Académique Documents
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Chapter I
THE PROBLEM
Introduction
Confucius once said, “the ideal teacher guides his students but not pull them
along; he urges to go forward and does not take them to the place”. A model is a
Students usually imitate those that they are often in contact with.
Teaching is a lifetime career aiming to mold the children’s minds and hearts
with passion. Some offer enduring love and care in this profession-the elements
that make the teachers stick to teaching and students to learning ,maybe it was their
childhood dream or it’s just they find great fulfilment when they are with children
while others accept it as means of livelihood. But whatever the reasons behind
where it is essential to the chosen profession. Future teachers are provided a strong
evaluative in all disciplines who are open to changes and innovative with desirable
students have their early school experience as early as second year was included
2
consistent with CHED Memorandum No. 30, s. 2004 which stipulates the
deployment of education students for their field study, beginning in the second year
rather than in the fourth year: Currently, students have their first year in-school
practicum experience during their fourth and final year. This change will allow
students to develop more fully their teaching skills and to evaluate whether they
really want to become teachers. It will also provide them with enough time for their
to apply all the scientific teaching-learning theories and principles by observing and
working with real students, teachers and curriculum in natural settings. But not
only the cognitive aspect but also values should be developed by the pre- service
teacher who wants to be successful with it. For this will serve as their stepping
stone towards being effective, inspiring and morally upright educators to their
future students.
Teachers- to- be must possess values which are just and proper as they will be the
career and develop themselves as future professionals with good values to produce
framework that shall define teaching in all aspects of a teacher’s professional life
3
that defines the different dimensions of effective teaching, where effective teaching
means being able to help all types of students learn the different goals in the
teacher. Its pre-service program should train future educators who are not only
knowledgeable and highly skilled but likewise having an exceptional attitude and
values in every aspect of their mind as they will be the one who will hold the future
of every individual.
possessed by the pre-service teachers because these values are fuel and driving
force in teaching profession. Aside from the training the pre service teachers
attention. This is also a way to understand the values of pre service teachers as
them.
4
Educating the minds of the young is a challenging task for teachers. Thus,
educators should be trained well to develop their values and skills and to prepare
of BatStateU-Rosario.
1.1 Age;
1.2 Sex;
2.4 Curriculum;
6. Based on the findings, what extension activity can be proposed to enhance and
Theoretical Framework
specifically those fourth year BSEd students who are already in the field of practice
teaching in the actual learning environment. In this regard, the researchers used the
states that learning involves the acquisition of abstract concept that can be applied
flexibly in a range of situations. In Kolb's theory, the impetus for the development
(www.simplypsychology.org/learning-kolb.html)
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Concrete
Experience
(doing/ having an
experience)
Abstract Reflective
Conceptualisation Observation
(concluding/ learning (reviewing/ reflecting on
from experience) the experience)
Active
Experimentation
(planning/ trying out what
you have learned)
Observation (RO) and Active Experimentation (AE). According to the four- stage
learning cycle depicted in Figure 1, immediate or concrete experiences are the basis
for observations and reflections. These reflections are assimilated and distilled into
abstract concepts from which new implications for action can be drawn. These
implications can be actively tested and serve as guide in creating new experiences.
(learningfromexperience.com/media/2010/08/experiential-learning-theory.pdf)
education course. The reason is that their (1) concrete experiences gained from
field study teaching will allow them to (2) observe and reflect on that experiences
which will enable them to (3) formulate abstract concepts and generalizations that
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can be (4) applied to the future situations when they are already in the teaching
profession. Thus, the cliché quote “experience is the best teacher” is very much
Conceptual Framework
This study aimed to determine the values orientation of pre- service teachers
pre- service teachers are of great importance. It will serve as a foundation of their
future career as they are the one who is responsible in shaping the values of their
The first box contains the input of the study includes the profile of pre-
gender, civil status and their field of specialization. Primarily, these aspects affect
Included in the process box is the methodology that the researchers used in
gathering information about the values orientation of pre-service teachers which are
The output variables are the proposed programs which are seminars and
Research Paradigm
PROFILE OF THE
PRE- SERVICE
TEACHERS-
RESPONDENTS
AN EXTENSION
IN TERMS OF
AGE, SEX, CIVIL PROPOSAL FOR
STATUS AND SEMINAR-
FIELD OF ASSESSMENT WORKSHOP ON
SPECIALIZATION THROUGH STRENGTHENING
. QUESTIONNAIRE THE VALUES
ORIENTATION OF
VALUES THE PRE-
ORIENTATION SERVICE
OF THE PRE- TEACHERS
SERVICE
TEACHERS
Figure 2
Research Paradigm of the Value Orientation of Pre- Service Teachers of
Batangas State University- Rosario Campus
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Hypothesis
The null hypothesis tested in the study stated that there is no significant
relationship between the profile of the pre-service teachers and their values
orientation.
respondents in terms of their age, gender, civil status and field of specialization.
learning process, exploring the curriculum and assessment. Moreover, this study
also focuses on the significant relationship between profile and values orientation
of pre-service teachers.
Rosario Campus major in English, Filipino, and MAPEH who are enrolled in
Rosario Campus who are not yet taking practice teaching and to those who are
orientation of their pre-service teachers. This will help them to initiate programs to
Pre-service teachers. This study will provide valuable ideas, insights and
Parents. This study will help them to be familiar with the values of their
child and to encourage them to continue their good values and to discourage the
bad ones.
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Researchers. This study will make them aware of the values orientation of
pre-service teachers like them. This may help them enrich their values in their
chosen profession.
Future researchers. This study may be a big help in the writing of their
related literature. Through this study, future researchers may also gain new
Definition of Terms
The definition of terms which the reader may encounter in reading this
research work is included for better understanding. These terms are conceptually
Cooperating Schools. This term refers to the school selected on the basis of the
type and quality of programs, teachers, and school supervisors who provide the best
experiences for the student teachers and a challenging workplace for the students
(Atienza 2007). In this study, it refers to where the fourth year pre-service teachers
Cooperating Teachers. This term refers to the teacher from the cooperating school
who guides in making use of the knowledge previously learned. He informs the
student teacher of his duties in and out of the classroom and on any preferred lesson
plan format and deadlines for renewing lesson plans (Atienza 2007). In this study,
it refers to the teacher who guides the student teachers throughout their student
teaching.
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Curriculum. This term refers to the sum of learnings stated as educational ends,
educational activities, school subjects and/or topics decided upon and provided
set up for student achievement (Garcia 2007). In this study, it refers to the elements
that made up the teaching and learning such as learning outcomes/ objectives, art of
classroom that are brought about by differences in gender, culture, language, socio-
economic status and learning style (OB. Dañocup 2010). In this study, this refers to
the differences of the students and how the pre-service teachers handle it.
Experiential Learning Courses. This term refers to required subjects in the pre-
service teacher education curricula that include Field Study Courses and Practice
Teaching (Vega 2008). In this study, it refers to the on- the job training that is
Learning Environment. This term refers to the place where teaching and learning
can take place in the most effective and productive manner (Corpuz & Salandanan
teaching-learning process.
National Competency Based Teacher Standards. This term refers to the set of
competencies (behaviors, attitudes and skills) that each teacher must possess to
(Bilbao et.al., 2012). In this study, it refers to the set of values that should be
Pre-Service Teacher. This term refers to the student enrolled in the BEED, BSED
and other related teacher education programs (Vega 2008). In this study, it refers to
the 4th year students who are currently taking field study and student teaching
courses.
to grow beyond what are basic and routine such as to gain insights into their
teaching, refine their skills and assume new roles and responsibilities (Salandanan
Student Teacher. This term refers to the student who undergoes practice teaching
(Vega 2008). In this study, it refers to the students under the College of Teacher
Student Teaching. This term refers to the last phase of pre-service training which
provides the students the chance to try and test their “educational know-how” and
teaching skills in schools (Atienza et. al., 2007). In this study, it refers to the period
schools.
Values. This term refers to moral or ethical standards signifying what are
intrinsically desirable. They are different from the technical norms through which
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the desired state is reached (Panopio, 2007). In this study, these are the bases for
determining what behavior and attitudes are correct that should be possessed by the
Chapter II
REVIEW OF LITERATURE
This chapter presents the conceptual and related literature which provides
information for the enrichment and better understanding of the study. It forms the
background and provides insights that help the researchers conceptualize the
Conceptual Literature
This section involves the conceptual literature which presents the ideas and
study.
values. Whether conscious of them or not, values are exhibited implicitly and
Salandanan (2012) also said that the innate values and dispositions she
and associates. Being more experienced and sensitive to students’ reactions, both
positive and negative, she will be able to perceive common difficulties such as the
inability to understand the lesson, indifference and lack of interest. She will be able
to treat with patience and compassion those with short temper and showing habitual
environment. Her genuine kindness will buoy the spirits of the saddened and
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suffering and enkindle rapport. Her creativity and industry will be replicated. Her
passion and love for teaching will enable her to persist despite constraints, personal
or otherwise. She is willing to spend extra time, effort and resources to alleviate
are intrinsically desirable. They are different from the technical norms through
keeping and worth doing. Insofar as a value is desirable, it is something good for
the latter is always desirable (Aristotle). If only for this reason, one axiological
school of thought claims that value is identical with the good; hence what is good is
valuable and what is valuable is also good; ie., a valued object is good. Timbreza
(2003)
September 13, 2004 for the purpose of rationalizing the undergraduate teacher
education in the country to keep pace with the demands of global competitiveness.
It is in accordance with the pertinent provisions of Republic Act No. 7722, the
Higher Education Act of 1994. CMO 30 embodies the policies and standards for
Study courses are intended to provide students with practical learning experiences
in which they can observed, verify, and reflect on in actual school settings. The
experiences will begin with field observation and gradually intensify until students
issuance of CMO30s. 2004, field observation came in the senior long after learning
all the theories were learned. In the present curriculum, the learning of theories
takes place side by side with field observation. This is to enable students to connect
the teacher in the classroom and in the community are spelled out in the National
skills) that each teacher must possess to function effectively and satisfactorily.
These are based upon “the core values of Filipino teachers and on the principles of
effective teaching and learning”. The NCBTS framework is divided into seven (7)
domains that represent the desired features of the teaching and learning process.
dimensions of effective teaching, where effective teaching means being able to help
all types of students learn the different learning goals in the curriculum.
