandatory

A plenty of studies underline the importance of preparing a lesson

plan and planning for teacher’s classroom performance. Similarly, teaching

program allows pre-service teachers to improve their teaching skills since

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they will have the opportunity to conduct actual or almost actual teaching

practices as well as attending theoretical courses (Beeth, 2006).

In addition to that, pre-service teachers are trained to plan their

reasons, the literature revealed that pre-service teachers find planning their

lesson difficult. In Johnson (2000) also indicated that pre-service teachers

found the initial lesson planning steps “cumbersome”. He pointed out that

experienced teachers internalized the lesson planning process and that.

Therefore, pre-service teachers are different than the experienced teacher’s

plan.

Lesson plan help pre-service teachers to close the gap between

theory and practice. In lesson plan also, we can see how pre-service teachers

transform learning theory into practice. Furthermore, planning enables pre-

service teachers to think through what they teach, how they teach and how to

evaluate their teaching (Kuys, Keer & Aelterman; 2012).

Moreover, during their education, pre-service teachers are trained

to plan their lessons. The literature revealed that pre-service teachers find

planning their lessons difficult (Tashevska, 2008).

Teaching lesson planning or lesson design is a pivotal moment in

teacher education. It is at of this point when we are, in essence, teaching

future educators how to think about the relationship between educational

theories, lesson planning, instructional strategies, student and learning. It is at

this point when theory intersects with practices. This is the time to teach

these pre-service teachers how to place students at the center of the planning
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process. Pre-service teachers need to know how to prepare for differences

activities and experiences in each and every lesson and differentiation needs

to be central in planning, rather than after thought.

Assessment

The Pre-Service Teachers are exposed to various methods of

assessing students’ learning, either formative or summative assessments. For

them to become more competent, their student learning assessment skills

must be enhanced. Cheng et al. (2015) mentioned that classroom

assessment tasks and environment are central to supporting student learning.

The Pre-Service Teachers utilize various assessment

methodologies to determine student learning or performance. These include

group activities, individualized seatwork, paper and pencil tests,

writing synopsis and reaction papers, recitation, and other creative outputs

like flipbook, and making comic book. They, too, employ several techniques in

giving feedback to students. They give feedback directly. When their class

misbehaves, they get students' attention through use of silence. Talking to

students nicely is also being practiced. Other positive practices include

praising students who give answers to their questions correctly and whenever

they accomplish something such as getting high score in an examination.

Student learning progress are measured through assessment of scores and

records of students. Through observations, results of students' written outputs

and performances, multi-level test, use of report cards and monitoring outputs

also are being executed.

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However, the PSTs practice limited authentic assessment

methodologies. Authentic assessment implies assessment of the experiences

and learning processes acquired by students. As posited by Villarroel et al.

(2018), authenticity has been identified as a key characteristic of assessment

design which promotes learning. Time constraint is considered a factor since

they are given only 50 minutes to discuss their lessons each time they meet

their target classes. Some of the authentic assessment measures that

they use are creative outputs such as role-playing, making flipbooks and

comic books.

The lack of adequate training as regards use of rubrics in assessing and

evaluating their students’ works seems evident. Now that written works,

performance tasks, and products of learning are being taken with high

consideration, there is a need to train PSTs as regards various methods of

assessments, which include use of rubrics. There is a dire need to improve

such skill especially now that outcome-based education (OBE) is emerging.

OBE has been adopted completely by HEIs governed by the Commission

on Higher Education (CHED) in the Philippines.

Additionally, the PSTs employ different kinds of tests to students. These

include problem-solving, true-or-false, fill-in-the-blank, matching type,

multiple-choice, identification, analogy. Tests are based from their lessons.

However, these projects show that the purpose of using authentic

assessment and activities promoting high order thinking skills is not fully

employed. The use of summative and formative tests cannot be

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underestimated but the need to improve use of authentic assessment

measures must be facilitated to be able to measure what has to be measured

validly and reliably. However, time element has been identified one factor in

ensuring authentic assessment measures.

