Real-body.docx

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Chapter I THE PROBLEM Introduction Confucius once said, “the ideal teacher guides his students but not pull them along; he urges to go forward and does not take them to the place”. A model is a standard to be imitated. It should be worthy to be followed or patterned after. Students usually imitate those that they are often in contact with. Teaching is a lifetime career aiming to mold the children’s minds and hearts with passion. Some offer enduring love and care in this profession-the elements that make the teachers stick to teaching and students to learning ,maybe it was their childhood dream or it’s just they find great fulfilment when they are with children while others accept it as means of livelihood. But whatever the reasons behind choosing this profession, every person who decides to be a teacher needs to dedicate their lives in shaping future professionals of the society. Teacher Education is a course that requires multi facets of human talents where it is essential to the chosen profession. Future teachers are provided a strong foundation when it comes to proficiency to teaching skills, management and evaluative in all disciplines who are open to changes and innovative with desirable attitude and values. (Ganotisi 2006) In the Philippines, a model for teacher education where teacher education students have their early school experience as early as second year was included

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consistent with CHED Memorandum No. 30, s. 2004 which stipulates the deployment of education students for their field study, beginning in the second year rather than in the fourth year: Currently, students have their first year in-school practicum experience during their fourth and final year. This change will allow students to develop more fully their teaching skills and to evaluate whether they really want to become teachers. It will also provide them with enough time for their classes in the college/university. (Vega 2008) Field experiences in teacher preparation are in a sense, future educators have to apply all the scientific teaching-learning theories and principles by observing and working with real students, teachers and curriculum in natural settings. But not only the cognitive aspect but also values should be developed by the pre- service teacher who wants to be successful with it. For this will serve as their stepping stone towards being effective, inspiring and morally upright educators to their future students. The teacher must be the model of the values he wishes to in calculate. Teachers- to- be must possess values which are just and proper as they will be the mentor of tomorrow’s children. They should prepare themselves in their future career and develop themselves as future professionals with good values to produce ideal learners that could last for a lifetime. The National Competency Based Teacher Standards provides a single framework that shall define teaching in all aspects of a teacher’s professional life

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and in all phases of teacher development. The NCBTS is a theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the different goals in the curriculum. It has 7 domains as follows; Domain 1, Social Regard for Learning; Domain 2, Learning Environment; Domain 3, Diversity of Learners; Domain 4, Curriculum; Domain 5,Planning, Assessing and Reporting; Domain 6Community Linkages ; and lastly Domain 7, Personal Growth and Professional Development. Teacher training institutions play a critical role in preparing the future teacher. Its pre-service program should train future educators who are not only knowledgeable and highly skilled but likewise having an exceptional attitude and values in every aspect of their mind as they will be the one who will hold the future of every individual. As education students, there is a need to determine if the standard values are possessed by the pre-service teachers because these values are fuel and driving force in teaching profession. Aside from the training the pre service teachers undergo, strengthening the values of student teachers should also be given attention. This is also a way to understand the values of pre service teachers as stated to the National Competency Based Teacher Standards as well as encourage them.

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Educating the minds of the young is a challenging task for teachers. Thus, educators should be trained well to develop their values and skills and to prepare themselves before they fully engage in the teaching profession. Statement of the Problem This study aimed to determine the values orientation of Pre-service Teachers of BatStateU-Rosario. Specifically, the study aimed to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 Age; 1.2 Sex; 1.3 Civil Status; 1.4 Field of Specialization; 2. What is the values orientation of the pre-service teachers in terms of: 2.1 Social Regard for Learning; 2.2 The Learning Environment; 2.3 The Diversity of Learners; 2.4 Curriculum; 2.5 Planning, Assessing and Reporting; 2.6 Community Linkages; 2.7 Personal Growth and Professional Development?

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3. Is there a significant relationship between the profile and value orientation of pre-service teachers? 4. What is the assessment of the cooperating teachers to pre-service teachers in terms of their values orientation? 5. Among the given domains, in what standard/s do the pre-service teachers find difficulty articulating with? 6. Based on the findings, what extension activity can be proposed to enhance and strengthen the values orientation of pre-service teachers? Theoretical Framework The theoretical framework is presented in the diagram. The researchers focused on determining the values orientation of the pre- service teachers, specifically those fourth year BSEd students who are already in the field of practice teaching in the actual learning environment. In this regard, the researchers used the theoretical concept of Experiential Learning Theory by David Kolb (1984). He states that learning involves the acquisition of abstract concept that can be applied flexibly in a range of situations. In Kolb's theory, the impetus for the development of

new

concepts

is

provided

(www.simplypsychology.org/learning-kolb.html)

by

new

experiences.

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Concrete Experience (doing/ having an experience)

Abstract Conceptualisation

Reflective Observation

(concluding/ learning from experience)

(reviewing/ reflecting on the experience)

Active Experimentation (planning/ trying out what you have learned)

Figure 1:Kolb's Experential Learning Theory (ELT) The ELT Model portrays two dialectically related models of grasping experience-- Concrete Experience (CE) and Abstract Conceptualisation (AC)-- and two dialectically related modes of transforming experience -- Reflective Observation (RO) and Active Experimentation (AE). According to the four- stage learning cycle depicted in Figure 1, immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guide in creating new experiences. (learningfromexperience.com/media/2010/08/experiential-learning-theory.pdf) The pre-service teachers’ field study teaching is indispensable to their education course. The reason is that their (1) concrete experiences gained from field study teaching will allow them to (2) observe and reflect on that experiences which will enable them to (3) formulate abstract concepts and generalizations that

