Level of Implementation in the Deployment of Pre-Service Teachers on Experiential Learning Courses in the National Capital Region: Basis for Proposed Enhanced Policy Implementation

Abstract

Pre-service teacher training is a critical stage in teacher education that enables pre-service teachers to immerse themselves in an authentic school setting by integrating theoretical knowledge with actual classroom practice. This study examined the perceptions of 82 college supervisors from Teacher Education Institutions and 403 cooperating teachers from the Department of Education in the National Capital Region regarding the implementation of Experiential Learning Courses (ELCs). Using a quantitative design with proportionate and multi-stage sampling, data were collected through two validated and reliability-tested questionnaires. Descriptive statistics were used to assess how well the ELCs were implemented, while nonparametric tests such as the Mann-Whitney U test and the Kruskal-Wallis H test were used to determine significant differences in perceptions among respondent groups. Findings revealed that the roles of college supervisors, cooperating teachers, and school principals in the deployment of pre-service teachers were generally rated as highly implemented. Significant differences were noted in the supervisors’ assessments of the roles of deans, and in cooperating teachers’ evaluations of school principals and their respective roles. The primary challenges identified by the respondents during deployment included the late deployment of pre-service teachers and limited school visits by supervisors. These findings recommend the need for stronger coordination between institutions and schools to optimize experiential learning opportunities. Furthermore, the Teacher Education Institutions should develop deployment schedules aligned with the DepEd school calendar and consider providing logistical support for college supervisors to enhance ELC monitoring.