Social Regard for Learning. The domain of Social Regard for Learning
focuses on the ideal that prospective teachers must possess in the pursuit of
promoting learning. Thus their actions, statement and different types of social
interactions with student exemplify this idea. A teacher acts as a positive role
It is a social expectation that the teacher must show that she is likewise
(Salandanan, 2012)
will give them an authority especially if they look awfully young. Further, their
dress let the cooperating teacher know of your professionalism and dedication to
explore their world, discover knowledge, reflect and think critically. These
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strategies are indispensable in teaching and learning situation that can even value or
Teachers are models. What the pupil/students see, they emulate. Teachers
deeds not only in words. And teachers are the visual aids for the students to see, so
teachers should make it a point to be dressed neatly and appropriately. They should
come to class well-groomed and smartly dressed. The way the teachers are dressed
reflects their personality. Teachers who are dignified and well- mannered are
appealing to the eyes of the students. Even the way the teachers move their hands,
head and body are parts of the pupil/ students meticulous observations. Teachers
So much is expected from the teachers because young minds are entrusted to
their care. There will always be challenges, but sensitive and conscientious teachers
are always aware that the reward of teaching lie in the sense of fulfilment and
real world. If the student teacher is late, he/ she will definitely not start out on the
right foot with his/her cooperating teacher. Even worse, if he/ she arrives after a
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class has begun which he/she is supposed to be teaching, the pre- service teacher is
engage in the different learning activities and work towards attaining high
standards of learning.
The learning environment sets the mood for a smooth, fruitful and enjoyable
teaching- learning activity. The prevailing atmosphere provides the initial invitation
for the class to actively get involved in upcoming events. To be able to set up one
that could pave the way towards a productive implementation of a well- planned
teaching and learning events happen. It consists of an area when the physical
structures are built for purposes of providing academic instruction to children. The
various facilities are designed to fit the requirements of the different learning
activity. The author also cited that teachers should encourage their pupils/students
to ask questions, to give their views, reactions or comments. They must encourage
the participation of greatest number of students in each lesson. They should not
permit few learners to dominate the lesson and should draw non- volunteers into
the lesson.
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Bilbao (2012) stated in her book, “The Teaching Profession”, that a clean
place to stay in. Students and teachers must be alert and fast maintaining shiny
floors and arrangement of instructional tools and materials. Furniture kept in proper
places and a well- planned seating assignment speaks of a tidy and organized room.
the idea that the teachers can facilitate the learning process in diverse learners by
first recognizing and respecting individual differences, then using knowledge about
students’ differences to design diverse sets of learning activities to ensure that all
students can attain desired learning goals. Such should be the focus of the teacher
in this domain.
stresses the need to know the interests, abilities and past experiences of growing
children. In so doing, the values and empathy and sincere desire to help emerge. A
local and global concern among teachers. Even in our classroom, diversity has been
differences and multiple intelligences added to the impetus of knowing about multi-
economic status and family background are some of the factors that require
hence, there is need for you to know and address this diversity.
Acero et. al (2000) cited that learners differ from one another physically,
separate and distinct from the rest. It is from this premise that the teacher defines
his role in the classroom to ensure the educational growth and development of the
learner. He, therefore, takes into account the learner’s varied interests, intellectual
preparedness, emotional stability, and task readiness along with his levels of
aptitude and task readiness along with his levels of aptitude and degree of maturity.
the average child, and the bright child, the three commonest categories, have to be
enable them to compare and contrast learning styles these students can learn a great
deal from observing a master teacher handle difficult problems such as fights
between children.
According to Bilbao et. al. (2006), teachers and students should learn to
reduce or eliminate stereotyping and other related biases that have negative effects
learn all the elements of teaching learning process that work in convergence to help
students understand the curricular goal and objectives, and to attain high standards
Garcia (2007) specify that the term curriculum refers to the sum of learnings
for student achievement. Curriculum also refers to all learning opportunities the
Effective teachers according to Zulueta (2006) must have the mastery of the
subject matter. Mastery of the subjects calls for the teacher's expertise in their own
field. It also needs their ability to let concepts understandable to learners. Effective
Many materials and media are available. The teacher’s selection should
depend on the objectives and content of the lesson plan; the age, the abilities and
interests of the learners, the teachers abilities to use the resources; the availability
Zulueta (2006) also added that new teachers must learn to pace themselves
not to plan too much (and have to end abruptly) or too little (and have nothing
the teaching- learning process that work in convergence to help students understand
the curricular goals and objectives, and to attain high standards of learning defined
matter and the learning process, teaching- learning approaches and activities,
Questions are central to the learning process. Questions stimulate, direct and
motivate ones thinking. When used in connection with a topic being discussed, they
questions about routine elicit non-productive thinking. For whatever purpose, the
teacher’s questions, have dominated about three- fourths of a typical class hour.
Questions are continuously asked, a good sign of an active thinking process going
on.
For Vega (2008), beginning teachers and student teachers have to acquire
and master certain skills and techniques to be able to teach effectively. Skill in the
art of questioning is one of the skills that should be acquired by student teachers
and beginning teachers and since it is basic to good interaction between the teacher
learning. That the teachers must be skilled in asking clear and well- framed
Coupled with their patience and encouraging remarks, students are guided in
pursuing the right answers with ease and confidence. An added bonus is, the
knowledge of subject matter includes much more than just facts, terms, and general
ideas, ways of thinking and arguing patterns of change within a discipline, beliefs
about a discipline, and the ability to carry ideas from one discipline to another.
particular, the domain focuses on the (1) use of assessment data to plan and revise
actual achievement and behaviour. The pre-service teacher should be made aware
of the principles involved in planning, assessing and reporting and how they are
applied.
Buendicho (2013) states that assessment of student learning requires the use
multiple answers rather than only one correct answer. Performance- based
assessment, student reports and journals are rich sources of information for
evaluation.
Students are now being encourage to "self- assess" and gather feedback
rather than rely on others to discover their own progress. Results can be heighten
Instructional objectives tell us what we plan to achieve, that is, what we like
the students to learn and be able to do. The next step is to determine what
assessment method could be used in order to gather data and information during
and after learning process. The choice of appropriate assessment methods should
benefit derived from as parent- teacher association. It works both ways – teachers
school tasks. Parents maybe requested to visit and assist students and teachers in
some classroom tasks. In return, teachers make them confident that their children
are in good hands. A happy and pleasant environment at home could enhance the
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skills learned in school and strengthen their resolve to continue their self- learning
activities.
For Bilbao et. al (2012), recording student progress is one of the most
School authorities, the parents, and sponsors are interested to know how their
children are performing/ progressing in all kinds of school activities. Realizing the
importance of such records, teachers must practice care in keeping accurate records
and communicating them to parents in the best means possible. Reporting pupils
progress to parents will help build a positive and harmonious relationship between
the teachers and parents, more importantly, between the school and the home.
guidelines from which to assess performance, he/she will find the grading process
more efficient and the essential function of grades – communicating the student’s
level of knowledge— will be easier. Further, if teacher has graded carefully and
consistently, he/she can reduce the number of students who complain and ask the
While, Zulueta (2006) cited that under the Professional Ethics for Teachers,
the teachers should never allow himself to be influenced by any consideration other
Bilbao et al., (2006) focuses on the ideal that classroom activities are meaningfully
29
linked to the experiences and aspirations of the students in their homes and
links help in the attainment of the curricular goals. In this domain, the mentee joins
the mentor in the different community linkages/activities. In the process, the pre-
service teacher will learn the value of community in the teaching-learning process.
While the performance indicators are not applicable, the pre-service teacher had
special lectures.
Some common learning sites accessible in the nearby community are plant
nurseries, mini- zoo, fruit orchards, open ricefields, electrical and chemical plants,
Local industries like hogs and poultry raising, fishing, ceramics, weaving
betterment.
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For Bilbao et. al (2012), the school and the community are the mainsprings
of effective and powerful forces that can create a wholesome climate for mutual
gains and betterment. They can forge a kind of partnership where both are willing
while in school, likewise when dealing with members of the community. Parents
from the community are ready to offer much- needed assistance in terms of
resources while teachers are equally committed to spend time, effort and expertise
that all stakeholders are willing to be part of. The teachers are committed to
spend time, effort and expertise in serving the academic needs and interest of
community members while the community leadership and authorities are equally
willing to provide assistance by way of material resources and learning center for
A firm and intimate relationship between the school and the community is
shared by both.
The school is usually located at the center of the town or city as such, it is
students at play or work, personnel busy with everyday tasks and teachers with
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usual eyeful watch, everyone passing by witnessing such would feel proud of their
school. The community would in turn, show their gratitude and appreciation by
keeping their school’s surroundings clean and comfortable for the children and by
conducive learning environment in the school and an orderly and civic minded
high personal regard for the teaching profession, concern for professional
educators remarked: “The term professional is one of the most exalted in English
language, denoting as it does, long and arduous years of preparation, a striving for
excellence, a dedication to the public interest, and commitment to moral and ethical
values”. (rachelle-genlites.blogspot.com/2011/09/teaching-as-profession.html)
Gonzales et.al (2014) mentioned that teachers are the critical players in the K-
12 education program. Thus, their support is necessary to bring the vision of K-12
32
closer to reality. Teachers are enjoined to understand rationale of K-12 and the
committed teacher facilitates learning. “S/he opens the door. The learner enters by
himself/ herself” S/he is a “licensed professional teacher who possesses dignity and
competence”. Her/ his passion for teaching, sense of humor, patience and
enthusiasm and other positive personal attributes make him/ her a true facilitator of
learning.
can be promoted through interaction with colleagues. Early in their careers they
may establish close associations with more advance members in their school. By
observing how these teachers teach and manage classroom situations they will gain
professionals who possess dignity and reputation with high moral values as well as
strictly adhere to, observe and practice this set of ethical and moral principles,
of compassion and commitment provide the fine ingredients that make teaching
teachers work as a group, when their professional expertise and talents blend and
utilized and are used to be fullest extent toward the attainment of specific goals,
inferentially, the accomplishment of the group will be greater than the sum total of
the individual talents of each teacher working with his children in the self- contained
classroom.
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Research Literature
The researchers reviewed the findings of some writers who have conducted
specific research related to the present study. They are presented in this section.
Gonzales et.al (2014) mentioned that teachers are the critical players in the
K-12 education program. Thus, their support is necessary to bring the vision of K-
12 closer to reality. Teachers are enjoined to understand rationale of K-12 and the
determine a considerable extent on how much learning will take place. Teacher’s
incentive is valuable in all works, as motives and incentives makes for readiness.
The role of the teachers is motivating the students to learn cannot be taken granted.
It is believed that when students are motivated, they learn well, they acquire the
knowledge and information they need others to understand the subject. An effective
teacher's set plan for learning activities that works best to motivate and direct the
to chart decisions.
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Comiso and Falqueza’s (2004) study revealed that teachers should give a
strong motivation to pupils to feel the value of the subject to their lives. More than
that, the teachers should also be aware of the effects of the kind of environment
where teaching- learning occured, since the taecher is the key factor which
establishments of interest and attitudes among pupils towards all the subject matter
While, according to Aguila et. al, (2005), there are many good ways to teach
methods and strategies are also useful. However, some strategies that fail with one
child may be beneficial to others. Good Teachers will adapt methods and strategies
The study of Bayeta et.al (2003), revealed that teachers’ good guidance
skills that should always be possessed by them to maintain the attention in class are
Woolfolk et. al (2003), in their study revealed that in order to meet the needs
of the learners, the teacher needs to know and use the different teaching strategies.