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can be (4) applied to the future situations when they are already in the teaching profession. Thus, the cliché quote “experience is the best teacher” is very much applicable to the aspiring educators. Conceptual Framework This study aimed to determine the values orientation of pre- service teachers of Batangas State University- Rosario. Teaching is said to be the noblest profession that’s why values orientation of pre- service teachers are of great importance. It will serve as a foundation of their future career as they are the one who is responsible in shaping the values of their students inside the school environment. The first box contains the input of the study includes the profile of preservice teachers of Batangas State University- Rosario Campus in terms of age, gender, civil status and their field of specialization. Primarily, these aspects affect the pre-service teacher’s value orientation. Included in the process box is the methodology that the researchers used in gathering information about the values orientation of pre-service teachers which are the validated survey questionnaires. The output variables are the proposed programs which are seminars and symposium which may be undertaken for the integration and enhancement of values orientation among the pre- service teachers.

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Research Paradigm

INPUT

 PROFILE OF THE PRE- SERVICE  TEACHERSRESPONDENTS IN TERMS OF AGE, SEX, CIVIL STATUS AND FIELD OF SPECIALIZATION .

PROCESS

ASSESSMENT THROUGH QUESTIONNAIRE

 VALUES ORIENTATION OF THE PRESERVICE TEACHERS

OUTPUT

AN EXTENSION PROPOSAL FOR SEMINARWORKSHOP ON STRENGTHENING THE VALUES ORIENTATION OF THE PRESERVICE TEACHERS

Figure 2 Research Paradigm of the Value Orientation of Pre- Service Teachers of Batangas State University- Rosario Campus

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Hypothesis The null hypothesis tested in the study stated that there is no significant relationship between the profile of the pre-service teachers and their values orientation. Scope, Limitation and Delimitation of the Study This study attempted to determine the values orientation of pre-service teachers in Batangas State University. It especially focuses on the profile of the respondents in terms of their age, gender, civil status and field of specialization. Furthermore, this will determine the value orientation of pre-service teachers in terms of teaching profession, social interaction, learning environment, teachinglearning process, exploring the curriculum and assessment. Moreover, this study also focuses on the significant relationship between profile and values orientation of pre-service teachers. The study is limited to fourth year pre-service teachers of BatStateURosario Campus major in English, Filipino, and MAPEH who are enrolled in Practice Teaching Course. The study is delimited to students of Bachelor of Secondary EducationRosario Campus who are not yet taking practice teaching and to those who are taking up Bachelor of Elementary Education. Also, this study is delimited to preservice teachers of other universities.

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Significance of the Study The results of the study are hoped to be beneficial to the following: Department of Education. This study will inform them on the values orientation of future educators with regards to their teaching profession, social interaction, learning environment, teaching-learning process, exploring the curriculum and assessment. University. This study will enable them to be aware of the values orientation of their pre-service teachers. This will help them to initiate programs to improve the university’s ability to nurture students with values. Teacher Education Institutions. This study may provide them basis to enhance learning of the students in the implementation of student teaching courses. The assessment of pre-service teachers can help the Education Department to measure values of students. Pre-service teachers. This study will provide valuable ideas, insights and information on the values they must have on becoming a teacher. Parents. This study will help them to be familiar with the values of their child and to encourage them to continue their good values and to discourage the bad ones.

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Researchers. This study will make them aware of the values orientation of pre-service teachers like them. This may help them enrich their values in their chosen profession. Future researchers. This study may be a big help in the writing of their related literature. Through this study, future researchers may also gain new information on the study they are conducting. Definition of Terms The definition of terms which the reader may encounter in reading this research work is included for better understanding. These terms are conceptually and operationally defined for the better understanding of the study. Cooperating Schools. This term refers to the school selected on the basis of the type and quality of programs, teachers, and school supervisors who provide the best experiences for the student teachers and a challenging workplace for the students (Atienza 2007). In this study, it refers to where the fourth year pre-service teachers are taking up their student teaching. Cooperating Teachers. This term refers to the teacher from the cooperating school who guides in making use of the knowledge previously learned. He informs the student teacher of his duties in and out of the classroom and on any preferred lesson plan format and deadlines for renewing lesson plans (Atienza 2007). In this study, it refers to the teacher who guides the student teachers throughout their student teaching.

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Curriculum. This term refers to the sum of learnings stated as educational ends, educational activities, school subjects and/or topics decided upon and provided within the framework of an educational institution or in a less formally organized set up for student achievement (Garcia 2007). In this study, it refers to the elements that made up the teaching and learning such as learning outcomes/ objectives, art of questioning and motivational activities Diversity of Learners. This term refers to the individual differences in a typical classroom that are brought about by differences in gender, culture, language, socioeconomic status and learning style (OB. Dañocup 2010). In this study, this refers to the differences of the students and how the pre-service teachers handle it. Experiential Learning Courses. This term refers to required subjects in the preservice teacher education curricula that include Field Study Courses and Practice Teaching (Vega 2008). In this study, it refers to the on- the job training that is undergone by the pre- service teachers. Learning Environment. This term refers to the place where teaching and learning can take place in the most effective and productive manner (Corpuz & Salandanan 2011). In this study, it refers to the physical, emotional, intellectual ambiance of teaching-learning process. National Competency Based Teacher Standards. This term refers to the set of competencies (behaviors, attitudes and skills) that each teacher must possess to function effectively and satisfactorily. It is the standards of good teaching in the Philippines. It consists of 7 domains, 21 strands and 80 performance indicators