Additionally, the PSTs employ different kinds of tests to students. These

include problem-solving, true-or-false, fill-in-the-blank, matching type,

multiple-choice, identification, analogy. Tests are based from their lessons.

However, these projects show that the purpose of using authentic

assessment and activities promoting high order thinking skills is not fully

employed. The use of summative and formative tests cannot be

underestimated but the need to improve use of authentic assessment

measures must be facilitated to be able to measure what has to be measured

validly and reliably. However, time element has been identified one factor in

ensuring authentic assessment measures.

Teaching Methods

Teaching methods is the way of teachers deliver the subjects to

students by using certain methods corresponding to the characteristics of

students that were encountered. Each student has different characteristics

from the very clever, moderate, and there is also less able to receive lessons

quickly. Therefore, a teacher must be able to apply the learning method in

accordance with the characteristics of students. Unless the students whose

middle- low ability will be left behind in the understanding of the material that

is presented. And it will cause the students mentioned are not interested and
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lazy to learn because they have felt unable to do. Teaching method helps to

determine the success or failure of a learning and teaching activity and it is

teaching system. The more precise method that is used by teachers in

teaching is expected to be more effective the achievement of learning goal

(Qudsyi, Herawaty, Saifullah, Khaliq, & Setiawan, 2011).

But the factors that affect the teaching method are a proteges

(learners), goal, situation, facilities, and teachers. The terms of teaching

methods should be able to bring the atmosphere of teaching interaction

becomes instructive or educative, putting learners to take active learning, as

well as foster and develop interest in learning and increase learning spirit, it

can improve the learning outcomes and live up teaching process which is

ongoing (Rohani, 2004).

According to Djamarah (2010) the method of teaching is a teaching

strategy to achieve the expected goals. By utilizing an accurate method, the

teacher will achieve the goal of teaching smoothly. When the goals are

formulated in order that students have certain skills, so that the methods that

are used must be adapted to goals. Thus, the teacher should use methods

that can support teaching and learning activities, so it can be used as an

effective tool to achieve the goal of teaching.

Questions about the effectiveness of teaching methods on student

learning have consistently raised considerable interest in the thematic field of

educational research (Hightower et al., 2011). As Ayeni (2011) asserted that

teaching is process that involves bringing about desirable changes in learners

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so as to achieve specific outcomes. In order for the method used for teaching

to be effective, Adunola (2011) maintains that teachers need to be conversant

with numerous teaching strategies that take recognition of the magnitude of

complexity of the concepts to be covered. It is indicated also that in order to

bring desirable changes the students, teaching method used by educators

should be best for the subject matter. Furthermore, Bharadwaj & Pal (2011)

sustained that teaching methods work effectively mainly if they suit learners

needs since every learner interprets and responds to questions in a unique

way (Chang, 2010). As such, alignment of teaching methods with students

needs and preferred learning influence students’ academic attainments

(Zeeb, 2004).

Findings by Wiggins (1987) who reported that interaction between the

teachers and students during the teaching and learning process encourages

the students to search for knowledge rather than the lecturer monopolizing

the transmission of information to the learners.

Thus, basically learning methods are learning methods that are used

by teacher to achieve the goals in teaching and learning activity. The better

and the more appropriate methods that are used in teaching and learning

activities to the student, so that the learning achievement will increase and

can be optimized.

Classroom Management

Classroom management is a central effective teaching (Kunter

2013; LePage, 2007; Seidal & Shavelson 2007). Although there are other
 25

important aspects of teaching quality, such as supportive climate or

instructional support (Baumert 2001). It has additional been found that

effective classroom management is directly related to student motivation

(Helmke, 2007; Kunter, 2007; Nie & Lau; 2009; Oliver 2011), autonomy and

responsibility (Elias & Schwab, 2006; Lewis 2012; P’sunder, 2005), learning

achievement (Freigberg 2009; Hattie, 2009; Seidal & Shavelson, 2007; Wang

1993) as well as teacher wellbeing (Dickie, Elling 2015; Klusmann 2008) and

their psychological health (Friedman, 2006; Hastings & Bham, 2003).

