CHALLENGES AMONG PRE-SERVICE TEACHER

BACHELOR OF ELEMENTARY EDUCATION

SAMER Y. MOHAMAD

APRIL 2022

CHAPTER 1
INTRODUCTION

Background of the Study

Pre-service teachers training is one of the most important aspects of every

teacher’s education curriculum as it prepares student teachers to become qualified

teachers in the future (Mark Ulla, 2016).

this provides pre-service teachers with the chance to express their personal

educational philosophies, theories and understandings. In other words, this creates an

opportunity for pre-service teachers to experiment and test their knowledge and skills in

the profession of teaching and learning with an understanding of their personal

educational philosophies and theories. (Perry, 2004)

According to J.A. Abongdia, E.O. Adu and J.W. Foncha (2015) It is needful to

voice out clearly that teaching practice is not completely a bed of roses for the student

teachers because they experience challenges, which in a way can hamper their ability to

derive maximum benefit from the exercise.

For instant, McCray & McHatton (2011) has categorized problems met by student

teachers that are relatable to the personal problem among pre-service teachers. Such

challenges may take the form of a job, university class work, social activity, or athletics.

However, Baltazar (2019) and Ganal & Andayas (2009) stated that teacher preparation is

one of the challenges of student teacher in terms of preparing their selves in field of

teaching, instructional materials development, lesson planning, and others

 In addition, Classroom management has been regarded as a serious challenge for

many pre-service and even in-service teachers (Balli, 2009). Delievery of instruction is

one of the serious challenges of pre-service teacher (Salandanan, 2013). In the findings of

Ganal & Andaya (2015), student teachers do not have enough knowledge and assessment

skills to measure the learning skills and experiences of the students.

According to Ganal (2015), student teachers go through the different kinds of

feelings and emotions ranging from depression, stress, insecurity, anxiety, and poor

social relationship in the school at large. He also emphasizes that pre-service teacher also

encountered challenges in terms of student adjustment due to the different learning style

of the learners or should I call students differences.

On the above statements and studies regarding on this matter. The researcher

decides to conduct a study in order to determined the challenges among preservice

teacher in terms of personal issues, teachers’ preparations, classroom management,

delivery of instruction, assessment of learning, emotional issues and student adjustment.

Statement of the Problem

This study was conducted to determine the challenges of pre-service teachers.

Specifically, it aims to answer the following question:

1. What are the challenges experienced by pre-service teachers in terms of;

a. Personal issues

b. Teachers preparations

c. Classroom management

d. Delivery of instruction
 e. Assessment of learning

f. Emotional issues

g. Student adjustment

Significance of the Study

The study will focus on determining the Challenges Among Pre-Service Teacher

Among College Students of Cotabato Foundation College of Science and Technology.

Furthermore, the results of the study will be beneficial to the following:

Teacher. The result of this study will able the teacher to identify the challenges among

pre-service teacher. Therefore, they can seek for guidance and resolution regarding this

matter.

Students. The result of this study will able the student to be aware the possible

challenges of pre-service teacher.

Researcher. The result of this study will able the researcher to determine the challenges

among pre-service teacher.

Future Researchers. The findings of the study will serve as a reference and guide for
future researchers who wish to conduct the same study or any study related to challenges
among pre-service teacher.

Scope and Limitation

The focus of this study is to determine the challenges among pre-service teacher

in terms of personal issues, teachers’ preparations, classroom management, delivery of

instruction, assessment of learning, emotional issues and student adjustment.

Operational Definition of Terms

Assessment of learning. Refers to the challenges experience by pre-service teacher in

creating different assessment for their students.

Classroom management. One of the challenges of pre-service teacher in organizing and

handling learning area, such as; sitting arrangement, crowded classroom, different

atmosphere of learners, noise and cultural diversity.

Delivery of instruction. Refers to the challenges faced by pre-service teacher in

selecting different strategy in teaching and in preparing instructional materials.

Emotional issues. Refers to the challenges of pre service teacher pertaining on how are

they able to hold their emotion such as; stress, anxiety and depressions.

Personal issues. A challenge of pre-service teacher in terms of school expenses or

financial problem, lack of interest, and negative attitude towards subject.

Pre-Service Teacher. A 4th year student of Cotabato Foundation College of Science and

technology. The student said is the respondent for this study.