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(Bilbao et.al., 2012). In this study, it refers to the set of values that should be possessed by the pre- service teachers. Pre-Service Teacher. This term refers to the student enrolled in the BEED, BSED and other related teacher education programs (Vega 2008). In this study, it refers to the 4th year students who are currently taking field study and student teaching courses. Professional Development. This term refers to efforts of competent professionals to grow beyond what are basic and routine such as to gain insights into their teaching, refine their skills and assume new roles and responsibilities (Salandanan 2005). In this study, it refers to the pre-service teachers' enrichment of their teaching practice for the attainment of learning goals. Student Teacher. This term refers to the student who undergoes practice teaching (Vega 2008). In this study, it refers to the students under the College of Teacher Education who are currently taking up practice teaching courses. Student Teaching. This term refers to the last phase of pre-service training which provides the students the chance to try and test their “educational know-how” and teaching skills in schools (Atienza et. al., 2007). In this study, it refers to the period during which a student undergoes guided teaching to the responsibilities on the major activities usually perform by teachers in public elementary and secondary schools. Values.

This term refers to moral or ethical standards signifying what are

intrinsically desirable. They are different from the technical norms through which

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the desired state is reached (Panopio, 2007). In this study, these are the bases for determining what behavior and attitudes are correct that should be possessed by the pre- service teachers.

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Chapter II REVIEW OF LITERATURE This chapter presents the conceptual and related literature which provides information for the enrichment and better understanding of the study. It forms the background and provides insights that help the researchers conceptualize the framework necessary in the study. Conceptual Literature This section involves the conceptual literature which presents the ideas and concepts used by the researchers in order to conceptualize ideas related to the study. Values. According to Corpuz and Salandanan (2013), teachers are models of values. Whether conscious of them or not, values are exhibited implicitly and explicitly. Values connote standards, code of ethics and strong belief. Salandanan (2012) also said that the innate values and dispositions she possesses are of utmost importance in creating winning interactions among students and associates. Being more experienced and sensitive to students’ reactions, both positive and negative, she will be able to perceive common difficulties such as the inability to understand the lesson, indifference and lack of interest. She will be able to treat with patience and compassion those with short temper and showing habitual inattentiveness. In return she will be able to provide a conducive learning environment. Her genuine kindness will buoy the spirits of the saddened and

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suffering and enkindle rapport. Her creativity and industry will be replicated. Her passion and love for teaching will enable her to persist despite constraints, personal or otherwise. She is willing to spend extra time, effort and resources to alleviate their feelings of deprivation and deficiencies. According to Cariño, “values are moral or ethical standards signifying what are intrinsically desirable. They are different from the technical norms through which the desired state is reached”. (Panopio, 2007) A value is something desirable, worth having, worth possessing, worth keeping and worth doing. Insofar as a value is desirable, it is something good for the latter is always desirable (Aristotle). If only for this reason, one axiological school of thought claims that value is identical with the good; hence what is good is valuable and what is valuable is also good; ie., a valued object is good. Timbreza (2003) CHED Memorandum Order No. 30. CMO was promulgated on September 13, 2004 for the purpose of rationalizing the undergraduate teacher education in the country to keep pace with the demands of global competitiveness. It is in accordance with the pertinent provisions of Republic Act No. 7722, the Higher Education Act of 1994. CMO 30 embodies the policies and standards for the undergraduate teacher education curriculum.

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Article 5, Sec.13 of CHED Memorandum Order No. 30 states that, “Field Study courses are intended to provide students with practical learning experiences in which they can observed, verify, and reflect on in actual school settings. The experiences will begin with field observation and gradually intensify until students undertake practice teaching.” In the teacher education curriculum before the issuance of CMO30s. 2004, field observation came in the senior long after learning all the theories were learned. In the present curriculum, the learning of theories takes place side by side with field observation. This is to enable students to connect theories learned with practice immediately. National Competency Based Teacher Standards. What are expected of the teacher in the classroom and in the community are spelled out in the National Competency Based Teacher Standards (NCBTS) developed by the Department of Education and in relation to the Teacher Education and Development Program (TEDP) that conceptualizes a teacher’s career path.(Experiential Learning Courses Handbook, 2009). The NCBTS is a set of competencies (behaviors, attitudes and skills) that each teacher must possess to function effectively and satisfactorily. These are based upon “the core values of Filipino teachers and on the principles of effective teaching and learning”. The NCBTS framework is divided into seven (7) domains that represent the desired features of the teaching and learning process. These domains incorporate a series of twenty-one (21) strands of desired teaching performance statements which can be identified as (80) performance indicators that

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are observable indicators of the quality of a teacher’s performance (Experiential Learning Courses Handbook, 2009). The NCBTS is an integrated theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the different learning goals in the curriculum. Social Regard for Learning. The domain of Social Regard for Learning focuses on the ideal that prospective teachers must possess in the pursuit of promoting learning. Thus their actions, statement and different types of social interactions with student exemplify this idea. A teacher acts as a positive role model for students. It is a social expectation that the teacher must show that she is likewise following school regulations as a sign of respect and social responsibility. (Salandanan, 2012) Teachers are supposed to dress accordingly. A student teacher’s uniform will give them an authority especially if they look awfully young. Further, their dress let the cooperating teacher know of your professionalism and dedication to their assignment. (Vega, 2008) Moreover, teachers should use strategies that will encourage children to explore their world, discover knowledge, reflect and think critically. These