The teacher must provide an atmosphere where mistake sustains interest in the
learning activity.
36
Realizing this, the teacher should usher in every lesson or unit with some
connect the current lesson or unit with any of the following; first previous
experiences or lessons, preferably those which the learners found meaningful and
satisfying, second learning outcomes from related fields or subject areas and last
entertaining students’ questions regarding the lesson and requiring the students to
Abrenica et. al (2000) stressed that the main task of the teacher is to guide
the learner in the learning process. They said that a modern teacher is a guide and a
friend of the students, and should therefore stimulate and direct the teaching-
learning tasks to the maximum benefit of the students. Further, the teachers should
identify and provide for the needs, interest and abilities of the learners.
Synthesis
This section refers to the similarities and differences of the reviewed studies
related to the present study. Generally, the cited studies have greatly helped the
The study of Gonzales gains resemblance in this study in the way that both
stressed out the responsibility of a teacher under the newest curriculum, the K-12
Program. The only difference is that they test the in- service teacher’s preparedness
over the new curriculum. Meanwhile, the present study detest the teachers- to- be’s
The study of Barte obtained similarities to the present study because both
dealt with teachers' attitude towards teaching profession. It differs in the way that
the former study focuses on the effect of teachers' values attitudes towards the
learning process while the present study wants only to determine the values
The study of Lubis et. al. is similar to the present study since both want to
learning process. It differs in the way that the former study mainly focus on the
Meanwhile, the present study focuses on the values articulated in the NCBTS
Furthermore, the study of Aguila et. al is similar to the present study in the
way that both argues about the attributes of being an educator, the values of being
an effective teacher. Meanwhile, the cited study is different with the present study
differences while the latter is addressing all the elements that make up the learning
However, the study of Comiso is similar to the present study since both
deals with the teacher as key factor who influences all the learners with their
behaviors and values and also the ways which the teacher make for students to
learn effectively. Meanwhile, the former study differs with the latter in the way that
the former only focus on the teaching- learning environment which affects the
learners' motivation and ability to learn while the present study deals with
identifying all the teachers' aspect affecting the extent of students' learning.
The study of Bayeta et. al is similar to the present study because the latter
their study focuses on the in- service teachers as their respondents while the present
the National Competency Based Teachers Standards. However, the former study
only focus in the teaching- learning process strategies while the present study deals
with the student teachers' application of all the elements stated in the NCBTS.
because they both aimed to determine the values orientation in teaching profession.
39
However, they are different in the sense that they also focus on the effect of the
teachers’ values orientation to the students while the present study only determine
Meanwhile, the study of Abrenica et. al. is similar to the present study
because both dealt with the teachers' responsibility in the learners during the
learning process. Moreover, the former study only deals with the teacher being a
guide and a friend to the students while the present study focuses on the seven
Chapter III
RESEARCH METHOD AND PROCEDURE
This chapter contains the research design, research instrument and treatment
in the study. This also includes the respondents and sampling techniques together
Research Design
This study used the descriptive method of research since the study is
information about the existing conditions. This method is the collection of data in
order to test and answer the questions concerning the current status of the subject of
the study.
The researchers used the survey research technique to gather the desired
information from the pre- service teachers who served as the respondents of the
study.
The respondents of the study were 62 BSEd fourth year pre- service teachers
of BatStateU- Rosario who are English, Filipino and MAPEH major students. Their
Table 1
Distribution of the Respondents
TOTAL 62 62
The questionnaire was used to gather information regarding the study. It was
Prior to the preparation of the questionnaire, the researchers read books and
unpublished theses and searched the internet to acquaint themselves of the possible
information, reading related articles and theses, and researching from the libraries
prepared questionnaire by the researchers was based from the value orientation
The researchers made two sets of questionnaires, one for the pre- service
teachers and one for their cooperating teachers. The constructed questionnaire was
based on the seven domains of the National Competency- Based Teacher Standards
The questionnaire is composed of two parts. Part I contains the profile of the
respondents in terms of their age, sex, civil status and field of specialization. This
part is answerable by checking the space before each option. Part II contains the
values which should be shown by the pre- service teachers which are composed of
10 items per domain and are answerable by putting a check on the opposite column
presented to the adviser for content validation and some revisions. Another draft
was presented to another group of validators for grammatical accuracy and style as
well as the contents. Corrections and revisions were made. After this, the
schools for permission. The Dean of the College of Teacher Education was also
given a letter for the permission to administer the questionnaire to the pre- service
teachers. When it was already signed by the needed signatories, the researchers
concerned authorities.
Scoring of the Responses. After the questionnaire was sent back to the
conformity with the items found in questionnaire. To assess the values orientation
necessitated visits to libraries and reading from references. The concepts were
framed into a questionnaire which was validated and approved for use.
administer the questionnaire. With the approval gained, the researchers personally
Rosario, San Juan and Taysan Batangas. After explaining each part of the
questionnaires, the respondents started answering it. The respondents were given
enough time to answer all the items completely. The data gathered were tallied and
statistically treated.
evaluate and analyze the data gathered. The following statistical tools were used to
Chi-square. This was used to find out if there’s a significant relationship between
the profile of the pre- service teachers and their values orientation.
Frequency. This was used to determine the number of the pre-service teacher-
respondents.
Percentage. This was used to show the distribution of respondents in terms of their
profile.
45
Ranking. This was utilized to explicitly confirm the positional importance of the
Weighted Mean. This was used to quantify the data on the extent of the possessed
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of the responses of the
The study included several profile variables to gain over all information
1.1 Age;
Table 2
Distribution of the Pre-service Teachers in terms of their Age
the respondents belong to 19-21 years old bracket during the time of survey, while,
three or 4.84 percent were 22-24 years old and 2 or 3.22 percent were 25 years old
and above.
Data show that majority of the respondents are 19-21 years old. This is
because 19-21 is the usual age range of a fourth year college student.
47
1.2 Sex;
Table 3
Distribution of the Respondents in terms of their Sex
It can be seen in the table, 51 or 82.26 percent of the respondents are female
and 11 or 17.74 percent are male. This means that there are more female pre-
It can be observed that more female prefer to take education courses than
teacher is not only tasked to teach but also to care and protect the children and give
motherly love to them. Thus, not only one aspect should be utilized but they should
also harness cognitive, affective and psychomotor activities. It can be observed that
most male respondents of this study are MAPEH major students, thus, masculines
want to enhance psychomotor activities more than utilizing cognitive and affective.
Status.
Table 4
48
respondents are single and 1 or 1.61 percent is married. When the questionnaires
because people are expected to finish their studies first before having their own
family.
specialization.
Table 5
Distribution of the Respondents in terms of their Field of Specialization
The table shows that 16 or 25.81 percent were taking up English, 26 or 41.94
percent were taking up Filipino and 20 or 32.25 percent were taking up Mapeh as
Table 6
Values orientation of the Pre-service Teachers in terms of
Social Regard for Learning
1.2. I educate the students on the importance of selecting the 4.35 GE 5.5
appropriate company.
1.4. I inform students, parents and other concerned persons regarding 3.89 GE 10
school policies and procedures.
1.9. I know a lot of sources through which social learning may be 4.05 GE 9
experienced.
1.10. I provide different activities that can motivate the students 4.39 GE 4
towards learning.
Composite Mean 4.30 GE
50
It can be gleaned from table 6 that pre-service teachers follow the rules and
regulations of the school to serve as role model for the students ranked first with
the weighted mean of 4.66 and verbally interpreted as to a very great extent.
This is proven by Salandanan (2012) that the teacher must show that she is
responsibility.
great extent. This is further supported by Calderon (2006) that the teacher is a
his pupils in all aspects of life. Children are good imitators and they usually
the item which states that they maintain appropriate appearance and decorum on
all occasions. According to Zulueta (2006), teachers are the visual aids for the
The pre-service teachers provide different activities that can motivate the
students towards learning, ranked fourth with a weighted mean of 4.39 and
(2007), when students are motivated, they learn well, they acquire the
effective teacher's set plan for learning activities that works best to motivate and
educate the students of the importance of selecting the appropriate company and
also they model the value of punctuality or being on time both ranked fifth with
What the pupil/students see, they emulate. Teachers demand punctuality from
the students, then, punctuality should be exercised in deeds not only in words.
seventh with a weighted mean of 4.24 and verbally interpreted as great extent.
great extent indicates that pre-service teachers encourage students to learn from
different social experiences. Ninth on the rank is that they know a lot of sources
weighted mean of 3.89 and verbally interpreted as great extent, the item which
52
states that pre-service teachers inform students, parents and other concerned
The pre- service teachers proved that they maintain quality relationship with
their students. Their action speaks for their innate desire to teach in the most
The table below reveals that under this domain, first on the rank is the item
which states that the pre-service teachers encourage students to express their ideas
without inhibitions during class discussions with a weighted mean of 4.55 and
verbally interpreted as very great extent. Moreover, the item which states that pre-
Third on the rank with a weighted mean of 4.50 is the item which states that
the pre-service teachers encourage learners to ask questions. Bayeta et,.al (2003)
class activity, praising students’ performances and identifying learner’s need and
Furthermore, the item which states that pre-service teachers make sure that
each student is completing their own work rather than the work of peers ranked
53
fourth with a weighted mean of 4.37 and verbally interpreted as great extent. Fifth
on the rank with a weighted mean of 4.35 and verbally interpreted as great extent is
the item which indicates that pre-service teachers handle their students past projects
with care so that they will know that their works are valued.
On the other hand, sixth on the rank are the items which state that pre-
service teachers make sure that desks and furniture are properly arranged and they
With a verbal interpretation as to a great extent, they lay down ground rules
early in class which ranked eighth with a weighted mean of 4.21. Ranked ninth
with a weighted mean of 4.05 is the item which states that they provide guidance
when a student fails to reach the standard performance during the learning process
to a great extent.
information for further learning ranked tenth with a weighted mean of 3.52 and
This indicates that pre- service teachers make ways for their students to feel
welcome and accepted. They provide a classroom setting which engaged the
Table 7
Values orientation of the Pre-service Teachers in terms of
Learning Environment
Table 8
Values orientation of the Pre-service Teachers in terms of
Diversity of Learning
Pre-service Teacher
Item WM VI Rank
3.1. I avoid giving bias to any religion, culture and gender. 4.63 VGE 2
3.2. I am careful on giving examples that may offend the 4.56 VGE 3
students.
4.65 VGE 1
3.3. I avoid favoritism in any aspect.
3.6. I select learning experiences that are appropriate to the 4.50 VGE 4
needs and difficulties of my students.