Student adjustment. A challenge faced by pre-service teacher on how to handle

student’s diversity in classroom.

Teachers preparations. Refers to the challenge faced by pre-service teacher in preparing

their selves in teaching, making lesson plans and instructional materials.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This section presented the different concepts, ideas, and the studies about

the challenges among pre-service teacher. This literature would have the readers

to have a better understanding in relation to the study. this also serves to support

and validate the study.

Pre-Service Teacher

Pre-service teachers are of great importance today as they will become the next

teachers to hone, mold, and instill the minds, hearts and skills of the children for greater

use. (Jay B. Napanoy , Glen C. Gayagay, Jennifer Ruth C. Tuazon, 2021)

Teaching practice is known to expose student teachers to the actual practice of

teaching. It is during this period that student teachers are given the opportunity to try the

art of teaching before actually getting into the real world of the teaching profession

(Kiggundu and Nayimuli 2009).

In addition, teaching practice is central element of teacher education programs

because it provides student-teachers first-hand experience (Maphosa, Shumba, &

Shumba, 2007; Ngidi & Sibaya, 2003; Perry 2004; Quick & Sieborger, 2005).
 Teacher education is related to how and what teachers should know about subject

matter and pedagogy; how they thought and how they learned in preservice programs and

schools (Cochran-Smith, 2004).

Student Teaching refers to a college-supervised instructional experienced usually

taken up by higher-year students and it is the culminating course in a university or a

college undergraduate education or graduate school program leading to teacher education

and certification (Al-Awidi & Alghazo, 2012).

Bhattacharyya, Volk, & Lumpe (2009) stated that student teaching practice is

known to expose student teachers to the actual practice of teaching. During this period,

student teachers are given the opportunity to try teaching before actually getting into the

real world of the teaching profession.

Personal Issues

Hamaidi et al. (2014) identified that challenges related to pre-service teachers’

personal issues and character dispositions that might hinder their progress in the field

experience.

The study of Ganal & Guiab (2014) revealed that the respondents encountered

challenges in regards to personal issues. This issue refers to school expenses, lack of

interest and negative attitude towards the subject. Moreover, McCray & McHatton (2011)

has categorized problems met by student teachers that are relatable to the personal

problem among pre-service teachers. Such challenges may take the form of a job,

university class work, social activity, or athletics. However, any task that infringes upon a
student teacher’s performance should be discontinued or sharply modified for the

duration of student teaching.

Baltazar et, al (2019) indicates that the respondents sometimes encountered an

issue in arriving early to their cooperating school due to transportation expenses, limited

access to vehicles and sometimes tardiness in waking up early. They sometimes find it

hard to involve themselves in the social activities of their cooperating schools which

sometimes have extra expenses that they can’t meet.

Teachers Preparation

Teacher preparation programs are structured in a way to equip pre-service

teachers with knowledge, skills, and experience necessary for teaching (Kent & Giles,

2016). Practice teaching has proven to positively affect the knowledge and skills of pre-

service teachers in terms of bridging the gap between theory and practice. When in the

field, pre-service teachers develop their pedagogical proficiencies, which allows them to

better perform once they join the workforce (Hanline, 2010). Examples of these

pedagogical proficiencies include, but are not limited to, planning for differentiated

instruction (Kent & Giles, 2016), improving interaction and communication with

students, and developing classroom management skills (Hamaidi, Al-Shara, Arouri &

Abu Awwad, 2014).

However, when in the field, pre-service teachers tend to face many challenges that

may negatively impact their experiences. These challenges can vary from scheduling

logistics to dealing with students from diverse backgrounds and abilities (Kent & Giles,

2016). While both preservice teachers and their faculty supervisors share the field
experience placement, they have different perspectives on their experiences.

Additionally, research has shown that there are differences in the challenges faced by

faculty supervisors and pre-service teachers during the field experience (Hanline, 2010)

On the other hand, the highest aim of these preparation programs is to provide

preservice teachers with the opportunity to bridge the theory learned in their courses with

the practical field experience (Feiman-Nemser & Buchmann, 1987; Lombardi, 2001).

However, the gap of bridging theory and practice is identified as a challenge for

preservice teachers (Hamdan, 2015). Limited interactions between faculty and student

teachers, poor preparation for the supervision work (Cuenca, 2010) and poor quality of

mentoring from mentors (Altan & Salamel, 2015) are all reasons behind this gap.