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strategies are indispensable in teaching and learning situation that can even value or break students’ motivation to learn. (Santos, 2007) Teachers are models. What the pupil/students see, they emulate. Teachers demand punctuality from the students, then, punctuality should be exercised in deeds not only in words. And teachers are the visual aids for the students to see, so teachers should make it a point to be dressed neatly and appropriately. They should come to class well-groomed and smartly dressed. The way the teachers are dressed reflects their personality. Teachers who are dignified and well- mannered are appealing to the eyes of the students. Even the way the teachers move their hands, head and body are parts of the pupil/ students meticulous observations. Teachers should bear in mind that respect is earned. (Zulueta, 2006) According to Salandanan (2005), for undertaking field studies, proper decorum, appropriate attire and behavior should be given. So much is expected from the teachers because young minds are entrusted to their care. There will always be challenges, but sensitive and conscientious teachers are always aware that the reward of teaching lie in the sense of fulfilment and pleasure which only the most dedicated are privileged to know. In addition, according to Vega (2008), punctuality is very important in the real world. If the student teacher is late, he/ she will definitely not start out on the right foot with his/her cooperating teacher. Even worse, if he/ she arrives after a

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class has begun which he/she is supposed to be teaching, the pre- service teacher is placed in an awkward position. Learning Environment. The domain of Learning Environment focuses on importance of providing for a social, psychological and physical environment within which all students, regardless of individual differences in learning can engage in the different learning activities and work towards attaining high standards of learning. The learning environment sets the mood for a smooth, fruitful and enjoyable teaching- learning activity. The prevailing atmosphere provides the initial invitation for the class to actively get involved in upcoming events. To be able to set up one that could pave the way towards a productive implementation of a well- planned lesson, an appropriate learning resource will be needed. According to Zulueta (2006), it is one of the basic components that make teaching and learning events happen. It consists of an area when the physical structures are built for purposes of providing academic instruction to children. The various facilities are designed to fit the requirements of the different learning activity. The author also cited that teachers should encourage their pupils/students to ask questions, to give their views, reactions or comments. They must encourage the participation of greatest number of students in each lesson. They should not permit few learners to dominate the lesson and should draw non- volunteers into the lesson.

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Bilbao (2012) stated in her book, “The Teaching Profession”, that a clean classroom where everything is arranged neatly is both attractive and a comfortable place to stay in. Students and teachers must be alert and fast maintaining shiny floors and arrangement of instructional tools and materials. Furniture kept in proper places and a well- planned seating assignment speaks of a tidy and organized room. Diversity of Learners. This domain of Diversity of Learners emphasizes the idea that the teachers can facilitate the learning process in diverse learners by first recognizing and respecting individual differences, then using knowledge about students’ differences to design diverse sets of learning activities to ensure that all students can attain desired learning goals. Such should be the focus of the teacher in this domain. Salandanan (2012) mentioned that for teachers to achieve effective teaching, they must possessed a solid background knowledge of a particular area that is included in the child’s curriculum, equipped with confidence in deciding and implementing

appropriate

teaching

methodologies,

and

capped

with

a

compassionate and winsome nature. Teaching is described as “building relationships”. It is based on a complete understanding of oneself and how she can relate to others- young children, peers, parents and administrators. As such, it stresses the need to know the interests, abilities and past experiences of growing children. In so doing, the values and empathy and sincere desire to help emerge. A strong bond among them is established.

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Diversity of learners according to Bilbao et. al (2006) has now become a local and global concern among teachers. Even in our classroom, diversity has been recognized as an element that needs attention. It is a fact that interest in individual differences and multiple intelligences added to the impetus of knowing about multicultural education. Differences in race, ethics and religious groups, languages, economic status and family background are some of the factors that require multiple approaches in teaching. This reality is a great challenge to all teachers, hence, there is need for you to know and address this diversity. Acero et. al (2000) cited that learners differ from one another physically, intellectually, socially and emotionally. Every learner is a unique personality, separate and distinct from the rest. It is from this premise that the teacher defines his role in the classroom to ensure the educational growth and development of the learner. He, therefore, takes into account the learner’s varied interests, intellectual preparedness, emotional stability, and task readiness along with his levels of aptitude and task readiness along with his levels of aptitude and degree of maturity. Good teaching recognizes individual differences. The slow- learning child, the average child, and the bright child, the three commonest categories, have to be thought in different ways. In addition to children’s intellectual differences, there are differences in emotional, physical, social, physical, spiritual, aesthetic, and moral development. Good teaching will adapt methods, activities, assignments, and advice to each pupil based on an understanding of his unique characteristics.

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For students in the process of becoming teachers, classroom observations enable them to compare and contrast learning styles these students can learn a great deal from observing a master teacher handle difficult problems such as fights between children. Santos (2007) stated that in today’s world of increasing intercultural contact, effective teachers are knowledgeable about people from different cultural backgrounds and are sensitive to their needs. According to Bilbao et. al. (2006), teachers and students should learn to reduce or eliminate stereotyping and other related biases that have negative effects on racial and ethnic relations. Curriculum. In the domain of Curriculum, the prospective teacher will learn all the elements of teaching learning process that work in convergence to help students understand the curricular goal and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources. Garcia (2007) specify that the term curriculum refers to the sum of learnings stated as educational ends, educational activities, school subjects and/or topics decided upon and provided within the framework of an educational institution or in a less formally organized set up (such as in a summer cooking or swimming class)

