Teaching Effectiveness on Pre-Service Teachers` Pedagogical Competence and Internship Performance: Basis for an Action Plan

This study explored the relationship between teaching effectiveness, pedagogical competence, and internship performance among pre-service teachers at Buenavista Community College. A total of 288 graduating students from the BEED, BSED English, and BSED Mathematics programs participated. Utilizing a descriptive-correlational research design, data were gathered through adapted questionnaires and analyzed using mean, standard deviation, and Pearson correlation. Results showed that faculty were generally rated as “Effective,” particularly in Commitment, with slightly lower ratings in Teaching for Independent Learning and Management of Learning. Pre-service teachers were assessed by cooperating teachers as having “Proficient Competence,” especially in Content Knowledge, Learning Environment, and Curriculum Planning. However, lower ratings in Personal Growth and Professional Development indicated a need for greater emphasis on reflective practices and professional readiness. Internship performance was largely positive, with over 72% of participants receiving Outstanding to Very Good ratings, validating the strength of the teacher education program. A minority of students received lower ratings, highlighting the need for targeted support such as mentoring and skill development. Correlation analysis revealed a weak and statistically insignificant relationship between teaching effectiveness and pedagogical competence, suggesting other influencing factors like student motivation. A significant but negative correlation was found between teaching effectiveness and internship performance, possibly reflecting a disconnect between academic and field evaluation criteria. A weak positive correlation between pedagogical competence and internship performance approached significance, emphasizing the complex nature of teacher readiness. Overall, the study underscores the need for a more integrated and evidence-based approach to teacher education that aligns instruction, competence development, and internship assessment.