CHALLENGES EXPERIENCED BY THE PRESERVICE TEACHERS OF

SAINT MICHAEL COLLEGE OF CARAGA

A Case Study Presented to

The Faculty of the College of Teacher Education
Saint Michael College of Caraga
Nasipit, Agusan del Norte

In partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN SECONDARY EDUCATION
Major in English

By

JEROME KENNETH CAPILITAN

JOYCE MARIE PEPITO
ERICA FAYE TIDALGO
MARY ROSE BAYANGBANG
CHEENEE JOHANNA ASIGNAR
ROSELYN LABADAN
JEASELLE CORMINAL
JAKE LESTER BANGCASAN
POCHOLO IGLESIA
MA. KRYSKATE DUMOL

January 2023
 ACKNOWLEDGEMENT

The researchers would like to acknowledge with their profound and appreciation for the

abetment of the following that have contributed to the completion of this study.

First and foremost, to Almighty God, for showering us with blessings throughout this research

project and for providing and granting us the ability to complete this study successfully.

To the parents, for being accommodating and financially supportive in the research endeavor

and for encouraging us to motive ourselves to surpass any circumstances in life.

To the preservice teachers, who were the participants of this study, for willingly cooperating

with us.

JEROME KENNETH CAPILITAN

JOYCE MARIE PEPITO

ERICA FAYE TIDALGO

MARY ROSE BAYANGBANG

CHEENEE JOHANNA ASIGNAR

ROSELYN LABADAN

JEASELLE CORMINAL

JAKE LESTER BANGCASAN

POCHOLO IGLESIA

MA. KRYSKATE DUMOL

The Researchers
 TABLE OF CONTENTS

Preliminary Pages Page No.

Title Page i

Acknowledgement ii

Table of Contents iii

CHAPTER

I INTRODUCTION

Background of the Study 1

Statement of the Problem 2

Scope and Limitation 3

II REVIEW OF RELATED LITERATURE 4

III METHODOLOGY

Research Method 7

Research Participants 7

Research Tool 7

Research Locale 8

Data Gathering Procedure 8

Analyzing Data Tools 9

IV RESULT AND DISCUSSION 10

V CONCLUSION AND RECOMMENDATION 16

SUPPLEMENTARY PAGES

Bibliography

Appendices

Appendix A - Letter of Approval

Appendix B - Instrument with Informed Consent

Appendix C - Curriculum Vitae

Appendix D - Documentation
 CHAPTER I
INTRODUCTION

Background of the Study

Education plays a significant role in the society; to prepare the aspiring teachers they need to

undergo a massive training to become an expert in their chosen field. Teachers' education and abilities

are necessary for effective teaching thus, it has an impact in the students' outcomes and performance.

To assure the quality of students' outcomes, we need well-qualified and well-trained teachers, and we

must examine the techniques and means of teachers' preparation training. Recent worldwide demands

in teacher education include increasing the amount and quality of pre-service teacher field experiences

(Barak et al., 2020).

Moreover, it’s been a quest for educational philosophers to identify ways on how to educate

students effectively which ended up with the thought of immersing them in their own learning process

that latter been introduced as Experiential Learning. Students learn best by doing and through

experience. It has been proven that experiential learning is one way to develop a child ‘s innate ability

by triggering their curiosity and letting them handle things themselves (Meneses et al., 2017).

Despite the many educational reforms undertaken in recent years, such as resolving the

decades-long backlog in school infrastructure, expanding access to early childhood education,

upgrading teacher salaries, and enhancing the basic education curriculum. Although there is a myriad

of factors that contribute to poor learner outcomes, there is a consensus in literature regarding the

central role played by the teacher in these dynamics (Generalao et al., 2022).

Furthermore, training assists teachers in minimizing the negative effects of "hit and miss" and

saving energy and time by establishing an optimal learning environment. According to Zeichner

(2010), teacher education programs are expanding the amount of time pre-service teachers spend in
classrooms, despite increased focus on field experience quality, "considerable dispute exists

concerning the circumstances for teacher learning that must exist for this learning in and from practice

to be educational and durable."