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for student achievement. Curriculum also refers to all learning opportunities the student decides to pursue and experience. Effective teachers according to Zulueta (2006) must have the mastery of the subject matter. Mastery of the subjects calls for the teacher's expertise in their own field. It also needs their ability to let concepts understandable to learners. Effective teachers ask appropriate questions in a manner that ensures participation and facilities mastery of subject matter. Many materials and media are available. The teacher’s selection should depend on the objectives and content of the lesson plan; the age, the abilities and interests of the learners, the teachers abilities to use the resources; the availability of the materials and equipment; and the classroom time available. Zulueta (2006) also added that new teachers must learn to pace themselves not to plan too much (and have to end abruptly) or too little (and have nothing planned for the last 5 or 10 minutes of the period). According to Garcia (2005), writing objectives is the first step in instructional planning. A teacher, therefore, has to decide first what changes he wants to take place as a result of instruction. These changes is specified in a teachers specified in a teacher’s instructional objective. They are used as an organizational framework for selecting and sequencing learning activities, as well as in assessing student learning and achievement.

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Moreover, Salandanan (2001) mentioned that this refers to all elements of the teaching- learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching- learning approaches and activities, instructional materials and learning resources. Questions are central to the learning process. Questions stimulate, direct and motivate ones thinking. When used in connection with a topic being discussed, they are intended to solicit clues whether to go on or retract. When used to verify or to collect evidences, they serve to establish cause- and-effect relationships. Casual questions about routine elicit non-productive thinking. For whatever purpose, the teacher’s questions, have dominated about three- fourths of a typical class hour. Questions are continuously asked, a good sign of an active thinking process going on. For Vega (2008), beginning teachers and student teachers have to acquire and master certain skills and techniques to be able to teach effectively. Skill in the art of questioning is one of the skills that should be acquired by student teachers and beginning teachers and since it is basic to good interaction between the teacher and the pupils/ students. Salandanan (2009) states that in any single lesson, be it a simple discussion or an investigatory activity, questioning is the key that unlocks thinking, hence

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learning. That the teachers must be skilled in asking clear and well- framed questions in order to elicit meaningful responses cannot be overemphasized. Coupled with their patience and encouraging remarks, students are guided in pursuing the right answers with ease and confidence. An added bonus is, the students learn to formulate sound questions as well. According to Santos (2007), having a thoughtful, flexible, conceptual understanding of subject matter is indispensible for an effective teacher. Of course, knowledge of subject matter includes much more than just facts, terms, and general concepts. It also includes knowledge about organizing ideas, connections among ideas, ways of thinking and arguing patterns of change within a discipline, beliefs about a discipline, and the ability to carry ideas from one discipline to another. Planning, Assessing and Reporting. The domain of Planning, Assessing and Reporting refers to the alignment of assessment and planning of activities. In particular, the domain focuses on the (1) use of assessment data to plan and revise teaching-learning plans, (2) the integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting on learner’s actual achievement and behaviour. The pre-service teacher should be made aware of the principles involved in planning, assessing and reporting and how they are applied. Buendicho (2013) states that assessment of student learning requires the use of a number of techniques for measuring achievement. Assessment is more than a

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collection of techniques for measuring achievement. It is a systematic process that plays a very significant role in effective teaching and instructional decisions. According to Salandanan (2005), new techniques of assessment allow multiple answers rather than only one correct answer. Performance- based assessment, student reports and journals are rich sources of information for evaluation. Students are now being encourage to "self- assess" and gather feedback rather than rely on others to discover their own progress. Results can be heighten motivation and interest to pursue successful completion of objectives. Instructional objectives tell us what we plan to achieve, that is, what we like the students to learn and be able to do. The next step is to determine what assessment method could be used in order to gather data and information during and after learning process. The choice of appropriate assessment methods should jibe with the instructional objective set earlier. According to Salandanan (2012), every school recognizes the enormous benefit derived from as parent- teacher association. It works both ways – teachers communicating with the parents and parents in helping in accomplishing extended school tasks. Parents maybe requested to visit and assist students and teachers in some classroom tasks. In return, teachers make them confident that their children are in good hands. A happy and pleasant environment at home could enhance the

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skills learned in school and strengthen their resolve to continue their self- learning activities. For Bilbao et. al (2012), recording student progress is one of the most important responsibilities that teachers must perform with utmost proficiency. School authorities, the parents, and sponsors are interested to know how their children are performing/ progressing in all kinds of school activities. Realizing the importance of such records, teachers must practice care in keeping accurate records and communicating them to parents in the best means possible. Reporting pupils progress to parents will help build a positive and harmonious relationship between the teachers and parents, more importantly, between the school and the home. Furthermore, Casinto (2009) cited that if a teacher has devised clear guidelines from which to assess performance, he/she will find the grading process more efficient and the essential function of grades – communicating the student’s level of knowledge— will be easier. Further, if teacher has graded carefully and consistently, he/she can reduce the number of students who complain and ask the teacher to defend the grade or rating given. While, Zulueta (2006) cited that under the Professional Ethics for Teachers, the teachers should never allow himself to be influenced by any consideration other than merit in the evaluation of the pupils/students work. Community Linkages. The domain of Community Linkages according to Bilbao et al., (2006) focuses on the ideal that classroom activities are meaningfully

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linked to the experiences and aspirations of the students in their homes and communities. Thus the domain focuses on teachers’ efforts directed as strengthening the links between schools and communities, particularly as these links help in the attainment of the curricular goals. In this domain, the mentee joins the mentor in the different community linkages/activities. In the process, the preservice teacher will learn the value of community in the teaching-learning process. While the performance indicators are not applicable, the pre-service teacher had plenty of opportunity to be involved in the community activities. According to Salandanan (2005), professionals and experts from the community could serve as additional sources of information through interviews and special lectures. Some common learning sites accessible in the nearby community are plant nurseries, mini- zoo, fruit orchards, open ricefields, electrical and chemical plants, factories, medical clinics, town libraries, broadcast studios and marketplace. Local industries like hogs and poultry raising, fishing, ceramics, weaving and other livelihood occupations could provide short training experiences. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment.