3.9. I remind the students that each individual has their own
strengths and weaknesses. 4.48 GE 5
The table manifested that the item which states that pre-service teachers
avoid favoritism ranked first with a weighted mean of 4.65 and a verbal
interpretation of very great extent. Second on the rank is that they avoid giving bias
to any religion, culture and gender which obtained a weighted mean of 4.63 and
4.56 and a verbal interpretation of very great extent, the pre-service teachers are
careful on giving examples that may offend the students ranked third.
56
Additionally, to a very great extent, the item which states that they select
learning experiences that are appropriate to needs and difficulties of their students
ranked fourth with a weighted mean of 4.50. In the book of Acero et. al (2000) they
cited that learners differ from one another physically, intellectually, socially and
emotionally. Every learner is a unique personality, separate and distinct from the
rest. It is from this premise that the teacher defines his role in the classroom to
ensure the educational growth and development of the learner. He, therefore, takes
stability, and task readiness along with his levels of aptitude and degree of
maturity.
Meanwhile, ranked fifth is they remind the students that each individual has
their own strengths and weaknesses with a weighted mean of 4.48 and verbally
They avoid stereotyping posted on the sixth rank which obtained a weighted
Bilbao et. al. (2006), according to her, teachers and students should learn to reduce
or eliminate stereotyping and other related biases that have negative effects on
Seventh on the rank is the item which states that they assure that the
weighted mean of 4.42 and verbally interpreted as great extent. Moreover, ranked
57
ninth with a weighted mean of 4.35 and verbally interpreted as great extent, the
Lastly, tenth on the rank is that they are aware of the students background,
experiences and discipline with a weighted mean of 4.08 and verbally interpreted as
great extent. This is explained by Santos (2007) when she stated that in today’s
about people from different cultural backgrounds and are sensitive to their needs.
characteristics and see to it that the learning experiences would be appropriate for
their needs and difficulties. This is supported by Bilbao et. al. (2006) when they
stated in their book that diversity of learners has now become a local and global
concern among teachers. Even in our classroom, diversity has been recognize as an
element that needs attention. It is a fact that interest in individual differences and
status and family background are some of the factors that require multiple
approaches in teaching. This reality is a great challenge to all teachers, hence, there
2.4 Curriculum
terms of curriculum.
Table 9
Values orientation of the Pre-service Teachers in terms of
Curriculum
Item Pre-service Teacher
WM VI Rank
4.1. I state the learning outcomes/objectives to students 4.45 GE 3
before starting the lesson.
4. 2. I make sure that my learning activities and 4.55 VGE 1
assessments are aligned with the lesson objectives.
4.3. I use varied instructional materials that would best
4.40 GE 4.5
help me to attain the objectives of the lesson.
4.4. I consider the students learning style, goals and
other differences in selecting instructional materials. 4.40 GE 4.5
Table 9 reflected that the pre-service teachers make sure that their learning
activities and assessments are aligned with the lesson objectives, ranked first with a
and achievement.
Moreover, second on the rank states that the pre-service teachers use
motivational strategies and activities to present the subject matter in a way that
engages the students’ interests to learn with a weighted mean of 4.52 and verbally
verbally interpreted as to a great extent is the item which states that the pre-service
lesson ranked third. This is supported by Comiso’s (2004) study which revealed
that teachers should give a strong motivation to pupils to feel the value of the
Pre-service teachers use varied instructional materials that best help them
attain the objectives of the lesson and they consider the students learning style,
60
goals and other differences in selecting instructional materials were both ranked
Ranked sixth with the weighted mean of 4.39 is that pre-service teachers
enter the classroom having ample mastery of the lesson. This is further supported
by Zulueta (2006) when he cited that effective teachers must have the mastery of
the subject matter. Mastery of the subjects calls for the teacher's expertise in their
own field. It also needs their ability to let concepts understandable to learners.
interpreted as great extent indicates that pre-service teachers ensure that the content
of their teaching materials are accurate and updated. Eighth on the rank is the item
which states that the pre-service teachers explain the connection of the current
content of the lesson with the past’ obtained a weighted mean of 4.32 and verbally
interpreted great extent. Pre-service teachers assure that the learning outcomes of
each lesson are attainable within the allotted time got a weighted mean of 4.31 with
Lastly, the item which states that the pre-service teachers use the art of
weighted mean of 4.45 and ranked tenth. For Vega (2008), beginning teachers and
student teachers have to acquire and master certain skills and techniques to be able
61
to teach effectively. Skill in the art of questioning is one of the skills that should be
acquired by student teachers and beginning teachers and beginning teachers since it
is basic to good interaction between the teacher and the pupils/ students.
This domain garnered the highest composite mean of 4.37. This means that
undergone and the constructive criticisms given by the instructors for them to
develop their potentials and improve the aspects they are lacking in.
Table 10 revealed that the highest weighted mean of 4.60 was obtained by
the statements saying that the pre-service teachers submit record of the student to
their superiors at school and they provide chances for those students who failed to
answer right on the first try, ranked second which was verbally interpreted as great
assessment allow multiple answers rather than only one correct answer.
Performance- based assessment, student reports and journals are rich sources of
Ranked third with a weighted mean of 4.58 and verbally interpreted as very
great extent indicates that they assure that the grades of each student will be
confidential to others. Moreover, the fourth rank was obtained by the item which
62
states that the pre-service teachers see to it that the performance-based and product-
based assessment are objectively constructed through rubrics with a weighted mean
great extent and ranked fifth states that they give quick, appropriate and consistent
feedback to the learner. Furthermore, the item which states that the pre-service
teachers use number of techniques to assess their student learning such as written
test, oral discussion, written reports, simple research projects and other creative
products and journals got the sixth rank with a weighted mean of 4.37 and verbally
Furthermore, item which ranked seventh indicates that they make sure that
they never alter any record of the students with a weighted mean of 4.32 and
verbally interpreted as great extent. Item which states that the pre-service teachers
inform the learners about their grades and what they need to do in order to improve
them obtained a weighted mean of 4.18, ranked eighth with a verbal interpretation
of great extent.
Pre-service teachers also teach students how to judge their own performance
weighted mean of 4.06 which was verbally interpreted as great extent. This is
further supported by Salandanan (2005), where students are now being encourage
to "self- assess" and gather feedback rather than rely on others to discover their
63
own progress. Results can heighten motivation and interest to pursue successful
completion of objectives.
In addition, ranked tenth is the item which states that they make sure that
parents of the students will be informed about their children’s progress in their
3.50 and verbally interpreted as great extent. This is supported by Bilbao (2012)
who emphasized that recording student progress is one of the most important
authorities, the parents, and sponsors are interested to know how their children are
of such records, teachers must practice care in keeping accurate records and
progress to parents will help build a positive and harmonious relationship between
the teachers and parents, more importantly, between the school and the home.
The values under this domain were possessed by the pre-service teachers to
a very great and great extent. This means that they are effective in aligning the
assessment and planning the activities. Specifically, they are aware on the
Table 10
Values orientation of the Pre-service Teachers in terms of
Planning, Assessing and Reporting
Pre-service Teacher
Item
WM VI Rank
5.1. I inform the learners about their grades and what they need to 4.18 GE 8
do in order to improve them.
5.2. I make sure that parents of the students will be informed about 3.50 GE 10
their children’s progress in my class through a conference/
meeting with them.
5. 3. I submit the records of the students to my superiors in school. 4.60 VGE 1.5
5.4. I use number of techniques to assess their learning such as 4.37 GE 6
written tests, oral discussion, written reports, simple research
projects and other creative products and journals.
4.32 GE 7
5.5. I make sure that I never altered any record of the students.
5.7. I assure that the grades of each student will be confidential to 4.58 VGE 3
others.
5.8. I provide a chance for those students who failed to answer 4.60 VGE 1.5
right on the first try.
5.9. I teach students how to judge their own performances through 4.06 GE 9
self- review or peer monitoring and reflection.
4.40 GE 5
5.10. I give quick, appropriate and consistent feedbacks to the
learner.
Composite Mean 4.31 GE
Table 11
Values orientation of the Pre-service Teachers in terms of
Community Linkages
6.8. I get ideas and activities from the community and 4.10 GE 5
use them in my teaching.
The table above reflected that under this domain, the pre-service teachers explain
the relationship of every topic to students’ values at home had a weighted mean of
4.48 and verbally interpreted as great extent. Moreover, on the second rank is the
66
item which states that they develop understanding of their students’ lives to
increase the relevance of lesson and make examples more meaningful obtained a
weighted mean of 4.39 and verbally interpreted as great extent. Third on the rank
with a weighted mean of 4.15 and verbally interpreted as great extent states that
With a weighted mean of 4.13 and verbally interpreted as great extent indicate that
they encourage students to employ what they learn in school in their daily
On the fifth rank, pre-service teachers get ideas and activities from the
community and use them in their teaching, obtained a weighted mean of 4.10 and
verbally interpreted as great extent. For Salandanan (2005), some common learning
sites accessible in the nearby community are plant nurseries, mini- zoo, fruit
orchards, open ricefields, electrical and chemical plants, factories, medical clinics,
Furthermore, the item which states that pre-service teachers explain to their
students the different issues in the community obtained a weighted mean of 3.94
and verbally interpreted as great extent, ranked sixth. On the other hand, seventh on
the rank indicates that pre-service teachers encourage their students to participate in
Pre-service teachers assure that they use materials in the community to support
the learning activities in the classroom got a weighted mean of 3.74 and verbally
67
professionals and experts from the community could serve as additional sources of
officials in order to ensure more support from them obtained a weighted mean of
they can do to help improve the learners’ values got a weighted mean of 3.23 and
This domain obtained the lowest composite mean of 3.92. This only means that
the values under community linkages are the least possessed by the pre-service
teachers as compared to the values of other domains. Thus, this domain should be
given attention for the pre-service teachers to learn the value of community in the
teaching-learning process.