Pre-service teachers will become the future teachers which tasks is to hone, mold, and

inculcate the minds, hearts and talents of the students for greater use. This study aims to identify the

challenges experienced by the preservice teachers of Saint Michael of Caraga as they had their

internship as their preparation to the actual realm of teaching.

The study would benefit upcoming preservice teachers, the administration of Saint Michael

College of Caraga, and future researchers. With the results of this study, upcoming preservice teachers

would have a hint of the actual experiences of a preservice teacher during their immersion to prepare

physically, mentally and emotionally. School administration can use the results of this study to make

some improvements and/or changes in their deployment process and future researchers would have

some guides and references in their research writing regarding the experiences of preservice teachers.

Statement of the Problem

This study identifies the challenges experienced by the preservice teachers of Saint Michael

College of Caraga in their internship.

Specifically, the study sought to answer the following questions:

1. What are the specific challenges faced by pre-service teachers during their internship?

2. What are the perception of Pre-service teachers in the challenges they face in teaching environment?

3. Do the challenges they have encountered affect their decision of pursuing teaching as their

profession?
Scope and Limitation

The study focuses on the difficulties encountered by the preservice teachers during their

internship. The participants on this study were the preservice teachers in Saint Michael College of

Caraga, located at Brgy. 4, Nasipit, Agusan del Norte for the school year 2022-2023.
 CHAPTER II

REVIEW OF RELATED LITERATURE

Following the researchers' findings, this chapter summarizes the linked literature and studies.

The researchers did an in-depth search through books and internet sources to realize the research

thoroughly and comprehend the studies and theories to be applied in the study.

Challenges faced by preservice teachers

It is desirable to emphasize the importance of field observations in Education. In this

fieldwork, the student teacher builds a working relationship with the collaborative teacher to plan

lessons, prepare projects, assess student knowledge, learn about learning styles, diverse teaching

methods and effective classroom management, and develop their pedagogical skills and knowledge in

a classroom setting. Therefore, they are aware of the issues and problems associated with teaching

practice, undertaking a process of becoming professionals, mastering skills useful to the profession of

teaching and learning specific types of behavior through good teachers (Abas, 2016).

In addition, while such field observation is certainly a useful part of initial training, there are

some limits that forces the influence of its implementation on the quality and impact of the field

experience. In fact, to investigate the challenges that pre-service teachers face during field observations

at the new school year may shed some light on their first professional moves. Some of these challenges

presented in the form of difficulty include stress, different experiences, opinions, beliefs and

conceptions about teaching and learning, basic understanding of the culture and context of teaching

and learning in schools, student interaction, awareness of teaching skills and techniques, reflective

thinking in the first pre-service curriculum phases, and practical instructional resources.

However, pre-service teachers face challenges during teaching placement as program

providers rely on school placements to teach about people with learning disabilities and disabilities
(Norwich et al., 2011). This clearly indicates that future teachers are not educated or trained in inclusive

education, and when they start teaching internships, they face challenges in dealing with students with

learning disabilities. In a study entitled “Fostering cross cultural competence in pre-service teachers

through multicultural education experiences” by Keengwe (2010), it shows that the problem of

teaching in diverse classrooms is one of the challenges to the student-teacher experience.

Moore (2012), found that student teachers face challenges in teaching science in diverse

classrooms. This is because their school did not offer courses or other opportunities that reflected

their identities and privileges before teaching children from different backgrounds. He also suggests

that when learning about diversity in the classroom, future teachers will need to uncover, confront,

challenge, and change cultural models that hinder the development of equitable classrooms.

Moreover, Ostnelli (2013), found out that most student-teachers’ choices to become

professional teachers were based on second or third choice rather than genuine motivation. This is

consistent with the findings of Roness (2011), who found that some trainee teachers lost focus during

study and dropped out of the teaching program due to lack of motivation. He further explains that it

remains difficult for student teachers to understand and bridge the gap between theory and practice

during teaching.

