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Pre-Service Teachers’ Self-Efficacy on Computer, Teaching, and Technology Integration and Their Internship Performance

Author

Listed:
  • April Dawn G. Jalagat

    (Don Carlos Polytechnic College)

  • Hazel Joy M. Gabiana

    (Don Carlos Polytechnic College)

  • Jaira Mae C. Barsomo

    (Don Carlos Polytechnic College)

  • Joynalyn A. Namit

    (Don Carlos Polytechnic College)

  • Cristine Jane C. Guzman

    (Don Carlos Polytechnic College)

  • Cleandy Jane R. Obquia

    (Don Carlos Polytechnic College)

Abstract

The study was conducted at Don Carlos Polytechnic College, Don Carlos, Bukidnon. The BEED 4th year students were chosen as appropriate respondents to the specific studies that the researchers conducted. The data were gathered through a face-to-face method, and their names are required, but their identity will remain confidential. Correlational research design to determine the Pre-service Teachers’ Self-efficacy on Computer, Teaching, and Technology Integration The study revealed that pre-service teachers’ computer self-efficacy indicated that their level of competence is at a moderate level. The pre-service teachers’ self-efficacy in teaching was found to be at a competent level. The pre-service teachers’ level of self-efficacy in terms of technology integration demonstrated that they are highly capable of integrating technology in all these aspects. The level of pre-service teachers’ internship performance in terms of classroom management indicates that they always practice how to maintain classroom management. The level of pre-service teachers’ internship performance in terms of lesson planning was always practiced.

Suggested Citation

  • April Dawn G. Jalagat & Hazel Joy M. Gabiana & Jaira Mae C. Barsomo & Joynalyn A. Namit & Cristine Jane C. Guzman & Cleandy Jane R. Obquia, 2025. "Pre-Service Teachers’ Self-Efficacy on Computer, Teaching, and Technology Integration and Their Internship Performance," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 3619-3643, August.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-8:p:3619-3643
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    References listed on IDEAS

    as
    1. Masooma Ali Al-Mutawah & Ruby Thomas & Abdulla Eid & Enaz Yousef Mahmoud & Moosa Jaafar Fateel, 2019. "Conceptual Understanding, Procedural Knowledge and Problem-Solving Skills in Mathematics: High School Graduates Work Analysis and Standpoints," International Journal of Education and Practice, Conscientia Beam, vol. 7(3), pages 258-273.
    2. repec:pkp:ijoeap:v:7:y:2019:i:3:p:258-273:id:600 is not listed on IDEAS
    3. Ryan Christian T. Bustillo & Russel Bhan Peligro & Adrian Mitch Enaje, 2024. "Exploring the Pedagogical Odyssey: An In-Depth Study of Pre-Service Teachers’ Lived Experiences in Crafting English Lesson Plans," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 11(3), pages 329-342, March.
    Full references (including those not matched with items on IDEAS)

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