Table 12
Values orientation of the Pre-service Teachers in terms of
Personal Growth and Professional Development
WM VI Rank
It can be gleaned from the table that under this domain, first on the rank is
that pre-service teachers continually improve their teaching each day to give their
students better learning obtained a weighted mean of 4.60 and verbally interpreted
On the second rank, pre-service teachers are updated on the K-12 system of
education got a weighted mean of 4.56 and verbally interpreted as to a very great
extent. In support with this, Gonzales et.al (2014) mentioned that teachers are the
69
critical players in the k-12 education program. Thus, their support is necessary to
bring the vision of K-12 closer to reality. Teachers are enjoined to understand
Furthermore, with a weighted mean of 4.50 and ranked third is the item
which states that they are aware of their strengths and weaknesses in teaching
which is verbally interpreted as to a very great extent also. On the fourth rank, pre-
service teachers attend seminars to learn more got a weighted mean of 4.42 and
verbally interpreted as great extent. They are also acquainted with school and
district policies which obtained a weighted mean of 4.34 and verbally interpreted a
great extent, ranked fifth. Moreover, on the sixth rank with a weighted mean of
4.29 and verbally interpreted as great extent indicates that they are acquainted with
They also engage in conversations with teachers teaching the same subject
they are handling obtained a weighted mean of 4.24 and verbally interpreted as
because he believed that when teachers work as a group, when their professional
expertise and talents blend and utilized and are used to be fullest extent toward the
greater than the sum total of the individual talents of each teacher working with his
With a weighted mean of 4.13 and verbally interpreted as great extent, pre-
service teachers are very much enthusiastic in doing teacher’s activities, ranked
eight. On the other hand, pre-service teachers work with their colleagues, parents
On the tenth rank, with a weighted mean of 3.34 and verbally interpreted as
The pre-service teachers have a high personal regard for their teaching
profession as the data revealed that the three values under this domain were
possessed to a very great extent. This proves that pre-service teachers are very
much open for the experiences that may improve their teaching each day.
Values Orientation
Table 13 presents the relationship between the profile of the pre- service
teachers -respondents and their values orientation in terms of social regard for
learning.
71
Table 13
Relationship between the profile of the pre-service teachers -
respondents and their values orientation in terms of Social Regard for
Learning
Since the computed chi values are less than the critical values, then it failed
to reject the null, thus all these factors are not significant.
Filipinos in general, regardless of their age, sex and civil status and field of
Table 14
Relationship between the profile of the pre-service teachers -
respondents and their values orientation in terms of learning environment
It can be seen from the table that the computed chi values of 9.28 in terms of
age and 3.31 in sex are less than the critical values 15.51 and 9.49, then it failed
to reject the null, thus these factors are not significant. However, in terms of civil
72
status and field of specialization the computed chi values of 9.28 and 3.3 are more
than the critical values, it then rejects the null, meaning these factors are
significant.
This study showed that the pre- service teachers’ civil status and field of
On the other hand, age and sex did not influence their values orientation.
Table 15
Relationship between the profile of the pre-service teachers -
respondents and their values orientation in terms of diversity of learning
Profile Variables df Critical Computed Decision on Ho Verbal
values λ2 values Interpretation
Age 8 15.51 19.42 Reject Significant
sex 4 9.49 3.80 Failed to reject Not Significant
civil status 4 9.49 41.31 Reject Significant
field of 8 15.51 9.63 Failed to reject Not Significant
specialization
α=0.05 (level of significance) df=degree of freedom
The table showed that the computed chi values of 3.80 and 9.63 in terms of
sex and field of specialization are less than the critical values of 9.49 and 15.51;
then they failed to reject the null, thus these factors are not significant. However,
in terms of age and civil status the computed chi values of 19.42 and 41.31 are
more than the critical values of 15.51 and 9.49, it then rejects the null, meaning
In the four variables in this study such as sex, age, civil status and field of
specialization, age and civil status registered significant while sex and field of
Age is significant because it can largely affect the pre service teachers in the
way that those older students are more mature compared to the younger age.
Moreover, civil status is significant since a married person can understand the
students better.
3.4. Curriculum
Table 16
Relationship between the profile of the pre-service teachers -
respondents and their values orientation in terms of curriculum
It can be seen from the table that the computed chi values in terms of age
4.09, sex 1.78 and civil status 8.04 are less than the critical values of 15.51 and
9.49, then it failed to reject the null, thus these factors are not significant. However,
only the field of specialization has the computed chi value of 25.93 that is more
than the critical value of 15.51, then it rejects the null, meaning this factor is
significant.
As what can be seen from the table, three out of four stated variables were
registered not significant. These are the age, sex and civil status. Therefore, these
do not affect the values orientation of pre- service teachers in terms of curriculum.
affects their values orientation. This is because different field has different
Table 17
Relationship between the profile of the pre-service teachers -
respondents and their values orientation in terms of planning, assessing and
reporting
It can be gleaned from the table that the computed chi values in terms of sex,
7.66 and civil status, 4.04 are less than the critical values of 9.49 on both
variables, then it failed to reject the null, thus these factors are not significant.
However, in terms of age and field of specialization the computed chi values of
17.18 and 21.87 are more than the critical values 15.51, then it rejects the null,
The table showed that age and field of specialization reject the null
reporting. On the other hand, sex and civil status registered non significance.
Age has a great effect in the values orientation of the pre- service teachers in
terms of planning, assessing and reporting. This is probably those older students
75
are mature enough to planning the lesson and assessing as well as reporting the
Table 18
Relationship between the profile of the pre-service teachers -
respondents and their values orientation in terms of Community Linkages
As revealed by the table, the computed chi values in terms of sex, 3.06
and civil status, 3.33 are less than the critical values of 9.49, then it failed to reject
the null, thus these factors are not significant. However, the profile age and field
of specialization have the computed chi values of 18.64 and 39.74 that are more
than the critical values of 15.51; then it rejects the null, meaning these factors are
Table 19
Relationship between the profile of the pre-service teachers -
respondents and their values orientation in terms of personal growth
and professional development
Profile Variables Df Critical Computed Decision on Ho Verbal
values λ2 values Interpretation
Age 8 15.51 17.30 Reject Significant
sex 4 9.49 25.09 Reject Significant
civil status 4 9.49 4.44 Failed to reject Not Significant
field of specialization 8 15.51 20.01 Reject Significant
The table showed that the computed chi value of 20.01 in terms of civil status
is less than the critical value, then it failed to reject the null, thus this factor is not
significant. In contrast, the rest of the variables such as age, sex and field of
specialization have the computed chi values of 17.30, 25.09 and 20.01 that are
more than the critical values of 15.51 and 9.49, then it rejects the null, meaning
Therefore, only the civil status is not significant while age, sex and field of
married, his personal regard for teaching profession does not change as long as
Table 20
Comparison of the Assessments of the Pre- service Teachers and
Cooperating Teachers in terms of
Social regard for learning
1.2. I educate the students on the importance of selecting 4.35 GE 5.5 4.27 GE 7
the appropriate company.
1.5. I model the value of punctuality or being on time. 4.35 GE 5.5 4.39 GE 4
1.7. I show appropriate behavior as an example to the 4.50 VGE 2 4.50 VGE 2
students.
4.16 GE 8 4.19 GE 9
1.8. I encourage students to learn from different social
experiences.
4.05 GE 9 4.23 GE 8
1.9. I know a lot of sources through which social
learning may be experienced.
4.39 GE 4 4.37 GE 5
1.10. I provide different activities that can motivate the
students towards learning.
Composite Mean 4.30 GE 4.34 GE
78
agreed that first on the rank is the item which states that pre-service teachers follow
the rules of the school which obtained a weighted means of 4.66 and 4.74 which
item which states that the pre-service teachers maintain appropriate appearance and
decorum on all occasions with a weighted mean of 4.44 for the pre-service teachers
and 4.40 for the cooperating teachers which were both verbally interpreted as to
great extent. In connection with this, Vega (2008) said that as a teacher, he/ she are
supposed to dress accordingly. A student teacher’s uniform will give him/ her an
authority especially if he/ she look awfully young. Further, their dress let the
Furthermore, the item which indicates that the pre-service teachers provide
different activities that can motivate the students towards learning was ranked
fourth by the pre-service teachers with a weighted mean of 4.39 and verbally
interpreted as to great extent. Whereas, the cooperating teachers ranked the said
item as fifth with a weighted mean of 4.37 and verbally interpreted as great extent.
79
For Santos (2007), teachers should use strategies that will encourage children to
explore their world, discover knowledge, reflect and think critically. These
strategies are indispensable in teaching and learning situation that can even value or
The item which states that the pre- service teachers educate the students on
the importance of selecting the appropriate company and model the value of
punctuality or being on time both ranked as sixth by the pre-service teachers with a
weighted mean of 4.35 and verbally interpreted as great extent. This is supported
by Vega (2008), according to her, punctuality is very important in the real world.
Tardiness defines the distance of the cooperating teacher and the pre- service
with a weighted mean of 4.27 and verbally interpreted as great extent and the latter
statement as fourth with a weighted mean of 4.39 and verbally interpreted as great
extent.
seventh and verbally interpreted as great extent based on the pre-service teachers
self-assessment. However, this item was ranked sixth by the cooperating teachers
On the eighth rank is the item which states that the pre-service teachers
mean of 4.16 and verbally interpreted as great extent. Whereas the said item was
ranked ninth by the cooperating teachers with a weighted mean of 4.19 and
On the other hand, the item which indicates that the pre-service teachers
know a lot of sources through which social learning may be experienced ranked
ninth by the pre-service teachers with a weighted mean of 4.05 and verbally
ranked eighth with a weighted mean of 4.23 and verbally interpreted as great
extent.
In addition, with a weighted mean of 3.89 for pre- service teachers and 3.97
for cooperating teachers which were both verbally interpreted as great extent, the
item which indicates that the pre-service teachers inform students, parents and
other concerned persons regarding school policies and procedures was ranked tenth
by both respondents.
pre-service teacher under this domain is further supported by Barte (2010) who
teaching.
81
The cooperating teachers exalted the pre- service teachers in their values
orientation in terms of social regards for learning. This evident that the pre- service
teachers really exhibits the right values in this domain. They exemplifies the values
of: obedience, they obey the rules of the school; good model, they show appropriate
appearance and decorum on all occasions. Thus, they absolutely possessed the
learning environment.
It can be gleaned in the table that the pre-service teachers and their
cooperating teachers both ranked the item which states that pre-service teachers
encourage the students to express their ideas without inhibitions during class
discussions as first with a weighted means of 4.55 and 4.24 and verbally interpreted
great extent, ranked second to pre-service teachers is the item which indicates that
the pre-service teachers ask questions in a non- threatening manner but it ranked
third to cooperating teachers with a weighted mean of 4.21 and verbally interpreted
as great extent. This is further supported by Zulueta (2006) who cited that teachers
82
reactions or comments.
third with a weighted mean of 4.50 and verbally interpreted as very great extent, as
teachers’ assessment, it ranked fourth with a weighted mean of 4.16 and verbally
On the other hand, pre-service teachers make sure that the desks and
furniture are properly arranged ranked fourth for the pre-service teachers and
second for the cooperating teachers with a weighted means of 4.37 and 4.23 and
This is further supported by Bilbao (2012) when she stated in her book “The
both attractive and a comfortable place to stay in. Students and teachers must be
alert and fast maintaining shiny floors and arrangement of instructional tools and
materials. Furniture kept in proper places and a well- planned seating assignment
Ranked fifth for the pre-service teachers and sixth for the cooperating
teachers with a weighted means of 4.35 and 4.18 and verbally interpreted as great
extent is that pre-service teachers makes sure that each student is completing their
Moreover, the item which indicates that pre-service teachers make efforts to
actually know their students’ strengths, weaknesses and capabilities ranked sixth
for pre-service teachers and fifth cooperating teachers with a weighted means of
Ranked seventh for the pre-service teachers and ninth for the cooperating
teachers is that pre-service teachers handle the students’ past project with care so
that they will know that their works are valued which obtained a weighted means of
interpreted as great extent, pre-service teachers lay down the ground rules early in
class so that students will be aware of the rules and consequences ranked eighth for
Ranked ninth for pre-service teachers and eighth for cooperating teachers is
the item which states that pre- service teachers provide guidance and counseling
when a student fails to reach the standard performance during the learning process
with a weighted means of 4.05 and 4.06 and verbally interpreted as great extent.