Although classroom management plays a major role in central

teaching outcomes, studies show that especially pre-service and beginning

teachers lack knowledge on classroom management (Poznanski 2008). They

also feel unprepared for dealing with classroom disruptions and dealing with

difficult with student behaviors (Meister & Melnick, 2003; Parsad 2001).

The term classroom management is understood as “the

management of classroom for learning” (Tsui, 2003, p.136). it includes not

only aspects of classroom organization such as group-pair-and solo-work,

maintaining as orderly and peaceful environment, and doing the routine

business but also making arrangement to motivate and empower the

learners. Similarly, Wright (2005) describes the core elements of classroom

management as managing the space, the time, engagement and

participation. Space and time set the boundaries of education. We can extend

the time and space boundaries of a lesson with the help of internet and

homework assignments. Engagement entails motivation, approaches to

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learning, attitudes, and previous experience. Managing space, time, and

engagement usually go hand in hand with other people are within the interest

domain of classroom management.

Scrivener (2005), who is the author of one of the most popular

methodology books in the ELT departments in Turkey, takes a similar stance

in the classroom management chapter of his book. According to it, classroom

management is discussed under the headings of “grouping and seating,

activities, authority, critical moments such as the beginning and the end of the

lesson, tools and techniques, and working with people” (p.79). the grouping

and seating part involves the importance of physical qualities in establishing a

good learning environment. The activities’ part holds that the potential of an

activity can be hindered by poor application no matter how well it has been

planned beforehand. The teacher’s authority is reflected in teacher’s

gathering and holding attention, deciding who does what, and getting

someone to do something. In addition, how the teacher manages the critical

moments such as the beginning and the ending of the lessons are considered

within the domain of the classroom management. There is also a part

devoted to the use of tools such as the board, book, gestures and techniques

such as using silence as a classroom management tool. The working with

people part reminds us that classroom management is not confined to

managing the physical classroom, the students’ behaviors, and the activities.

It also involves dealing with the students as persons Scrivener includes such

sub-topics as “spreading your attention evenly and appropriately, using

 27

intuition to gauge what students are feeling, eliciting honest feedback, and

really listening to students” in this part.

When we look at contemporary research on the issues on the

classroom management in terms of pre-service teachers’ experiences, we

see that some focus on the problems in classroom management. For

example, identified the classroom management problems of student’s

teachers through their reflective journals. Using Scrivener’s (2005)

classification of classroom management, he found that the most problematic

area was managing critical moments, especially in terms of maintain the

silence and controlling the noise level. Merc and Subasi (2015) investigated

the problems of student teachers about classroom management and hoe they

cope with these problems. They found that problems generally come from

students, the teaching point and the materials, and cooperating teachers. To

cope with the problems they face, student teachers used their knowledge

from methodology lessons, they consult to their cooperating teacher and they

think about their experience with their previous teachers. A very similar one

conducted in Columbia is Macias and Sanches’s (2015) a study. They found

that the challenges came from the physical characteristics of classrooms, pre-

ser-service teacher’s perception of the student behavior, and students’

disruptive behaviors. They identified focus on maintaining control and focus in

good student as coping strategies. Elin (2014) investigated the perspectives

of ELT students’ teachers about the practicum experience in general.

Communication Skills
 28

Teacher with low communication skills would have low

professional competence as well as personal competences (Yılmaz, 2011). In

a classroom where communication processes are good, it can be said that

the teacher and students have good relations with each other. In addition,

Dunbar, Brooks and KubickaMiller (2006) stated that the ability to

communicate is of great importance and that communication skills are

taught not only by the communication department, but also in various

educational institutions. Communication plays a huge role in human life. In

the socialization process, these skills can help sociologist create social

institution and, in turn, influence culture and social structures (Knowles

2021). In order to convey information, communication ability is an essential

aspect that needs to be emphasized (Chehab, Moulay and Rabbani, 2021).

In addition, effective communication also emphasizes the aspect of

social skills in order to help students respond to the environment and control

themselves in facing challenges and improve self-excellence. In going

through daily life, language skills are essential as an intermediary medium (

Leung & Jenkins, 2020).

