Internship preparedness, student-teachers’ anxiety, and class control problems on teaching practice

Abstract

This study was conducted at Capiz State University Burias Campus during the A.Y. 2018-2019 to find out the levels of internship preparedness, student teachers anxiety and class control on teaching practice. A sample of 96student teachers of Capiz State University Burias Campus were drawn from the total population of 127 student teachers. The instrument of the study was questionnaire divided into three parts. Part I was gathered data on the personal characteristics of the respondents namely sex, time spent in studying, monthly income, and parents’ educational attainment. Part II focused on the student-teachers level of preparedness adopted from SPST. Part III was a student teachers’ anxiety scale STAS adopted from Hartz (1987) and Part IV was a questionnaire on student-teachers’ class control problem adopted from National Research Council (2003) Data gathered were analyzed using descriptive and inferential statistics such as frequency count, percentage, mean, r, and SD. ANOVA and T-test were used to determine the difference and relation between sex monthly income, and time spent in studying of the respondent. Results revealed that the respondents’ level of internship preparedness before, during and after practice teaching was prepared. The data revealed that the respondents had controlled, somewhat controlled, well-controlled, and uncontrolled their class problems. There was a significant difference among the sex, monthly income, and time spent in studying of the respondents. It was found that student teachers' preparedness, student-teacher anxiety, and class control problems were correlated with each other.