In the South African context, research by Dos Reis (2012), shows that pre-service teachers

have difficulties with their mentors during their teaching practice. For example, conflicting role

expectations, forced imitation of a mentor, being taken advantage of by a mentor, language barrier,

working in a dysfunctional school, no training in classroom management, learning and adapting to

changing curriculum and education systems are some of the challenges faced by student teachers in

initial training. Heeralal (2014), agrees with Dos Reis and identifies several factors such as lack of

classroom management skills, time management, diversity management, lesson preparation and lesson
presentation as some of the challenges faced by pre-service teachers in South Africa. On the other

hand, Holtman (2010), argues that a major challenge that pre-service teachers face in the post-

apartheid South African education system is that they have to get used to the new curriculum content

that may not be show during and after their training. Therefore, this study indicates that there is a

literature regarding the challenges faced by pre-service teachers in PGCE curricula in South Africa

and Africa in general.

Furthermore, a study of Napanoy et al. (2021), entitled “Difficulties Encountered by Pre-

service Teachers: Basis of a Pre-service Training Program” from one of the state colleges in the

Philippines, pre-service teachers were observed having difficulty with lesson planning, classroom

management, and the use of technology in their demonstration teaching. The student teachers

explained that they found it difficult in making lesson plans because they lacked the knowledge to do

so as well as their reluctance in times when teachers discussed it. Some also claimed that their

cooperating teachers required them to prepare a daily lesson log when preparing lessons, but their

teacher did not discuss this daily lesson log or they were absent during this time. Moreover, they feel

devalued in terms of classroom management. As a result, their students behave well when the teacher

is in class, but when the teacher is away, their students behave so badly that they don’t know what to

do. In addition, the pre-service teachers also mentioned in the interview that some of them have

difficulty integrating technology into their demonstration teaching, but they are grateful for some of

their colleagues, including their cooperating teachers, helped them use technology.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research method, research participants, research tools, research

locale, gathering data procedure, and analyzing data tools used in the study.

Research Method

The researchers employed qualitative case study to identify the challenges faced by the

preservice teachers during their internship. The qualitative case study is a research method which

enables a complex phenomenon to be explored through the identification of different factors

interacting with each other.

Research Participants

The participants in this study are the preservice teachers in Saint Michael College of Caraga

S.Y. 2022-2023. They are belonged to four different programs – Bachelor of Secondary Education

major in English (BSED), Bachelor of Elementary Education (BEED), Bachelor of Physical

Education (BPED), and Bachelor of Technical-Vocational Teacher Education (BTVTED). There

are a total of 21 participants in this study who voluntarily answered the questions prepared by the

researchers.

Research Tools

The researchers interviewed the participants using a questionnaire containing 3 sets of

questions – challenges during their internship, their perception of the challenges in the teaching

environment, and challenges they have encountered that influence their decision to become a

teacher.
Research Locale

The study was conducted at Saint Michael College of Caraga (SMCC), a private Catholic school

located in Barangay. 4, Poblacion, Nasipit, Agusan del Norte. The school started its operation on July

1, 1948, with Fr. Francisco Van Dyke, as the first director. Its name was the former Saint Michael

Institute (SMI) but was changed as Mrs. Vanica del Rosario suggested during the First General

Assembly in June 2001. From its humble start, the school became ISO certified and now offers a

variety of courses and continues to empower and nurture the students. In December 2017, the FM

station of the school was heard over the airwaves. The official name of the school's radio station is

DXSM 89.5 Kabayaning Michaelian FM. The school started the construction of the 4-storey SMCC

Annex Building at the former Elementary Department Area. At present, SMCC is pursuing its

tradition of excellence headed by Rev. Fr. Ronniel G. Babano, STL.

Data Gathering Procedure

The researchers observed the following steps needed in gathering the data:

Letter of Approval - submitted to the dean of CTE and Supervising Instructor to formally be given

the consent of conducting the study.

Letter of Consent - was given to the participants informing that their responses are confidential and

that their participation is voluntary.

Online interview - researchers distributed the questionnaire online via Google Form to the

participants individually. The learner's responses were saved, and the researchers carefully analyzed,

interpreted, and evaluated the data.