Teachers with good communication ability in building an exciting

and fun teaching environment will influence students interest and behavior in

learning. In addition, communicating well can also help teachers apply

positive values to improve students social and emotional skills. Therefore, a

teacher should have seriousness, experience, and interest in the profession

entrusted to him. Communication is a process of giving meaning and can

 29

influence a person to believe and do something as defined (Combs, 2002). It

is because verbal or non-verbal communication involves transforming

knowledge, understanding or feelings shared through the message (Uleanya,

Tawo & Shobive, 2020).

In education, teachers who impart knowledge must have various

skills, including speaking skills, classroom management, teaching techniques,

and practical and orderly communication. It is because communication in the

classroom not only serves to impart knowledge but builds interaction so that

the teaching and learning process achieve its goals. Communication occurs

when a teacher conveys his experience and knowledge to his students

(Zwozdiak-Myers & Capel). It is supported by the opinion that teachers with

skills in building effective interactions are among the characteristics of

effective classroom leadership (Salamondra, 2021).

The teaching and learning process is not only limited to

communication between students in sharing knowledge or information but

also relates to interaction and social control in the classroom. The

social development and teaching quality in an organization are determined by

the social relationship's mechanisms build into it, such as effective use of

language, interaction processes, open communication, verbal skills

(Meulenbroek, Ness, Lemoncello, Byoem, Mac Donald, O’Neil-Pirozzi &

Moore Sohlberge, 2019).

Classroom is a complex communication space. Communication

processes involve verbal, nonverbal and para verbal components and are
 30

designed to mediate students' and teacher behavior. In order to develop

communication skills in relation to the teaching process we must identify the

future need. Communication skills is important or vital especially in

educational field is based on the ability to express your own ideas and views

clearly, with confidence and concisely, permanently adapting your

content and style of the class. Interaction between teachers and students can

contribute to effective communication in the classroom or may be the source

of problematic situations (ERD, 2016).

The main reason for a person’s failure in his job is their failure to

establish a positive interaction with their environment (Petitta, Probst, Ghezzi

& Barbaranelli, 2019). In the teacher context, in addition to teaching a

predetermined subject, this group is also responsible for being indirectly

involved in the formation and development of a good personality, mental and

physical for his students (Tray, Adruse, Lau, Ting & Sandhu, 2020).

In line with the role played as an agent of change to the self-

development and personality of students, teachers should prepare

themselves with good mastery in the context of communication

before entering the field of teaching. It prepares teachers to face the different

styles and backgrounds of their students. Factors such as background,

attitude, level of education, experience, and exposures will create the

diversity of students and gaps among them in a class (Resch & Schritter,

2021). Therefore, communicating is necessary to enable them to know each

other and share information well. Several studies have shown the
 31

dissatisfaction of schools where the pre-service teachers were taken

their teaching practice with the level of communication ability and ultimately

caused the unemployment rate to increase (Donitsa-Schmidt & Ramot, 2020);

Oztekin & Tekel, 2021).

 32

CHAPTER 3

METHODOLOGY

This chapter presents the research design, research environment,

sampling design, research instrument, data gathering procedures and the

statistical treatment of the study.

Research Design

The study utilize the quantitative method. Specifically, a descriptive

design because it dealt with fact findings and interpretations. It also intended

to find out the teaching performance of the BEEd Pre-service teachers during

their 1st, 2nd, and 3rd contact of demonstration.

Survey method of descriptive research will be use in this study.

Specifically, the focus group discussion or the individual interview of the

respondents in order for the survey to be reliable and valid with the use of

questionnaire were constructed properly.

Research Environment

The respondents of this study are the BEEd Pre-service Teachers in

JH Cerilles State College Main Campus during the school year 2022-2023,

that being deployed in the three (3) Elementary Schools in San Miguel,

Zamboanga del Sur namely; Limonan Elementary School, Dao-an

Elementary School and Mati Elementary School. The respondents will be

given a questionnaire personally by the researchers with their most

convenient time.
 33

Research Respondents

The respondents of the study are the 23 BEEd Pre-Service

Teachers in JH Cerilles State College that being deployed in the three

Elementary Schools in San Miguel, Zamboanga del Sur.

