Teacher Preparation Programs and Professional Teaching Preparedness Among Pre-Service Teachers: A Descriptive-Correlational Study
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This study examined the level of teacher preparation programs and professional teaching preparedness of pre-service teachers and determine the significant differences and relationship between these variables when analyzed by teacher education programs. The study involved 178 pre-service teachers from higher education institution in Davao City, Philippines, comprising 48 BSEd-E, 23 BSEd-M, 46 BEEd, 17 BSNEd, and 44 BPE students. A non-experimental quantitative research design using the descriptive-correlational method was employed, with stratified random sampling and survey questionnaires used for data collection. The teacher preparation programs were measured in terms of training content, training materials, knowledge development, and attitudes, while professional teaching preparedness was assessed through designing curriculum and instruction, supporting diverse learners, assessing student learning, creating a productive classroom environment, and developing professionally. Mean, standard deviation, Pearson’s r, and Analysis of Variance (ANOVA) were used. Results showed very high levels of teacher preparation programs (M = 3.39) and professional teaching preparedness (M = 3.39). No significant differences were found across teacher education programs for teacher preparation programs (F = 0.314, p = 0.868) and professional teaching preparedness (F = 1.701, p = .152). A significant positive relationship was found between the variables under investigation (r = .743, p < .001). These findings support continued improvement of teacher preparation experiences. However, the single-institution setting, self-reported data, and non-experimental design limit generalizability and causal interpretation.
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