Analyzing Data Tools

The researchers conduct in-depth, online interviews with participant to gain insights from

the participants to best understand their experience. The researcher analyzed the responses of the

preservice teachers based on the questions and purpose of the study.

 CHAPTER IV

RESULT AND DISCUSSION

This chapter contains a detailed presentation and discussion of the data collected in

this study. The data pertains to the responses of the participants on the specific challenges they

have faced during their internship, their perception in the challenges they have faced in the

teaching environment, and if the following challenges they have encountered affect their decision

of pursuing teaching as their profession.

What are the specific challenges faced by preservice teachers during their internship?

Based on the responses of the participants, the challenges faced by the preservice

teachers during their internship are the following:

 Handling diverse set of learners

Inside the classroom is a diverse set of learners having different ethnicity, culture,

upbringing, and learning styles. Majority of the preservice teachers find handling these

set of learners as a big challenge. One of the preservice teachers said “A teacher's profession

is not easy; you have to handle the diversity of learners inside the classroom and their attitudes; you have to

know their personalities and their learning styles.” As teachers, they have to deal with the diverse

behavior of the students and adjust to it successfully gain student’s attention and manage

the whole class properly.

The task of preparing beginning teachers for the challenge of inclusive

classrooms is multifaceted and complicated by teachers’ beliefs. Preservice teachers need

to acquire knowledge, skills, and understanding about how to effectively manage all
students in the modern-day inclusive classroom, including those displaying challenging

behaviors (O’Neill, 2015).

 Hectic Schedule

As the preservice teachers had their internship, they also have other classes they

needed to attend to. “Since we had 4 major subjects goes along with the internship, I find it difficult

to manage my time because there are lots of works to do aside from internship. There are lots of

practicum and tasks that needs to be fulfilled aside from observing the class or do demo teaching.”

Because of their hectic schedule, their attention is divided thus making it hard for them

to make and submit their tasks on time.

For preservice teachers, having enough time to do the in-class practice teaching

before taking the actual classroom teaching would help them build their confidence to

become more effective teachers. They stated that during their pre-practicum program,

they did not have enough time for practice teaching exposure as they were also in rush to

finish other course requirements. Pre-service teachers should be given more opportunities

to be involved in teaching practices to prepare them in the actual classroom teaching.

Thus, giving an ample time for the student-teachers to do practice teaching should be

considered (Ulla, 2016).

 Lack of teaching resources (Projector)

“The availability of projectors in the library was one of the difficulties I encountered

during my internship. Given the fact that technology has the ability to cater to students' interests, we were

supposed to integrate innovative and interesting materials with the use of technology as pre-service

teachers. During the demonstration, your preparation will turn into nothing if you can't project the

materials you've prepared.” During internship, preservice teachers are expected to have

their demo teaching as part of their training and teaching resources such as the
availability of projectors is one of their challenges. As they were expected to teach 21st

century learners, they need to master integrating technology in their discussion. Lack of

teaching resources can affect their performance during their demonstration.

New technologies provide several new opportunities for supporting learning.

The development of technologies that can be used for education is rapid. Development

in technological and pedagogical areas provides (pre-service) teachers with several new

possibilities for different educational purposes. However, new technologies also pose

challenges for (pre-service) teachers, demanding new skills and knowledge to take

advantage of the new technologies in pedagogically meaningful ways hence, preservice

teachers should be exposed to the teaching resources they need (Valtonen et al., 2020).

 Making of a Lesson Plan

“The most challenging part of my internship is making a lesson plan specifically the activities. You

need to make activities that will connect to your lesson and will capture your student's interest.” Making

a lesson plan is necessary skill a teacher should embody as lesson plan is vital in the teaching

and learning process. But some of the preservice teachers considered making a lesson plan

as a challenge.

Due to inexperience and that the lesson planning module is taught late, the task of

designing lesson plans constituted a real challenge in terms of content, procedure and form.

Content-wise, many trainees tended to include numerous activities, which created problems

of time management and at times exhibited a mis choice of materials that were either irrelevant,

lengthy, or difficult. Procedure-wise, the main problems were the erroneous succession of

steps and the absence of assessment measures. The number one problem, form-wise, had to

do with the unclear formulation of the lesson’s objectives. Mentors frequently criticized the
 generic statement of objectives. Other issues concerned lesson plans that were either un-

elaborated, disorganized, contained misspellings or lacked timing for activities (Moussaid et

al., 2017).