Additionally, not being in the field for a long duration prevents pre-service teachers from

being more competent in applying knowledge in the classroom (Hamdan, 2015). Being in

the field for longer time will increase pre-service teachers’ engagement and confidence

level and provide them with repetitive opportunities to become capable of explaining

abstract and/or complex concepts to students. Extending the duration with adequate

mentoring, modeling, guidance and support builds teacher self-efficacy to perform

instructional tasks. (Clark, Byrnes & Sudweeks, 2015)

Ganal & Andaya’s (2009) study that student teachers go through problems on

committing mistakes while teaching, instructional materials development, lesson

planning, and others

Classroom Management
 Classroom management has been defined as the “actions taken to create and

maintain a learning environment conducive to successful instruction” (Brophy, 1996, p.

5). It is also thought to consist of integrating four areas: “establishing and reinforcing

rules and procedures, carrying out disciplinary actions, maintaining effective teacher and

student relationships, and maintaining an appropriate mental set for management”

(Marzano, 2003, p. 88). It follows that classroom management should not be seen as

synonymous with classroom discipline; it involves those other aspects mentioned above

that are equally inherent to teaching. Crookes (2003) similarly sees a well-managed

classroom as a relatively orderly room in which “whatever superficial manifestations of

disorder that may occur either do not prevent instruction and learning, or actually support

them”.

Classroom management has been regarded as a serious challenge for many pre-

service and even in-service teachers (Balli, 2009). The challenge stems from many

possible issues involved in managing a classroom. Brown (2007) affirms that classroom

management involves decisions about what to do when:

• You or your students digress and throw off the plan for the day.

• An unexpected but pertinent question comes up.

• Some technicality prevents you from doing an activity.

• A student is disruptive in class.

• You are asked a question to which you do not know the answer.
 • There is not enough time at the end of a class to finish an activity that has already

started.

Frick, Arend and Beets (2010:425) contend that pre-service teachers are often ill-

equipped to deal with the realities of classroom practice. Obstacles facing pre-service

teachers during teaching practice could be their inability to cope with situations that are

not familiar to them, in particular classroom management. This view is supported by

Nillas (2010:75) who argues that challenges linked to classroom management “generally

rank very high on difficulty for pre-service teachers”.

Heeralal and Bayaga (2011:102) recently conducted a study with final year BEEd

and PGCE pre-service teachers at a South African university and found that a major

concern for the preservice teachers was the learners’ behavior in the classroom. Most of

the pre-service teachers complained about the learners’ disinterest for what was

happening in the classroom. Similar findings were that the learners were not co-operative,

for example, they were disruptive in class and did not actively engage in classroom

activities (Kiggundu and Nayimuli, 2009:350). Nillas (2010:84) believes that pre-service

teachers experience difficulty with classroom management due to the lack of realistic

situations provided at university prior to teaching practice.

In regards to the impact of classroom management on the teaching practicum,

Stoughton (2007) revealed that classroom management was identified by pre-service

teachers “as a subject about which there is a fairly wide disparity between what is taught

in university classes and seminars and the theoretical construct upon which many

behavioral plans are based”.

 Even though classroom management is an area of interest and preoccupation for

pre-service language teachers, it has not been extensively researched in Colombia.

Chaves Varón (2008), in looking at the strengths and weaknesses in a teaching practicum,

found that student teachers were not being properly trained to manage a classroom.

Insuaty and Zambrano Castillo (2011) identified classroom management as one of the

most commonly discussed issues during the feedback sessions between supervisors and

pre-service teachers.

The classroom management challenges faced by pre-teachers during teaching

practice, Mací as & Sanchez (2015) found external or non-academic factors that

influence student behavior which become challenges in managing the classroom

including classes without air conditioning or ceiling fans in hot weather, noise from

outside, overcrowded classrooms, uncomfortable classroom seating arrangement, and

insufficient resources. The study conducted by Rozimela (2016) found that the biggest

challenge lies in the student misbehavior and all student-teachers face this problem. The

challenges faced include difficulty in dealing with their misbehavior, disciplining

students, instructing students and leaving the classroom. The problems mentioned above

affect their teaching and disrupt the ease of teaching and learning activities that they have

previously planned.