However, ranked tenth for both respondents with the lowest weighted means
of 3.52 and 3.77 but still with a great extent is the pre-service teachers’ willingness
The pre- service teachers' assessments are congruent with that of their
cooperating teachers. This proves that the pre- service teachers illustrate their
84
concern for the learning environment which is very essential to the learning
process. The fact that they encourage the students to express their ideas without
inhibitions during class discussion, ask questions in a non- threatening manner and
Table 21
Comparison of the Assessments of the Pre- service Teachers and
Cooperating Teachers in terms of
Learning Environment
Item Pre- service Teacher Cooperating Teacher
WM VI Rank WM VI Rank
2.1. I make sure that the desks and furniture are properly 4.37 GE 4 4.23 GE 2
arranged for students to have a clear and unobstructed view of all
instruction.
3.52 GE 10 3.77 GE 10
2.2. I make bulletin boards that provide information for further
leaning.
2.3. I lay down the ground rules early in class so that students 4.21 GE 8 4.10 GE 7
will be aware of the rules and the consequences for not following
such rules.
4.50 VGE 3 4.16 GE 4
2.4. I encourage learners to ask questions.
4.53 VGE 2 4.21 GE 3
2.5. I ask questions in a non-threatening manner.
4.55 VGE 1 4.24 GE 1
2.6. I encourage the students to express their ideas without
inhibitions during class discussions.
4.35 GE 5 4.13 GE 6
2.7. I make sure that each student is completing their own work,
rather than the work of peers.
4.34 GE 6.5 4.15 GE 5
2.8. I make efforts to actually know my students’ strengths,
weaknesses and capabilities.
4.34 GE 6.5 4.05 GE 9
2. 9. I handle my students’ past project with care so that they will
know that their works are valued.
8
2.10. I provide guidance when a student fails to reach the 4.05 GE 9 4.06 GE
standard performance during his/ her learning process.
.
Composite Mean 4.28 GE 4.11 GE
85
diversity of learning.
Table 22
Comparison of the Assessments of the Pre- service Teachers and
Cooperating Teachers in terms of
Diversity of Learning
Pre-service Teacher Cooperating Teacher
Item WM VI Rank WM VI Rank
3.1. I avoid giving bias to any religion, 4.63 VGE 2 4.52 VGE 1
culture and gender.
It can be gleaned from the table that under this domain, first on the rank is
the item which states that the pre-service teachers avoid favoritism in any aspect
ranked first by the pre-service teachers with a weighted mean of 4.65 and verbally
interpreted as to very great extent. However, for cooperating teachers, this item
only ranked third with a weighted mean of 4.37 and with a verbal interpretation of
great extent.
It can be noted from the table that the item which says that pre-service
teachers avoid giving bias to any religion, culture and gender was ranked second by
the pre-service teachers with the weighted mean of 4.63 and a verbal interpretation
of very great extent but this was ranked first by their cooperating teachers with a
Moreover, item which states that the pre-service teachers are careful on
giving examples that may offend the students was ranked third by the pre-service
teachers with a weighted mean of 4.48 and verbally interpreted as very great extent.
On the other hand, their cooperating teacher ranked this item as second with a
weighted mean of 4.48 and verbally interpreted as great extent. This is supported
such that preferential treatment can result to negative responses and indifference.
Furthermore, item which says that the pre-service teachers select learning
experiences that are appropriate to the needs and difficulties of their students was
ranked fourth by the pre-service teacher with a weighted mean of 4.50 and verbally
teachers, was also ranked fourth having a weighted mean of 4.24 and verbally
interpreted as great extent. This is further supported by Woolfolk et. al (2003), she
stated that in order to meet the needs of the learners, the teacher needs to know and
use the different teaching strategies. The teacher must provide an atmosphere
In addition to this, item which says that the pre-service teachers remind the
students that each individual has their own strengths and weaknesses and was
ranked fifth as assessed by themselves, obtained a weighted mean of 4.48 and has a
teachers, this item was ranked seventh with a weighted mean of 4.13 and verbally
Ranked sixth, as assessed by pre- service teachers, was the item which says
that pre-service teachers avoid stereotyping with a weighted mean of 4.44 and a
teachers, was also ranked sixth having a weighted mean of 4.14 and verbally
Seventh in the rank as assessed by pre-service teachers was the item which
states that pre-service teachers assure that the teaching strategies are applicable to
different learning styles of learners with a weighted mean of 4.42 and verbally
interpreted as great extent. However, as for cooperating teachers, this item ranked
ninth having a weighted mean of 4.04 and verbally interpreted as great extent. This
is further explained by Acero et. al, (2000) that good teaching recognizes individual
differences. The slow- learning child, the average child, and the bright child, the
social, physical, spiritual, aesthetic, and moral development. Good teaching will
intolerant of diversity with a weighted mean of 4.35 and ranked fifth with the
weighted mean of 4.19 by the cooperating teachers. This was verbally interpreted
as to great extent.
cater the learner's multiple intelligences was ranked ninth by the pre-service
teachers with a weighted mean of 4.27. But for their cooperating teachers, this was
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ranked tenth with a weighted mean of 4.03. However, it was verbally interpreted as
Furthermore, the item which says that pre-service teachers are aware of the
ranked tenth but in the assessment of cooperating teacher, it was ranked eight
having the same weighted mean of 4.08 and verbal interpretation of great extent.
particular area that is included in the child’s curriculum, equipped with confidence
stresses the need to know the interests, abilities and past experiences of growing
children. In doing so, the values and empathy and sincere desire to help emerge. A
showed the undeniable regards for the different learning styles of the diverse
learners. It is evident by the statement that they avoid favoritism in any aspect,
avoid bias to any religion, culture and gender, and careful on giving examples that
4.4 Curriculum
The table below presents the comparison of the assessment of values orientation
First on the rank is the item which states that the pre-service teachers make sure
that their learning activities are aligned with the lesson objectives with a weighted
second with a weighted mean of 4.42 and verbally interpreted as great extent.
Zulueta (2006) explained that many materials and media are available. The
teacher’s selection should depend on the objectives and content of the lesson plan;
the age, the abilities and interests of the learners, the teachers abilities to use the
resources; the availability of the materials and equipment; and the classroom time
available.
Furthermore, the item which indicates that the pre-service teachers use
motivational activities to present the subject matter in a way that engages the
students’ interest to learn was ranked second with a weighted mean of 4.42 and
assessed by their cooperating teachers, this item got the third rank with a weighted
was the item which states that the pre-service teachers state the learning outcomes/
91
objectives with a weighted mean of 4.45 and verbally interpreted as great extent.
Whereas, in the assessment of the cooperating teacher, this item was ranked fourth
with a weighted mean of 4.19 which is also verbally interpreted as great extent.
Ranked fifth were the items which state that the pre-service teacher use
varied instructional materials that would best help them to attain the objectives of
the lesson and that they consider the students learning style, goals and other
in the assessment of the cooperating teachers, the former statement was ranked first
with a weighted mean of 4.50 and verbally interpreted as very great extent while
the latter statement was ranked seventh with a weighted mean of 4.16 and verbally
In addition, ranked sixth is the item which states that the pre-service teachers
enter the classroom having an ample mastery of the lesson with a weighted mean of
4.39 and verbally interpreted as great extent as assessed by the pre-service teachers
knowledge of subject matter includes much more than just facts, terms, and general
ideas, ways of thinking and arguing patterns of change within a discipline, beliefs
about a discipline, and the ability to carry ideas from one discipline to another.
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states that the pre-service teachers ensure that the content of their teaching
materials are accurate and updated with a weighted mean of 4.34 and verbally
Ranked eighth is the item which states that the pre-service teachers explain
the connection of current content of the lessons with the past’ with a weighted
mean of 4.32 and verbally interpreted as great extent in the pre-service teachers
was also ranked eighth with a weighted mean of 4.32 which was verbally
to her, the teacher should usher in every lesson or unit with some form of
the current lesson or unit with any of the following; first previous experiences or
lessons, preferably those which the learners found meaningful and satisfying,
second learning outcomes from related fields or subject areas and last real
Moreover, ranked ninth is the statement which indicates that the pre-service
teachers assure the learning outcomes of the lesson are attainable within allotted
time with a weighted mean of 4.31 and verbally interpreted as great extent in the
teachers assessment, this item was also ranked ninth with a weighted mean of 4.10
However, ranked tenth by both the respondents, the item which states that
the pre-service teachers use the art of questioning for the students to be engaged in
higher order thinking with a weighted mean of 3.98 which is verbally interpreted as
great extent for pre-service teachers and 3.97 also verbally interpreted as great
extent for the cooperating teachers. This is supported by Salandanan (2009) states
questioning is the key that unlocks thinking, hence learning. That the teachers must
be skilled in asking clear and well- framed questions in order to elicit meaningful
remarks, students are guided in pursuing the right answers with ease and
confidence.
The exceptional values and qualities possessed by the pre- service teachers
were found in this domain. Curriculum is the heart of every teaching- learning
process. Pre- service teachers shows great values orientation in this domain which
is evident by the fact that they make sure that their learning activities and
assessments are aligned with the lesson objectives, use varied instructional
materials that would best help them to attain the objective, use motivational
strategies and activities to present the subject in the way that engages the students
to learn.
94
Table 23
Comparison of the Assessments of the Pre- service Teachers and
Cooperating Teachers in terms of
Curriculum
Item Pre-service Teacher Cooperating Teacher
WM VI Rank WM VI Rank
4.1. I state the learning outcomes/objectives to 4.45 GE 3 4.19 GE 4
students before starting the lesson.
4.3. I use varied instructional materials that 4.40 GE 4.5 4.50 VGE 1
would best help me to attain the objectives of
the lesson.
The table which follows presents the comparison of the assessment of values
Table 24
Comparison of the Assessments of the Pre- service Teachers and
Cooperating Teachers in terms of
Planning, Assessing and Reporting
5.2. I make sure that parents of the students will 3.50 GE 10 3.81 GE 10
be informed about their children’s progress in my
class.