 Lack of Confidence

As part of training in their internship, preservice teachers are expected to

immerse themselves in the realm of teaching and build confidence eventually. But it cannot

be denied that because it is their first time to teach and encounter diverse set of

learners, full confidence is not already there.

` Unsurprisingly, it was found that trainees felt mostly stressed, nervous or anxious

and lacked self-confidence when they either first started the practicum or met their classes

for the first time. In fact, trainees seemed to harbor self-doubts about their competence

through the first teaching experience. As such, it is strongly suggested that pre-service

teachers are highly preoccupied with their self-concerns more than with teaching or

students at the beginning of their practicum (Moussaid et al., 2017).

What is the perception of Pre-service teachers in the challenges they face in teaching

environment?

Before the preservice teachers enter the realm of teaching, they need to train

themselves first to equip themselves with the necessary skills they need to become an effective

educator. Along with this training are the challenges that they will encounter as part of their

preparation.

“This is normal in the field of teaching education and I must learn to deal with it.”, “After all

the challenges I've faced, I realized that we need to make it a motivation to strive and mold ourselves to be

worthy of becoming a teacher in the future.”, and “It will help me become aware on the things need to
handle appropriately in teaching.” These are some of the responses of the participants seeing

the challenges that they have encountered as a new learning for them. It motivated and

inspired them to improve as a person and as a future educator for the benefit of not just

for themselves but also for their students.

An integral part of any teacher education program is the early field experience

component. For many pre-service teachers, this represents their first experience in observing

and participating in a classroom from the perspective of the teacher rather than that of the

student. This can be a difficult shift in identity. pre-service teachers often face a sense of

imbalance, where they desire to demonstrate their independence and competence as educators,

while still having to rely on veteran teachers’ assistance. Therefore, these early field experiences

must be meaningful and conducive to instilling confidence rather than simply fulfilling another

requirement (Miller et al., 2014).

Do the challenges they have encountered affect their decision of pursuing

teaching as their profession?

The majority of the participants do not let these challenges affect their decision

of pursuing teaching as their profession. Instead, they become motivated and eager to

become a teacher someday. “No. It keeps me more inspired and motivated for my improvement

as a pre-service teacher.” and “No, it must be my strength to continue my dream job of becoming a

teacher. I know teaching is not easy, but I really enjoyed it.” These are some of their responses

showing their courage and determination to pursue teaching. As the preservice

teachers address the challenges that they have faced as their room for improvement,

they know that through these challenges they will improve and become worthy to be

call a “teacher”.
 There are varieties of profession across the country. But teaching is some way

differ from others. Each and every teacher has to learn plenty of things in their day-to-

day life for their effective teaching. The same was described by Dr. Rabindranath

Tagore, in his literature, “a lamp can never light another lamp unless it continues to

burn its own flame likewise, a teacher can never truly teach unless he / she is still

learning himself / herself by reading quality books, articles, journals, magazines,

publications, theses and also attending workshop, seminar and conference to observe

and derive knowledge from the speech of subject experts. Besides reading various

things, knowledge can be derived from other sources by means of group discussion,

consulting some experts, self- thinking, self-analyze and self-realization etc. While

considering the above facts, teaching can be considered as “Noble Profession” and it

cannot be compromise (Sekar, 2017).

 CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter summarizes the results and discussion of the study conducted by the researchers.

The chapter states the recommendation which is based on the result.

Conclusion

Based on the results of the study. The pre-service teachers have experienced some challenges

during their internship at Saint Michael College of Caraga. Most of them encountered problems

handling the students appropriately, including their different behaviors and making a lesson plan

specifically for the activities. Regarding time management, one pre-service teacher stated that she finds

it difficult to manage her time because there is a lot of work to do besides the internship. Being able

to communicate clearly and consistently with their colleagues while working remotely was also

challenging for some pre-service teachers. In addition, lack of self-esteem, peer pressure, lack of

resources during the demo, and subject teacher’s standard for teaching were also the challenges that

pre-service teachers experienced.

