ISSUES AND CONCERNS AND LEARNING ENGAGEMENTS OF STUDENT TEACHING: THEIR RELATIONSHIP TO STUDENT TEACHING PERFORMANCE
Annie Grail F. Ekid

Abstract

This research looked into the relationship of the issues and concerns, and learning engagements of student teachers to their student teaching performance. It applied a mixed method of qualitative and quantitative research designs using the student teachers’ portfolios and quantifying the data along the variables of program and their sex. Total enumeration was used with 203 student teacher respondents from the teacher education institutions in Mountain Province, the Mountain Province State Polytechnic college, and the Xijen Institute College of Technology.

Results showed that student teachers at Mountain Province had excellent student teaching performance. The BEED student teachers obtained a better student teaching performance compared to the BSED student teachers. However, both males and females fared equally well in their student teaching. The issues and concerns of student teachers which were clustered along competencies, relationships, anxieties and curriculum were considered slightly serious. Programs and sex of the student teachers factored as moderators that affect their issues and concerns. Females had a higher degree of anxiety than the males. The same is observed with the BSED who had higher degree of anxiety than the BEED. Learning engagements among student teachers were applied to a great extent. Gender differences, however, persist in terms of learning engagements with the females showing a higher level of engagement compared to the males. The relationship of issues and concerns of student teachers is inversely proportional to student teaching performance; that is, a low intensity level of issues and concerns results to a higher level of student teaching performance. Conversely, a high intensity level adversely affects student teaching performance. Learning engagement is a strong predictor of student teaching performance.