Sampling Design

The target respondents of the study are the BEEd Pre-Service

teachers of JH Cerilles State College main campus in SY 2022-2023. It has a

total of 23 BEEd Pre-Service Teachers as target respondents.

Research Instruments

In conducting the study, the researchers use the rating scale. The

research instrument used in the study is a rating scale with two parts, the first

part is a pre-service teacher’s actual teaching reservation and rating sheet.

The rating scale was based on the concept of the given variables. It

contains the Pre-service Teacher’s Actual Teaching Rating Sheet and Pre-

service Teachers Actual Teaching Checklist on which respondents indicate

on a 5-points scale on the first part of the questionnaire which “4.3 - 5”

excellent, “3.5 - 4.2” Very Good, “2.7 – 3.4” good, “1.9- 2.6” Fair and 1- 1.8

indicates poor. And in the Pre-Service Teacher’s Actual Teaching Rating

Sheet indicates 9-10 as excellent, 7-8 as very good, 5-6 as good, 4-5 as fair

and 1-2 as poor and lastly the remarks and comments from the cooperating

teachers.
 34

The pre-service teacher was evaluate by the teacher who has a

master’s degree chosen by the principals to every school where they are

deploy.

Data Gathering Procedures

The data gathering procedures employ in this study involve the

following activities: the researchers secured first a letter from the thesis

adviser to conduct the study to the identified respondents and school. Then,

the researchers send a consent letter to the Dean asking to allow them to

administer the instrument to the respondents. And then, meet the instructor

adviser to ask for the lists of BEEd Pre-service teachers to get the total

number to provide adequate and appropriate instruments. Then, ask

permission from the respondents by giving them a consent letter which they

needed to sign for their participation to conduct and fulfill this study. And

collect the ratings of the pre-service teachers during their demonstration.

After the data gather, the researchers will consolidate the data and

after consolidating the data, the result will be given to the statistician for the

statistical analysis and interpretation.

Statistical Process

The statistical treatment that were use in this study are descriptive

statistics. To determine the level of teaching performance of BEEd pre-

service teachers in terms of the six domains, descriptive statistics (Mean and

Standard deviation) will be use. And to determine the significant difference of

 35

teaching performance with respect to the socio demographic profile (gender,

age, economic status and parents’ educational attainment). Inferential

statistics like T-Test and ANOVA will be utilize.

 36

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Appendix A

Letter to the Supervising Teacher

Republic of the Philippines
JH CERILLES STATE COLLEGE
Mati, San Miguel, Zamboanga del Sur
School Of Teacher Education

ID S. PALAHANG
Supervising Instructor
Ma’am;
Greeting!

The undersigned are student-researchers of JH Cerilles State College- Main

Campus. They are currently working on their thesis study entitled, “Teaching
Performance of BEEd Pre-Service Teachers” to advance the frontier of knowledge
involving teaching and learning related issues in the academe.
In line with this, the undersigned humbly ask for your permission to gather data of the
BEEd Pre- Service Teachers in SY 2022-2023. As the respondents in this study, the
rationale of this research study is to look into the teaching performance result of
BEEd pre-service teachers geared towards good quality instruction. Rest assured
that the records of this study including information about the identities of the students
will be treated with utmost confidentially.
Looking forward for your positive response on this matter. Thank you and more
power.

Sincerely Yours,
Camanian, Angelie T.
Denila, Ruvyjane C.
Nabasca, Cherry Ann M.
Researchers

Noted:
DR. SERVILLANA M. DEL MUNDO ID S. PALAHANG
Thesis Adviser Supervising Instructor
 45

Appendix B

Research Questionnaire

Part I.