Moreover, in terms of the perception of the pre-service teachers in the challenges, they have

faced in the teaching environment, one of them stated that it is normal in the field of teaching

education and we must learn to deal with it. One also added that these challenges will lead her to

become an efficient and effective teacher in the future. As well as some of the pre-service teachers

stated that these challenges will help them become more aware of the things that needed to handle

appropriately in teaching.

Furthermore, some of the pre-service teachers agreed that these challenges that they have

encountered do affect their decision of pursuing teaching as their profession. They stated that it always

frightens them whenever they have to make a move, especially when it involves the students and they
hate making mistakes in front of them. On the other hand, one pre-service teacher said that these

challenges affect her decision because it helps her to improve herself in teaching and dealing with

students. Therefore, pre-service teachers are aware of the issues and problems associated with teaching

practice, undertaking the process of becoming professionals, mastering skills useful to the profession

of teaching, and learning specific types of behavior through good teachers (Abas, 2016).

Recommendation

Pre-Service Teachers should reflect on aspects of their teaching, they must also be taught to

reflect on their own values and the ways in which this impacts their teaching practices and pedagogy.

This is essential for them to share and explain their behavioral expectations to students through

explicit discussion, guidance, and modeling. They should also cater to all different learning styles and

abilities, and be able to pick up why a child may not be engaging and/or learning.

Students learn a lot by observing their teachers' behavior and attitudes. Expect students to

demonstrate values that do not represent themselves (e.g., Fairness, kindness, and respect) and

encounter resistance and misbehavior in the classroom. Recognizing their own values enables teachers

to consciously demonstrate their desires Behave with students and explain clearly why certain

behaviors are more constructive than others. Given the problems caused by student attitudes and

behaviors, it was suggested that future teachers should receive training in blended learning,

performance-based activities, and new teaching strategies that will cater the needs of different students

in the classroom. (Megler, 2012).

Secondary Recommendation

To the School Administrators

The administration gives a wide range of influences to implement motivational programs,

activities, seminars, and training for pre-service teachers. The huge presence of the administration in
giving immediate solutions and responses in terms of the challenges faced by pre-service teachers in

the teaching field. The administrator will provide improvement and progress for the students to gain

motivation to cope and find strategies for the challenges they faced. Since they have the power to seek

and experiment with more suitable ways to improve the quality of training and expose the student

teachers to a real-life scenario in teaching. The administration should monitor the student’s progress

to gain feedback, especially on the difficulties they experienced in their internship. These certain

monitoring will help the school create a suitable solution to improve the excellence of the teachers to

help their students cope and sustain the necessary needs they want, for them to gain progress and

motivation in doing their duty as a pre-service teacher.

According to Megler (2012), the presence of school administration is basic in helping students

to grow well specifically in their chosen course. They follow up on the students’ issues and problems,

monitor and provide solutions whether it is academic, behavioral, social, or emotional, the school

administration called for to urgently solve them. These problems have become a major barrier to

achieving the school’s ultimate goal which is to provide a school environment that be able to meet the

needs of students, teachers, and employees.

To the Pre-Service Teachers

As for time management pre-service teachers should be responsible for handling their time

accordingly. Time should be allocated according to preparation. Good time management also reduces

stress, and pressure and it can also provide a sense of achievement for fulfilling goals specifically in

lesson planning and demo preparation.

Cemaloglu & Filiz (2010), defined time management as the sufficient use of available

resources in a limited time, aimed at achieving some purpose. In connection, Ipboye and Phillips

(1990) stated the benefits of time management to teachers in higher education where it aimed at
reducing stress levels and improving their performance by developing time management skills

specifically in preparing the lesson appropriately that made their learning objectives achieved in the

learning process.

To the Future Researchers

To future researchers, they should give efforts to search, explore, and investigate deeper about

the cause of difficulties or challenges experienced by pre-service teachers in Saint Michael College of

Caraga, so that more solutions should be taken to motivate and encourage the student teachers to

fulfill their duty in the teaching field.