Evertson and Weinstein (2006) report that classroom management is one of the

most challenging issues for novice teachers. Especially, when the classroom management

problems are linked with the language teaching methods and strategies, the situation gets

even harder (Evertson & Weinstein, 2006)

 Saromines-Ganne & Leong (2003) pointed out the challenges in pre-service

teaching from the classroom environment such as overcrowded classrooms, students at a

different level of language proficiency, and sitting arrangement, noise, colorful

atmosphere, social and the pre-service teachers faced cultural activities.

Delivery of Instruction

According to Ganal & Andaya (2015), respondents lack enough capability to

deliver systematized and quality instruction. Probably they have forgotten the theories

and principles for effective and efficient communication of the curriculum. They do not

know the proper application of things they have learned in basic and pedagogy courses.

Finally, they experience concerns and issues in selecting, preparing and utilizing

instructional materials which are diverse, flexible, objective, multidimensional, etc. to

satisfy individual differences in learning.

Delivery of Instruction is the most challenging part in practice teaching since they

must use the variety of techniques and teaching strategies to come up with an instruction

that brings better achievements of the students (Salandanan, 2013).

Saromines-Ganne & Leong (2003) said that the teacher must use varied

techniques and teaching strategies in to come up with an instruction that brings better

achievements of the students.

Assessment of Learning

According to Baltazar et al (2019). They indicate that the majority of the

respondents in their study is lack assessment strategies since they only have their limited
knowledge in assessing their students which only added to the difficulty in creating their

pedagogies. Also, the respondents also lack the skills to make different types of questions

for the students. Nevertheless, the respondents still can administer tests effectively and

constructing an appropriate question about the topic.

In the findings of Ganal & Andaya (2015), student teachers do not have enough

knowledge and assessment skills to measure the learning skills and experiences of the

students. Insufficiency of understanding, appreciation and application on the different

principles of test construction, analyzing, and application of test results improve further

teaching and learning outcomes.

Few studies have addressed assessment practices of undergraduate preservice

teachers, or how such practices might be improved (Grainger & Adie, 2014). Preservice

teachers spend considerable time learning how to teach and programs include some

instruction on assessment, but issues related to grading need more attention (Allen &

Lambating, 2001; Randall & Engelhard, 2010)

Emotional Issues

According to Ganal (2015), student teachers go through the different kinds of

feelings and emotions ranging from depression, stress, insecurity, anxiety, and poor

social relationship in the school at large. The pre-service teachers still need control over

their emotions to be more productive and effective in their job.

The study of Baltazar et al (2019). indicates that the majority of the pre-service

teacher feel very low due to their lack of sleep from excessive stress in doing the tasks.

Also, they also find difficulty in winning the students over since they tend to work hard
for the students’ acceptance and to make them worthy of the student’s respect. Regarding

pre-service teachers, whose lack of experience may be seen as an additional source of

emotions, some have been willing to improve their teaching practice thanks to the

emotions originated in interactions with their students, colleagues, or institutional

authorities. However, the same situations have made other pre-service teachers feel angry

and frustrated. Pre-service teachers who do not regulate these negative emotions develop

stress that is damaging for their teaching practice (Méndez López, 2017; Méndez López

& Peña Aguilar, 2013)

Student Adjustment

In the study of Ganal & Andaya (2015), pre-service teachers experience problems

on adjusting to the students because of the uniqueness of personality, values they uphold,

culture, breadth and type of experiences relative to pre-service education and of course

mental traits and characteristics. Since pre-service teachers, that comes expecting

idealized views of students and an optimistic, oversimplified picture of room practice that

are well-behaved and disciplined. Thus, they are usually unprepared to deal with

problems of class control and discipline.

Baltazar et al (2019). Stated that the majority of the pre-service teacher’s face the

problem of variety since students differ from one another. There are fast learners, slow

learners, and average ones. These students have their learning styles. Also, the

respondents also have the challenge of acceptance from the students. On the other hand,

the respondents did not exercise superiority complex on their less fortunate students.
They did not think much about being popular or unpopular to the students. Though, since

popularity affects how the students receive them, they still think about it.