5.7. I select a textbook suitable for use in class. 4.58 VGE 3 4.47 VGE 1
The table manifested that the items which state that pre-service teachers
submit the records of the students to their superiors in school and that they provide
a chance for those students who failed to answer right on the first try, ranked 1.5
with a weighted mean of 4.60 and were verbally interpreted as very great extent.
Whereas, in the assessment of the cooperating teacher, the former statement was
ranked third with a weighted mean of 4.40 and verbally interpreted as great extent
whole the latter statement was ranked second with a weighted mean of 4.45 and
Furthermore, the item which states that the pre-service teachers select a
textbook suitable for use in class was ranked third with a weighted mean of 4.58
and verbally interpreted as very great extent. Whereas, this item as assessed by
cooperating teacher, was ranked first having a weighted mean of 4.47 and was
was the item which states that pre-service teachers have plan of their daily lesson
every time they enters into the classroom with a weighted mean of 4.52 and
cooperating teachers, this item was ranked fifth with a weighted mean of 4.35 and
However, the item which states that the pre-service teachers provide
feedback as soon as possible was ranked fifth with a weighted mean of 4.40 and
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as assessed by cooperating teachers, got the sixth rank having a weighted mean of
Ranked sixth was the item which states that the pre-service teachers use
number of techniques to assess their learning such as written tests, oral discussion,
written reports, simple research projects and other creative products and journals
with a weighted mean of 4.37 and verbally interpreted as great extent. Whereas,
this item, in the assessment of cooperating teachers, was ranked seventh with a
weighted mean of 4.29 and also verbally interpreted as great extent. This is further
systematic process that plays a very significant role in effective teaching and
instructional decisions.
In addition, ranked seventh is the item which states that the pre-service
teachers make sure that never altered any record of the students with a weighted
mean of 4.32 and verbally interpreted as great extent. Whereas, this item, in the
Ranked eighth was the item which states that the pre-service teachers inform
the learners about their grades and what they need to do in order to improve it with
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a weighted mean of 4.18 and verbally interpreted as great extent in the assessment
assessment, this item was also ranked eight having a weighted mean of 4.26 and
Ranked ninth, in the assessment of pre-service teachers, was the item which
states that pre-service teachers teach students how to judge their own performances
through self-review or peer monitoring and reflection with a weighted mean of 4.06
and verbally interpreted as great extent. Whereas, this item, in the assessment of
cooperating teachers, was also ranked ninth having a weighted mean of 4.11 and
Moreover, as assessed by the pre-service teachers, ranked tenth was the item
which states that pre-service teachers make sure that parents of the students will be
informed about their children's progress in their class with a weighted mean of 3.50
and verbally interpreted as great extent. Whereas, this item, in the assessment of
cooperating teachers, also ranked tenth, with a weighted mean of 3.81 and verbally
her, every school recognizes the enormous benefit derived from as parent- teacher
association. It works both ways – teachers communicating with the parents and
requested to visit and assist students and teachers in some classroom tasks. In
return, teachers make them confident that their children are in good hands.
99
teaching and learning. From the process of planning the lesson up to the assessment
of learnings and also reporting of the results of learning, the pre- service teachers
proved to possessed great values orientation as evident by the fact that they provide
a chance for those students who failed to answer right on the first try, submit the
records of the students to their superior in class and assure that the grades of each
As revealed by the table, rank first is the item which states that the pre-
service teachers explain the relationship of every topic to students' values at home
with a weighted mean of 4.48 and verbally interpreted as great extent in the pre-
service teachers’ self-assessment. Moreover, this item was ranked fourth by the
cooperating teachers with a weighted mean of 4.05 and verbally interpreted as great
extent.
Ranked second is the item which states that the pre- service teachers develop
understanding of their students' lives to increase the relevance of lesson and make
examples more meaningful with weighted mean of 4.39 and verbally interpreted as
great extent based on the assessment of the pre- service teachers themselves.
100
Whereas, in the cooperating teachers assessment, this item was ranked first with a
Third in the rank of the pre- service teachers was the item which states that
great extent. Moreover, it was ranked fourth in the assessment of the cooperating
teacher with weighted mean of 4.05 and verbally interpreted as great extent.
Furthermore, ranked fourth is the item which states that the pre- service
teachers encourage students to employ what they learn in school in their daily
interaction in the society with the weighted mean of 4.13 and verbally interpreted
as great extent. Whereas, the cooperating teachers ranked this item second with a
Moreover, both respondents’ fifth rank is the item which states that the pre-
service teachers get ideas and activities from the community and use them with the
weighted mean of 4.10 for pre- service teachers interpreted as great extent and 3.94
Sixth on the rank was the item which states that the pre- service teachers
explains to his/ her students the different issues in the community with a weighted
mean of 3.94 and verbally interpreted as great extent for the pre- service teacher
and 3.89 with the weighted mean of 3.89 verbally interpreted as great extent.
101
On the other hand, the item which states that the pre- service teacher
Ranked eighth is the item which states that the pre- service teachers assure
that they use materials in the community to support with a weighted mean of 3.77
assessment, this item was ranked eight with a weighted mean of 3.01 and verbally
Moreover, the item which indicates that the pre- service teachers attend
like parents and community officials in order to ensure more support from them
ranked ninth with weighted mean of 3.92 and verbally interpreted as to medium
extent by the pre- service teachers themselves. Furthermore, this item ranked tenth
The pre- service teachers communicate with barangay official to ask what
they can do to help improve the learners, ranked tenth with a weighted mean of
3.23 and verbally interpreted as great extent in the assessment of the pre- service
teachers. Whereas, this item was ranked ninth by the cooperating teachers with a
The interpretations under this domain are supported by Bilbao et al., (2006),
she stated that favorable partnership between the school and community will yield
Making linkages with the community is one of the most essential factor in
the pre- service teachers still possess the values most as great extent. The pre-
service teachers proved that they are good school- community linkers since they
understanding of their students' lives to increase the relevance of lesson and make
Table 25
Comparison of the Assessments of the Pre- service Teachers and
Cooperating Teachers in terms of
Community Linkages
6.8. I get ideas and activities from the community 4.10 GE 5 3.94 GE 5
and use them in my teaching.
Table 26
Comparison of the Assessments of the Pre- service Teachers and
Cooperating Teachers in terms of
Personal Growth and Professional development
Item Pre-service Teacher Cooperating Teaching
WM VI Rank WM VI Rank
7.1. I attend seminars to learn more. 4.42 GE 4 4.27 GE 7
7.3. I continually improve my teaching each day 4.60 VGE 1 4.37 GE 1.5
to give students better learning.
The table revealed that the item which states that the pre- service teachers
continually improve their teaching each day to give student better learning with the
weighted mean of 4.60 with verbal interpretation of very great extent ranked first in
the pre- service teachers’ self-assessment. Meanwhile, the item which states that
the pre- service teachers are updated on the K-12 system of education with a
weighted mean of 4.56 which is verbally interpreted as great extent ranked second.
105
Whereas in the assessment of the cooperating teachers, these two items were both
ranked as second, having a weighted mean of 4.37 and verbally interpreted as great
extent.
Furthermore, the item which states that the pre- service teachers are aware of
their strengths and weaknesses in teaching was ranked third with a weighted mean
of 4.50 and verbally interpreted as very great extent. Moreover, as assessed by their
cooperating teachers, this item got the fourth rank having a weighted mean of 4.31
However, ranked fourth as assessed by their pre- service teachers is the item
which states that they attend seminars to learn more has weighted mean of 4.42 and
teachers, this item ranked seventh with a weighted mean of 4.27 and was also
Fifth in ranking, as assessed by the pre- service teachers, was the item which
states that they are acquainted with school and district policies with a weighted
mean of 4.34 and was verbally interpreted as great extent. Whereas, in the
assessment of the cooperating teachers, the said item ranked third having the same
weighted mean of 4.34 and was also verbally interpreted as great extent.
The item that ranked sixth, as assessed by the pre- service teachers, is they
are acquainted with the schools teaching and non- teaching staff with a weighted
Ranked seventh, the item which states that the pre- service teachers are
engaged in conversations with teachers teaching the same subject they are handling
Furthermore, ranked eighth is the item which states that they are very
teachers, this item also ranked eighth having a weighted mean of 4.24 and also
(2013) cited that the competent and committed teacher facilitates learning. Her/ his
passion for teaching, sense of humor, patience and enthusiasm and other positive
was the item which states that they work with their colleagues, parents and
verbally interpreted as great extent. Whereas, this item was ranked sixth by the
cooperating teachers which has a weighted mean of 4.29 and also verbally
Ranked tenth, the item which states that the pre- service teachers attend
in the assessment of the cooperating teachers, this item was also ranked tenth with a
recommended that future teachers have more rigorous preparations and more
challenges and diversity of current schools and classrooms. What has been
Teacher is the molder of knowledge in learner's mind. Thus, they should not
stop in growing and developing in the teaching profession. In this study, the pre-
service teachers, even though not yet professionals, proven that they are
evident by the fact that the pre- service teacher is updated on the K-12 system of
education, continually improved their teaching each day to give students better
learning, aware of their strengths and weaknesses and acquainted with schools and
district policies.
5. Based on the data gathered by the researchers, they found out that the pre-
The following are the domains which the pre-service teachers find difficulty
articulating with. Also, included here are the specific components of each domain
The next table presents the items where the pre-service teachers find
The Domain of Community Linkages is the most difficult domain for the
pre-service teachers which obtained the lowest composite mean of 4.28. This
means that pre-service teachers find it hard to link the experiences and aspirations
of the students in their homes and communities and strengthen the links between
As can be seen in the table, ranked eighth with a third lowest weighted mean
of 3.74 but still verbally interpreted as great extent indicates that pre-service
teachers assure that they use materials in the community to support the learning
activities in the classroom. Also, ranked ninth with the weighted mean of 3.29,pre-
order to ensure more support from them. Moreover, to a moderate extent, tenth on
the rank is the item which states that pre-service teachers communicate with
barangay officials to ask what they can do to help improve the learner’s value with
a weighted mean of 3.23. This data proved that the values orientation of pre-service
Table 27
Values orientation of the Pre-service Teachers in terms of
Community Linkages
Pre-service Teacher
Item WM VI Rank
6.8. I get ideas and activities from the community and use them in my
teaching. 3.29 ME 9
Table 28
Values orientation of the Pre-service Teachers in terms of
Personal Growth and Professional Development
Based on the table, with a composite mean of 4.24, the Domain of Personal
Growth and Professional Development has become the pre-service teachers’ second
The table showed the items where pre-service teachers find difficulty in
articulating with. Even though the item which states that pre-service teachers are
4.13,this still indicates that they possessed it with a great extent. It is also shown
that on the ninth rank, pre-service teachers assessed themselves as working with
which obtained a weighted mean of 4.00 and verbally interpreted as great extent.