There must be consistency between required professional qualifications, competencies, and

imparted professional skills and qualities that a pre-service teacher must attain to face the different

challenges in Education. Future researchers play an important role in determining the elements

contributing to this difficulty or challenges in an internship. So that it improves the overall quality of

education of all the pre-service teachers in the teaching field (Tesdimer, 2020).
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Appendices
 Appendix A

Letter of Approval
 Appendix B

Instrument with Informed Consent

 Saint Michael College of Caraga
Brgy. 4, Nasipit, Agusan del Norte, Philippines
Tel. Nos. +63 085 343-3251 / +63 085 283-3113 Fax No. +63 085 808-0892
www.smccnasipit.edu.ph

RESEARCH INSTRUMENT

1. What are the specific challenges have you faced during your internship?

2. What is your perception in the challenges you have faced in the teaching

environment?

3. Do these challenges that you have encountered affect your decision of pursuing

teaching as your profession?

 Appendix C

Curriculum Vitae

CURRICULUM VITAE

Name: MA. KRYSKATE C. DUMOL

Complete Address: Apitong, Talisay, Nasipit, Agusan del Norte
Email: ma.kryskate_dumol@smccnasipit.edu.ph
Contact Number: 09102436836

PERSONAL BACKGROUND
Nickname: Katya
Date of birth: June 10, 2001
Place of birth: Talisay, Nasipit, Agusan del Norte
Status: Single
Gender: Female
Mother: Marites C. Dumol
Father: (DECEASED)

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Nasipit National High School (NACES Campus) 2018-2019
Complete Address: Brgy. 4, Nasipit, Agusan del Norte
JHS: Nasipit National High School (NACES Campus) 2016-2017
Complete Address: Brgy.4, Nasipit, Agusan del Norte
Elementary: Talisay Central Elementary School SPED Center 2012-2013
Complete Address: Talisay, Nasipit, Agusan del Norte
 CURRICULUM VITAE

Name: CHEENEE JOHANNA ASIGNAR

Complete Address: Bulihon, Tagcatong, Carmen, ADN
Email: cheeneejohannaa_asignar@smccnasipit.edu.ph
Contact Number: 09067050094

PERSONAL BACKGROUND
Nickname: Chin
Date of birth: December 20, 2000
Place of birth: Bulihon, Tagcatong, Carmen, Agusan del Norte
Status: Single
Gender: Female
Mother: Menierba Asignar
Father: N/A

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Senior High School in Carmen 2018-2019
Complete Address: Poblacio, Carmen, Agusan del Norte
JHS: Carmen National High School 2016-2017
Complete Address: Cabatoan, Carmen, ADN
Elementary: Doña Josefa Antillon Elementary School 2012-2013
Complete Address: Bulihon, Tagcatong, Carmen, Agusan del Norte
 CURRICULUM VITAE

Name: JOYCE MARIE E. PEPITO

Complete Address: Greenvalley, Purok Santan, Nasipit, Agusan del Norte
Email: joycemarie_pepito@smccnasipit.edu.ph
Contact Number: 09486433708

PERSONAL BACKGROUND
Nickname: Jo
Date of birth: November 22, 2000
Place of birth: Chong Hua Hospital Cebu City
Status: Single
Gender: Female
Mother: Josefina E. Pepito
Father: Roger B. Pepito

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Saint Michael College of Caraga 2018-2019
Complete Address: Atupan St., Brgy 4, Nasipit Agusan del Norte
JHS: Nasipit National High School (NACES Campus) 2016-2017
Complete Address: Brgy.4, Nasipit, Agusan del Norte
Elementary: Yati Elementary School 2012-2013
Complete Address: Yati Lilo-an Cebu City
 CURRICULUM VITAE

Name: JEASELLE A. CORMINAL

Complete Address: Purok Nangka, Brgy 6, Buenavista, Agusan del Norte
Email: jeaselle_corminal@smccnasipit.edu.ph
Contact Number: 09128362345

PERSONAL BACKGROUND
Date of birth: March 28, 2001
Status: Single
Gender: Female
Language Spoken: Cebuano, English, Filipino

