INTELLECTIVE and NON-INTELLECTIVE FACTORS as CORRELATE of TEACHING PERFORMANCE AMONG STUDENT TEACHERS at PAMANTASAN NG LUNGSOD NG MUNTINLUPA: T0WARDS ENHANCED O.B.E. SYLLABI of PROFESSIONAL EDUCATION COURSES
By: Danilo B. Solayao, Ed.D.
Student teaching is a full-time, college supervised, instructional classroom experience. It
is a culminating course required for all students who want to receive a teaching diploma. This is
the initial stage on becoming a full-pledged teacher. Likewise, it is the peak of teacher’s
professional training. The whole student teaching program is designed to help the future teachers
grow through a professional learning experience.
This study analyzes the relationship of the PLMun-CTE student teachers’ teaching
performance to intellective factors, i.e. Grade Point Average (GPA) and Areas of Specialization
(Major Subject) and non-intellective factors, i.e. self-concept, locus of control, and motives of
choosing a teaching course. Using the descriptive-correlation method of research, survey forms,
questionnaires and evaluation sheets were utilized in the study. The entire population of CTE
Student Teachers taking BSED and BEED with various areas of specializations enrolled during
Academic Year 2015–2016 served as the study’s respondents.
The study revealed that most of the respondents are BSED students who have Very Good
academic performance. Generally, the respondents have a low self-concept: physical, emotional,
psychological, spiritual-moral and social. Majority of them exhibited an inclination to the
external locus of control. The respondents chose the teaching profession because they believed
that it is the noblest profession. All intellective and non-intellective factors are not related to
student teachers’ teaching performance except the area of specialization.
As an intellective factor, the area of specialization is found to be a correlate of student
teachers’ performance. Moreover, the respondents are rated Very Satisfactory in their teaching
performance, therefore, the pre-service teachers must be continually exposed to the actual
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learning process. Finally, only one of the factors used in the study was found to be related to