Ultimately, the values orientation that was the most difficult to pre-service
mean of 3.34 which means that to a moderate extent, they engage in conversations
with teachers teaching the same subject they are handling. This is further proven
by Salandanan (2009), she stated that experiential learning for beginning teachers
can be promoted through interaction with colleagues. Early in their careers they
may establish close associations with more advance members in their school. By
observing how these teachers teach and manage classroom situations they will gain
The table presents the items where the pre-service teachers find difficulty in
Table 29
Values orientation of the Pre-service Teachers in terms of
Learning environment
The domain with the third lowest composite mean is the Domain of
The table showed that the pre-service teachers have difficulty in laying
down the ground rules early in class so that students will be aware of the rules and
113
the consequences for not following the rules which obtained a weighted mean of
4.21, ranked eighth. Additionally, ninth on the rank with the weighted mean of 4.05
was that the pre-service teachers were having difficulty in providing guidance and
counselling when a student fails to reach the standard performance during the
learning process. This is supported by the studies according to Bayeta et.al (2003)
which revealed that teachers’ good guidance skills that should always be possessed
learners’ need and problem. The study also revealed that encouraging maximum
identifying learner’s need and problem were good guidance skills that should be
Likewise, they also have difficulty in making bulletin boards that provide
further learning which is on the tenth rank with a weighted mean of 3.52.
Orientation of Pre- Service Teachers is designed for the pre- service teachers who
are currently taking up their field study and student teaching courses. The
knowledge gain from this activity will be an instrument to be used when they are
deployed in the cooperating schools for pre- service training. The proposal is
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Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
of BatStateU-Rosario.
1.1. Age;
1.2. Sex;
2. What are the values orientation of the pre-service teachers in terms of:
2.4. Curriculum;
pre-service teachers?
6. Based on the findings, what program can be developed to enhance the value
This study used the descriptive method of research with the questionnaire as
teachers from their cooperating schools. The statistical tools adopted in the study
Findings
After the data were tabulated, statistically treated, analyzed and interpreted,
2. 1.1 Age. The findings revealed that most of the pre-service teacher-
respondents were under the age range of 19-21 years old. This is because
were on the 19-21 years old bracket. Three or 4.84 percent were 22-24
years old while 2 or 3.22 percent were 25 years old and above.
percent of the respondents were female and 11 or 17.74 percent were male.
specialization.
encourage them to learn from different social experiences which obtained the
118
weighted means of 4.66, 4.50 and 4.44 respectively. This indicates that pre-
service teachers have desirable values in terms of social regard for learning to a
states that they encourage the students to express their ideas without inhibitions
during class discussions with a weighted mean of 4.55. However, second on the
rank is that the pre-service teachers ask questions in a non- threatening manner
with a weighted mean of 4.53. Lastly, ranked third with a weighted mean of
4.50 is that they encourage learners to ask questions. They possessed those cited
teachers is that they avoid favoritism in any aspect which obtained a weighted
mean of 4.65 which was verbally interpreted as to very great extent. The pre-
service teachers also avoid giving bias to any religion, culture and gender which
was ranked second by the pre- service with the weighted mean of 4.63 and
verbally interpreted as to a very great extent. Moreover, the item which says that
the pre service teachers are careful on giving examples that may offend the
students was ranked third by the pre- service teachers with a weighted mean of
4.48 which was verbally interpreted as very great extent and great extent.
119
2.4 Curriculum
Pre- service teachers make sure that their learning activities and
assessments are aligned with the lesson objectives, ranked first by the pre-
great extent. However, item which indicates that the pre- service teachers use
motivational strategies and activities to present the subject matter in the way that
engages the students' interest to learn ranked second by the pre- service teachers
with a weighted mean of 4.52 and verbally interpreted as to very great extent.
The pre- service teachers state the learning outcomes/ objectives to students
before starting the lesson ranked third by the pre- service teachers with a
To a very great extent, pre- service teachers submit the records of their
students to their superior in school and provide chances to those students who
failed to answer right during class discussions both ranked first with a weighted
mean of 4.60. Moreover, to a great extent, third on the rank with a weighted
mean of 4.58 interpreted that they assure that the grade of the students will be
confidential to others.
With the weighted means of 4.48 and a verbal interpretation of great extent,
students’ values at home was ranked first. The pre-service teachers’ effort to
lesson and make examples more meaningful, ranked second with the weighted
This means that the pre-service teachers should focus their efforts in
Pre-service teachers said that they continually improve their teaching each day
to give students better learning and they are updated on the K-12 system of
education to a very great extent which ranked first and second with the
On the other hand, the item which states that they are aware of their strengths
service teachers
Based on the data collected by the researchers, they found out that age has only
Reporting), and Domain 6 (Community Linkages). On the other hand, sex has no
significant relationship with the values orientation of the pre- service teachers.
Moreover, civil status has only significant relationship with Domain 2 (Learning
(Community Linkages).
In the domain of social regard for learning, the pre-service teachers’ and
cooperating teachers’ answers match. They agreed that the pre-service teachers
follow the rules of the school with the weighted means of 4.66 and 4.74 ; show
appropriate behavior as example to their students with the weighted mean of 4.50
for both respondents; and, maintain appropriate appearance and decorum on all
occasions with the weighted means of 4.44 and 4.40 which ranked first, second and
third. With the lowest weighted mean in the first domain of 3.97, they both ranked
informing students, parents and other concerned persons regarding school policies
assessments when the pre-service teachers and their cooperating teachers both said
122
that pre-service teachers encourage the students to express their ideas without
inhibitions during class discussions with a weighted means of 4.55 and 4.24 and
verbally interpreted as very great extent and great extent. However, item number 5
which indicates that the pre-service teachers ask questions in a non- threatening
manner ranked second for pre-service teachers and third for cooperating teachers
with a weighted means of 4.53 and 4.21,verbally interpreted as very great extent
On the other hand, with the lowest weighted means of 3.52 and 3.77, the
pre-service teachers’ willingness to make bulletin boards was both ranked tenth
and their cooperating teachers’ assessments, the item which states that pre-service
teachers avoid favoritism in any aspect was ranked first by the pre-service teachers
and third by their cooperating teachers with the weighted means of 4.65 and 4.37.
Moreover, the pre- service teachers proved to avoid bias to any religion, culture and
gender which was ranked second by the pre- service teachers and first by their
cooperating teacher, with weighted means of 4.63 and 4.52 respectively and
verbally interpreted as to a very great extent and great extent. Furthermore, the pre-
service teachers has a least rank in item which states that they are aware of the
students’ background, experiences and capacities which was ranked tenth and
not so close compared to other domains, most of the items’ ranking still match. Pre-
service teachers make sure that their learning activities and assessments are aligned
with the lesson objectives which ranked first for the pre-service teachers and
second for cooperating teachers with the weighted means of 4.55 and 4.42.
Moreover, cooperating teachers’ first rank is the item which states that pre-service
teachers use varied instructional materials that would best help them to attain the
objectives of the lesson with a weighted mean of 4.50 and a verbally interpretation
of very great extent but is ranked fourth by the pre-service teachers with the
weighted mean of 4.40 and verbally interpreted as great extent. Ranked second
which obtained a weighted mean of 4.52 in pre-service teachers said that they use
motivational strategies and activities to present the subject in a way that engage the
teachers’ assessment, this item ranked third with a weighted mean of 4.21 and
verbally interpreted as great extent. Lastly, ranked tenth by both the respondents is
the item which states that the pre-service teachers use the art of questioning for the
which is verbally interpreted as great extent for pre-service teachers and 3.97 also
and cooperating teachers' assessments were almost the same. Highest in the rank
are the items which state that the pre- service teachers provide a chance for students
who fail to answer right on the first try and that they submit records to their
superiors in school ranked first with a weighted mean of 4.60 verbally interpreted
as great extent. Meanwhile, the item which states that the pre- service teachers
assure that the grades of the students will be confidential to others ranked third with
respondents have close results of assessment in terms of the items where the pre-
service teachers finds difficulty articulating with. Ranked tenth is the item which
indicates that pre- service teachers make sure that parents of the students will be
informed about their children's progress in their class through conference/ meeting
with them with a lowest weighted mean of 3.50 as assessed by the pre- service
teachers themselves and 3.81 as assessed by the cooperating teachers but still, these
almost the same. With the weighted means of 4.48 and 4.05, the pre-service
ranked first by the pre-service teachers and third by the cooperating teachers. While
increase the relevance of lesson and make examples more meaningful, ranked
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second and first with the weighted means of 4.39 and 4.11. Furthermore, to a great
community to their students both ranked third having a weighted means of 4.15 and
4.05. On the other hand, ranked tenth with the lowest weighted mean of 3.2 is the
item which states that the pre-service teachers communicate with barangay officials
to ask what they can do to help improve the learner’s value verbally interpreted as
moderate extent.
pre-service teachers ranked those items which indicate that they are updated on the
K-12 system of education and continually improves their teaching each day to give
students better learning as first and second with the weighted mean of 4.60 and
service teachers in those cited values orientation is almost the same which ranked
first with the weighted mean of 4.37. On the other hand, ranked tenth by both
respondents with the weighted means 3.34 and 3.98 and verbally interpreted as to a
6. The following are the domains in which the pre- service teachers find
The Domain of Community Linkages is the most difficult domain for the
pre-service as it ranked first with the lowest composite mean of 3.92. To a great
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and moderate extent, the values orientation with the lowest weighted means under
this domain are: pre-service teachers assure that they use materials in the
weighted mean of 3.74, attend community activities with the weighted mean of
3.29 and lastly, communicate with barangay officials to ask what they can do to
help improve the learners’ values with the weighted mean of 3.23.
Even though the item which states that pre-service teachers are enthusiastic
in doing teacher’s activities ranked eighth with weighted mean of 4.13, it still
indicates that they possessed it with a great extent. On the ninth rank, pre-service
of 4.00 and verbally interpreted as great extent. Lastly, the values orientation that
was the most difficult to pre-service teachers in the personal growth and
teaching the same subject they are handling which ranked tenth with a weighted
The third domain which has the third lowest domain is Domain of Learning
Environment with the composite mean of 4.28. The values with the lowest
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weighted means under this domain are: Pre-service teachers in laying down the
ground rules early in class difficulty which obtained a weighted means of 4.21, in
providing guidance and counseling when a student fails to reach the standard
performance with a weighted mean of 4,05 and in making bulletin boards for
further learning with a weighted mean of 3.52. These were verbally interpreted as
Conclusions
1. Most of the pre- service teachers were in the age range of 19- 21, single in
3. Field of specialization is the variable that most occur as significant with the
4. The cooperating teachers rate the pre- service teachers’ values orientation to
5. The pre- service teachers find difficulty articulating with the domain of
community linkages.
Recommendations
1. The plan of activities as an output of this study should be tried out by the
becoming a teacher.
4. There should be requisite activities with the community so that the pre-