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Buenavista SPED High School 2018-2019

JHS: Buenvista SPED High School 2016-2017

Elementary: Ipil Elementary School 2012-2013

 CURRICULUM VITAE

Name: MARY ROSE BAYANGBANG

Complete Address: Brgy Sacol, Buenavista, Agusan del Norte
Email: maryrose_bayangbang@smccnasipit.edu.ph
Contact Number: 09300387829

PERSONAL BACKGROUND
Date of birth: May 13, 2000
Status: Single
Gender: Female
Language Spoken: Cebuano, English, Filipino

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Buenavista SPED High School 2018-2019

JHS: Buenvista SPED High School 2016-2017

Elementary: Cogon Elementary School 2012-2013

 CURRICULUM VITAE

Name: ERICA FAYE M. TIDALGO

Complete Address: Purok 6, Brgy. Guinabsan, Buenavista, Agusan del Norte
Email: ericafaye_tiladgo@smccnasipit.edu.ph
Contact Number: 09263402579

PERSONAL BACKGROUND
Date of birth: July 16, 2000
Status: Single
Gender: Female
Language Spoken: Cebuano, English, Filipino

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Saint James High School 2018-2019

JHS: Lucina City National High School 2016-2017

Elementary: San Roque Elementary School 2012-2013

 CURRICULUM VITAE

Name: ROSELYN L. LABADAN

Complete Address: P-3, Rizal, Buenavista, Agusan del Norte
Email: roselyn_labadan@smccnasipit.edu.ph
Contact Number: 09551559330

PERSONAL BACKGROUND
Date of birth: September 15, 2000
Status: Single
Gender: Female
Language Spoken: Cebuano, English, Filipino

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Rizal National High School 2018-2019

JHS: Rizal National High School 2016-2017

Elementary: Rizal Elementary School 2012-2013

 CURRICULUM VITAE

Name: JEROME KENNETH M. CAPILITAN

Complete Address: : P-2, Brgy. Amontay Nasipit, Agusan del Norte
Email: jeromekenneth_capilitan@smccnasipit.edu.ph
Contact Number: 09638317416

PERSONAL BACKGROUND
Date of birth: October 25, 2000
Place of Birth: Brgy. Amontay Nasipit, Agusan del Norte
Status: Single
Gender: Male
Language Spoken: Cebuano, English, Filipino

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Poblacion SHS in Carmen Stand Alone 2018-2019

JHS: Carmen National High School 2016-2017

Elementary: Amontay Elementary School 2012-2013

 CURRICULUM VITAE

Name: POCHOLO O. IGLESIA

Complete Address: Brgy.3 P-4 Buenavista Agusan del Norte
Email: pocholo_iglesia@smccnasipit.edu.ph
Contact Number: 09638317416

PERSONAL BACKGROUND
Date of birth: March 24, 2000
Place of Birth: Buenavista Agusan del Norte
Status: Single
Gender: Male
Language Spoken: Cebuano, English, Filipino
Name of Father: Dennis C. Iglesia
Name of Mother: Naome O. Iglesia

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Buenavista Institute 2018-2019

JHS: Buenavista Institute 2016-2017

Elementary: Buenavista Central Elementary School 2012-2013

 CURRICULUM VITAE

Name: JAKE LESTER T. BANGCASAN

Complete Address: D-2, Brgy. Aclan, Nasipit, Agusan Del Norte
Email: jakelester_bangcasan@smccnasipit.edu.ph
Contact Number: 09483635692

PERSONAL BACKGROUND
Date of birth: November 02, 2000
Place of Birth: Anislagan Maco Compostella Valley
Status: Single
Gender: Male
Language Spoken: Cebuano, English, Filipino
Name of Mother: Luzvizminda Bangcasan
Name of Father: (DECEASED)

EDUCATIONAL BACKGROUND YEAR GRADUATED

SHS: Poblacion SHS in Carmen Stand Alone 2018-2019

JHS: Carmen National Highschool 2016-2017

Elementary: Aclan Elementary 2012-2013

 Appendix D

Documentation