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For Bilbao et. al (2012), the school and the community are the mainsprings of effective and powerful forces that can create a wholesome climate for mutual gains and betterment. They can forge a kind of partnership where both are willing to share information as well as responsibilities to the best interest of the children while in school, likewise when dealing with members of the community. Parents from the community are ready to offer much- needed assistance in terms of resources while teachers are equally committed to spend time, effort and expertise in serving the school children. Ensuring strong alliance is guaranteed to foster sound academic practices in the school, civic- mindedness and public accountability in the community. a positive affiliation is an overwhelming bond that

all stakeholders are willing to be part of. The teachers are committed to

spend time, effort and expertise in serving the academic needs and interest of community members while the community leadership and authorities are equally willing to provide assistance by way of material resources and learning center for the school population. A firm and intimate relationship between the school and the community is indeed a product of valuable investment of time, efforts and resources willingly shared by both. The school is usually located at the center of the town or city as such, it is subjected to daily scrutiny by the members of their community. Seeing their students at play or work, personnel busy with everyday tasks and teachers with

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usual eyeful watch, everyone passing by witnessing such would feel proud of their school. The community would in turn, show their gratitude and appreciation by keeping their school’s surroundings clean and comfortable for the children and by sharing resources whenever needed. According to Bilbao et. al (2009), a favorable partnership between the school and community will yield bountiful harvest by way of establishing a conducive learning environment in the school and an orderly and civic minded citizenry in the community. Personal Growth and Professional Development. The domain of Personal Growth and Professional Development emphasizes the teachers’ value having a high personal regard for the teaching profession, concern for professional development, and continuous improvement as teachers. The pre-service imbibes these ideals as the mentor models such characteristics. Hon. Hermogenes P. Pobre in his pithy address in a national convention of educators remarked: “The term professional is one of the most exalted in English language, denoting as it does, long and arduous years of preparation, a striving for excellence, a dedication to the public interest, and commitment to moral and ethical values”. (rachelle-genlites.blogspot.com/2011/09/teaching-as-profession.html) Gonzales et.al (2014) mentioned that teachers are the critical players in the K12 education program. Thus, their support is necessary to bring the vision of K-12

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closer to reality. Teachers are enjoined to understand rationale of K-12 and the implication it will bring. However, Corpuz&Salandanan (2013) cited that the competent and committed teacher facilitates learning. “S/he opens the door. The learner enters by himself/ herself” S/he is a “licensed professional teacher who possesses dignity and reputation with high moral values as well as technical and professional competence”. Her/ his passion for teaching, sense of humor, patience and enthusiasm and other positive personal attributes make him/ her a true facilitator of learning. Salandanan (2009) states that experiential learning for beginning teachers can be promoted through interaction with colleagues. Early in their careers they may establish close associations with more advance members in their school. By observing how these teachers teach and manage classroom situations they will gain fresh ideas and rich information about teaching practice. Furthermore, Bilbao (2006) specifies that as laid down in the preamble of our Code of ethics of Professional Teachers, “teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their profession, they strictly adhere to, observe and practice this set of ethical and moral principles, standard and values.”

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Salandanan (2001) mentioned that quality is synonymous to competence, creativity and commitment, contextualized in the teaching profession. Competence highlights a teacher’s adequate knowledge, proficient skills and trustworthiness. Creativity is akin to originality, flexibility and innovativeness. Worthwhile values of compassion and commitment provide the fine ingredients that make teaching truly humane and enriched with a sincere feeling of accountability. On the other hand, according to Salandanan (2001), it is believed that when teachers work as a group, when their professional expertise and talents blend and utilized and are used to be fullest extent toward the attainment of specific goals, inferentially, the accomplishment of the group will be greater than the sum total of the individual talents of each teacher working with his children in the self- contained classroom.

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Research Literature The researchers reviewed the findings of some writers who have conducted specific research related to the present study. They are presented in this section. Gonzales et.al (2014) mentioned that teachers are the critical players in the K-12 education program. Thus, their support is necessary to bring the vision of K12 closer to reality. Teachers are enjoined to understand rationale of K-12 and the implication it will bring. In the study of Barte (2010), it reflected that teacher’s characteristic determine a considerable extent on how much learning will take place. Teacher’s attitude as well as expectation manifestation in their behavior and practices contributes to the enhancement of student’s motivation. Therefore, teacher is considered as the highest important person in the field of teaching. According to the study of Lubis et. al (2007), a definitive motive or incentive is valuable in all works, as motives and incentives makes for readiness. The role of the teachers is motivating the students to learn cannot be taken granted. It is believed that when students are motivated, they learn well, they acquire the knowledge and information they need others to understand the subject. An effective teacher's set plan for learning activities that works best to motivate and direct the students toward independent learning. It ensures active involvement in the activity to chart decisions.