Theoretical Framework

Social Learning Theory supported this study. This theory explained that humans

were social beings who learn from observing others and their surroundings. It stressed

that learning occurred within a social context; this referred to the teaching-learning

environment wherein the pre-service teachers interact with their cooperating students,

teachers, co-pre-service teachers and the school as a whole. As Bandura stated, people

learned from one another and that knowledge needed to be presented in an authentic

context, and that, learning requires social interaction and collaboration. Social learning

theory provides the pre-service teachers the opportunity to learn through meaningful and

systematic exposure in actual settings. (Albert Bandura, 1969)

A teacher’s practical theory, which is static and develops slowly, is a basis but not

an adequate framework for the high-quality teacher actions required in interactive

teaching. Subsequently, it will be necessary to examine theory in relation to the dynamic

part of cognition and the actions of a teacher. To produce high-quality teaching a teacher

must transform her/his practical theory into actions. As presented above, ideal teacher

action requires scripts and agendas which work in concert with a teacher’s practical

theory. The appropriate integration of the components of teacher knowledge is a crucial

ingredient of teaching success (Borko & Livingston 1989; Brown & McIntyre 1993;

Fernandez-Balboa & Stiehl 1995; Marks 1990; Meijer et al. 2000; Putnam 1987).
 According to self-efficacy theory, teachers who do not expect to be successful

with certain students are likely to put forth less effort in preparation and delivery of

instruction, and to give up easily at the first sign of difficulty, even if they know of

strategies that could assist these students if applied. From this assumption, self-efficacy

beliefs are self-fulfilling prophesies validating beliefs of capabilities. For example, self-

efficacy beliefs are lowered if a teacher perceives their performance in teaching arts

education a failure, contributing to the expectation that future performances teaching arts

education will also fail. Teacher self-efficacy beliefs are raised if a teacher perceives their

performance in teaching arts education a success, which then contributes to the

expectations that future performances will also be proficient. (Dellinger et al., 2007, p. 2)

Conceptual Framework

This study consists of the following variables such as; personal issues, teachers’

preparations, classroom management, delivery of instruction, assessment of learning,

emotional issues and student adjustment.

 Personal Issues

Student Teachers’
Adjustment Preparations

Challenges
Among Pre-
service
Emotional Teacher
Classroom
Issues Management

Assessment Of Delivery Of
Learning Instruction

Figure 1. The schematic diagram presented the variables of challenges among pre-service
teachers

CHAPTER 3

METHODOLOGY
 This chapter presents the description of the Research Design, Locale of the study,

Sampling design, Respondents of the study, Research instrument, Data Gathering

procedure and Statistical Analysis of Data.

Research Design

The study will be use descriptive research design to determine the challenges

among pre-service teacher. Descriptive research design will be employed because the

study is purely quantitative and the result will be presented in numerical form. In this

study the data will be collected by means of survey questionnaire and it will be analyzed

using statistical tools such as the frequency distribution and weighted mean.

Locale of the Study

 The study was conducted at Cotabato Foundation College of Science and

Technology-Pikit Extension, located at Brgy. Batulawan, Pikit, North Cotabato. CFCST-

Pikit extension is the only College school in Pikit North Cotabato.

Figure 1. The map of Cotabato Foundation College of Science and

Technology- Pikit external unit showing the location of the study.

Respondents of the Study

The respondents of the study were the fourth year Bachelor of Elementary

Education students who’s currently graduated at Cotabato Foundation College of Science

and Technology-Pikit Extension unit located at Brgy. Batulawan, Pikit, North Cotabato.

It was composed of 50 students as participants in this study.

Sampling Design

the study used convenience sampling design. This sampling method was taken

from the accessible and willing to participate respondents from the 4th yr. Bachelor of

Elementary Education Students at Cotabato Foundation College of Science and

Technology-Pikit extension unit. This type of sampling is also known as grab sampling or

availability sampling. There are no other criteria to the sample method except that people

be available and willing to participate (Saunders, M. Lewis, P. Thornhill A, 2012).

Research Instrument

Data Gathering Procedure

The researcher seek permission from the office of the campus director to allow

her to conduct her study. After it was permitted, the researcher personally gave the
questionnaire to the respondents and it was automatically retrieved. Finally, the data was

tallied, tabulated, presented and interpreted.

Statistically Analysis of Data

The researcher used the descriptive analysis and mathematical tools to examine

the data. Frequency distribution and weighted mean was utilized to analyze the result of

the study.

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