FINAL TEACHING DEMONSTRATION EVALUATION SHEET

Mentee: ______________________ Mentor: _________________

Subject Matter: __________________ Subject Taught: ___________
School: ________________________________________ Date: ________________ Time:
_________________

Scale:
4.3-5= Excellent 3.5-4.2= Very Good 1-1.8= Needs Improvement
2.7-3.4= Good 1.9-2.6= Fair

I. LESSON PLANNING

A. Objectives were stated in behavioral terms. 5 4 3 2 1

B. There was congruence between:
1. Objectives and subject matter 5 4 3 2 1
2. Objective and teaching procedure 5 4 3 2 1
3. Objective and formative test 5 4 3 2 1
4. Objective and assignment
Total: ______
Average: ______

II. TEACHING METHODS

A. Method/s used was/were suited to the needs and 5 4 3 2 1
capabilities of students.
B. The teacher was creative enough to adapt his/her method to 5 4 3 2 1
the student capabilities.
C. Used strategies to enhanced pupils/students understanding 5 4 3 2 1
and to eliminate their misconceptions
D. Involved pupils/students in class discussion/activities 5 4 3 2 1
E. used differentiated activities 5 4 3 2 1
F. Visual aids and examples were used to illustrate the lesson 5 4 3 2 1
G. Technology was integrated to teaching and learning. 5 4 3 2 1

Total: ______
Average: ______
III. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance 5 4 3 2 1
2. Practice exercises 5 4 3 2 1
3. Group work/outputs 5 4 3 2 1
4. Passing in and out of the room 5 4 3 2 1
5. Correcting, distributing, and collecting paper 5 4 3 2 1
B. Order and discipline were present in the classroom 5 4 3 2 1
C. Visual aids were within easy reach of the teacher during 5 4 3 2 1
his/her teaching.
D. Worked within the timeframe allotted 5 4 3 2 1

Total: ______
Average: ______
IV. Communication Skills
A. The teacher spoke clearly with a well-modulated voice 5 4 3 2 1
B. The teacher used correct grammar in speaking 5 4 3 2 1
C. Correct responses were given by the students through the 5 4 3 2 1
teacher’s skills of questioning
D. The teacher observed correct pronounciation 5 4 3 2 1
E. The instructional aid of the teacher was free from errors in 5 4 3 2 1
grammar and spelling
F. the teachers handwriting on the board and lesson plan was 5 4 3 2 1
enough to be read and understood
G. Gave instruction clearly 5 4 3 2 1
 1

H. Listened carefully to pupils/students responses 5 4 3 2 1

I. Clarified difficult terms/phrases/structures 5 4 3 2 1
J. Held interest of the pupils/students throughout the lesson 5 4 3 2 1
Total: ______
Average: ______

V. ASSESSMENT
A. Test items follow higher order thinking skills (HOTS) 5 4 3 2 1
B. Test items are within the level of understanding of the 5 4 3 2 1
pupils/students
C. Questions are not confusing 5 4 3 2 1
D. test questions are arranged from easy to difficult 5 4 3 2 1
Total: ______
Average: ______

VI. TEACHER’S PERSONALITY

A. Showed enthusiasm through facial expression 5 4 3 2 1
B. The teacher is neat and well-groomed 5 4 3 2 1
C. The teachers is free mannerism or physical defects that 5 4 3 2 1
tend to disturb the student attention.
D. The teachers personality is strong enough to command, 5 4 3 2 1
respect, and attention.
Total: ______
Average: ______

Grand Total: ______

Weighted Average:_______
Interpretation: ________

COMMENTS AND SUGGESTIONS

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Observer’s Name and Signature

Position Designation
 1

J. H. CERILLES STATE COLLEGE

Mati San Miguel, Zamboanga del Sur

IN AND OFF CAMPUS PERFORMANCE RATING SHEET

Student teacher: ___________________________________________________

Direction: Please rate out student teacher in the listed criteria based on the rating scale
below.

9-10 = Excellent 7-8 = Very Good 5-6 = Good

4-5 = Fair 1-2 = Poor

Criteria Excellent Very Good Fair Poor

Good
1. Participation/involvement in
school programs and
activities
2. Teaching skills
3. Lesson Plan
4. Instructional Materials
5. Relationship with Teachers
6. Relationship with Students
7. Attendance/Punctuality

COMMENTS AND RCOMMENDATIONS:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________

Rated by:

___________________________
Cooperating/ Critique Teachers

Attested by:

___________________________
School Principal