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Comiso and Falqueza’s (2004) study revealed that teachers should give a strong motivation to pupils to feel the value of the subject to their lives. More than that, the teachers should also be aware of the effects of the kind of environment where teaching- learning occured, since the taecher is the key factor which influence pupils' behaviors and performances. Additionally, teachers' good establishments of interest and attitudes among pupils towards all the subject matter will bear surely positive attitudes among them. While, according to Aguila et. al, (2005), there are many good ways to teach and to handle a class. Recognition of individual differences is one. Using different methods and strategies are also useful. However, some strategies that fail with one child may be beneficial to others. Good Teachers will adapt methods and strategies and activities to teach students' unique individuality. The study of Bayeta et.al (2003), revealed that teachers’ good guidance skills that should always be possessed by them to maintain the attention in class are maximum encouragement on learners, proper raising on pupils’ good performances and appropriate identification of learners’ need and problem. Woolfolk et. al (2003), in their study revealed that in order to meet the needs of the learners, the teacher needs to know and use the different teaching strategies. The teacher must provide an atmosphere where mistake sustains interest in the learning activity.

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Realizing this, the teacher should usher in every lesson or unit with some form of “associations” or linkages, the teacher should make a conscious effort to connect the current lesson or unit with any of the following; first previous experiences or lessons, preferably those which the learners found meaningful and satisfying, second learning outcomes from related fields or subject areas and last real contemporary life situations familiar to the learners. Furthermore, the study of Bantayaon et.al (2001) cited teacher’s positive behaviors and characteristics have a great impact on students’ performance particularly students’ personality and attitude. According to their study, entertaining students’ questions regarding the lesson and requiring the students to share and express their ideas possess good discipline. Abrenica et. al (2000) stressed that the main task of the teacher is to guide the learner in the learning process. They said that a modern teacher is a guide and a friend of the students, and should therefore stimulate and direct the teachinglearning tasks to the maximum benefit of the students. Further, the teachers should identify and provide for the needs, interest and abilities of the learners. Synthesis This section refers to the similarities and differences of the reviewed studies related to the present study. Generally, the cited studies have greatly helped the researchers in giving the substance to their studies.

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The study of Gonzales gains resemblance in this study in the way that both stressed out the responsibility of a teacher under the newest curriculum, the K-12 Program. The only difference is that they test the in- service teacher’s preparedness over the new curriculum. Meanwhile, the present study detest the teachers- to- be’s preparedness about the new curriculum. The study of Barte obtained similarities to the present study because both dealt with teachers' attitude towards teaching profession. It differs in the way that the former study focuses on the effect of teachers' values attitudes towards the learning process while the present study wants only to determine the values orientation of the pre- service teachers. The study of Lubis et. al. is similar to the present study since both want to determine the needed values as well as competences of a teacher in the teachinglearning process. It differs in the way that the former study mainly focus on the effect of teachers' motivation towards the learners' learning achievement. Meanwhile, the present study focuses on the values articulated in the NCBTS which should be possessed by the pre- service teachers. Furthermore, the study of Aguila et. al is similar to the present study in the way that both argues about the attributes of being an educator, the values of being an effective teacher. Meanwhile, the cited study is different with the present study because the former is addressing teachers in recognizing only individual

38

differences while the latter is addressing all the elements that make up the learning process which should be possessed by the pre- service teachers. However, the study of Comiso is similar to the present study since both deals with the teacher as key factor who influences all the learners with their behaviors and values and also the ways which the teacher make for students to learn effectively. Meanwhile, the former study differs with the latter in the way that the former only focus on the teaching- learning environment which affects the learners' motivation and ability to learn while the present study deals with identifying all the teachers' aspect affecting the extent of students' learning. The study of Bayeta et. al is similar to the present study because the latter centered on the values that should be possessed in teaching profession. However, their study focuses on the in- service teachers as their respondents while the present study was concerned only on pre- service teachers. Additionally, Woolfolk’s study has a resemblance to the present study since both studies determine the attributes of an effective teacher which is articulated in the National Competency Based Teachers Standards. However, the former study only focus in the teaching- learning process strategies while the present study deals with the student teachers' application of all the elements stated in the NCBTS. Moreover, the study of Bantayaon et.al is similar in the present study because they both aimed to determine the values orientation in teaching profession.

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However, they are different in the sense that they also focus on the effect of the teachers’ values orientation to the students while the present study only determine the possessed values of the pre- service teachers. Meanwhile, the study of Abrenica et. al. is similar to the present study because both dealt with the teachers' responsibility in the learners during the learning process. Moreover, the former study only deals with the teacher being a guide and a friend to the students while the present study focuses on the seven domains as follows: Social Regard for Learning; The Learning Environment; Diversity of Learning; Curriculum; Planning, Assessing, Reporting; Community Linkages; Personal Growth and Professional Development.

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Chapter III RESEARCH METHOD AND PROCEDURE This chapter contains the research design, research instrument and treatment in the study. This also includes the respondents and sampling techniques together with the procedures in conducting the study. Research Design This study used the descriptive method of research since the study is concerned with identification of the values orientation of the pre-service teachers. According to Ochave et.al (2004), the descriptive method is design to gather information about the existing conditions. This method is the collection of data in order to test and answer the questions concerning the current status of the subject of the study. The researchers used the survey research technique to gather the desired information from the pre- service teachers who served as the respondents of the study. Subject of the Study The respondents of the study were 62 BSEd fourth year pre- service teachers of BatStateU- Rosario who are English, Filipino and MAPEH major students. Their 62 cooperating teachers were also served as respondents of our study. Table 1 shows the distribution of respondents.

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Table 1 Distribution of the Respondents COOPERATING SCHOOLS

NO. OF PRESERVICE TEACHERS 5

NO. OF COOPERATING TEACHERS 5

Baybayin National High School

7

7

Bilogo National High School

3

3

Bulihan National High School

3

3

D.J.AP.M. National High School

4

4

Itlugan National High School

3

3

Mayuro National High School

4

4

Pansol National High School

7

7

Rosario National High School

9

9

Sico 1.0 National High School

4

4

St. Isidore National High School

2

2

Tilambo National High School

2

2

Timbugan National High School

9

9

TOTAL

62

62

Alupay National High School

Data Gathering Instrument The questionnaire was used to gather information regarding the study. It was distributed to the pre- service teachers of Batangas State University- Rosario.

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Prior to the preparation of the questionnaire, the researchers read books and unpublished theses and searched the internet to acquaint themselves of the possible concepts that would be used to frame the questionnaire items. Construction of questionnaire. After conducting researches and gathering information, reading related articles and theses, and researching from the libraries of different schools, the researchers came up with a set of questionnaire. The prepared questionnaire by the researchers was based from the value orientation which should be obtained by the pre- service teachers. The researchers made two sets of questionnaires, one for the pre- service teachers and one for their cooperating teachers. The constructed questionnaire was based on the seven domains of the National Competency- Based Teacher Standards The questionnaire is composed of two parts. Part I contains the profile of the respondents in terms of their age, sex, civil status and field of specialization. This part is answerable by checking the space before each option. Part II contains the values which should be shown by the pre- service teachers which are composed of 10 items per domain and are answerable by putting a check on the opposite column that corresponds with the respondents’ answer. Validation of the questionnaire. The first draft of the questionnaire was presented to the adviser for content validation and some revisions. Another draft was presented to another group of validators for grammatical accuracy and style as well as the contents. Corrections and revisions were made. After this, the questionnaire was ready for administration.

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Administration of the questionnaire. The researchers provided a letter of request noted by the adviser to be signed by the principals of 13 cooperating schools for permission. The Dean of the College of Teacher Education was also given a letter for the permission to administer the questionnaire to the pre- service teachers. When it was already signed by the needed signatories, the researchers administered the questionnaire. Given the number of respondents, the researchers proceeded with the administration of the questionnaire with the permission of concerned authorities. Scoring of the Responses. After the questionnaire was sent back to the researchers, the responses were tallied, tabulated, analyzed and interpreted in conformity with the items found in questionnaire. To assess the values orientation of pre- service teachers at Batangas State University- Rosario Campus, the following options were used: Options

Scale Range

Verbal Interpretation

5

4.5- 5.00

To a Very Great Extent

4

3.5- 4.49

To a Great Extent

3

2.5- 3.49

To a Moderate Extent

2

1.5- 2.49

To a Slight Extent

1

1- 1.49

Not at all

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Data Gathering Procedures The researchers gathered information from different sources which necessitated visits to libraries and reading from references. The concepts were framed into a questionnaire which was validated and approved for use. A letter of request was sent to concerned authorities to seek permission to administer the questionnaire. With the approval gained, the researchers personally distributed the questionnaires to the cooperating teachers of thirteen schools from Rosario, San Juan and Taysan Batangas. After explaining each part of the questionnaires, the respondents started answering it. The respondents were given enough time to answer all the items completely. The data gathered were tallied and statistically treated. Statistical Treatment of Data The researchers employed several statistical methods in order to properly evaluate and analyze the data gathered. The following statistical tools were used to present the description of the data and findings of the study. Chi-square. This was used to find out if there’s a significant relationship between the profile of the pre- service teachers and their values orientation. Frequency. This was used to determine the number of the pre-service teacherrespondents. Percentage. This was used to show the distribution of respondents in terms of their profile.

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Ranking. This was utilized to explicitly confirm the positional importance of the pre- service teachers’ values that were analyzed. Weighted Mean. This was used to quantify the data on the extent of the possessed values of the pre- service teachers.

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Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the analysis and interpretation of the responses of the pre-service teachers and their cooperating teachers in assessing the values orientation of pre-service teachers in BatStateU-Rosario. 1. Profile of the pre-service teachers in terms of: The study included several profile variables to gain over all information about the respondents. These were presented in the following terms: 1.1 Age; Table 2 presents the characteristics of the pre-service teachers in terms of age. Table 2 Distribution of the Pre-service Teachers in terms of their Age Age bracket 19-21 22-24 25 and above Total

Frequency 57 3 2 62

Percentage 91.94 4.84 3.22 100

As seen in the table, out of 62 pre-service teachers, 57 or 91.94 percent of the respondents belong to 19-21 years old bracket during the time of survey, while, three or 4.84 percent were 22-24 years old and 2 or 3.22 percent were 25 years old and above. Data show that majority of the respondents are 19-21 years old. This is because 19-21 is the usual age range of a fourth year college student.

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1.2 Sex; Table 3 presents the profile of the respondents in terms of sex. Table 3 Distribution of the Respondents in terms of their Sex Sex Male Female Total

Frequency 11 51 62

Percentage 17.74 82.26 100

It can be seen in the table, 51 or 82.26 percent of the respondents are female and 11 or 17.74 percent are male. This means that there are more female preservice teachers enrolled in this course as compared to male. It can be observed that more female prefer to take education courses than male. Education is a noble profession and probably a feminine course because a teacher is not only tasked to teach but also to care and protect the children and give motherly love to them. Thus, not only one aspect should be utilized but they should also harness cognitive, affective and psychomotor activities. It can be observed that most male respondents of this study are MAPEH major students, thus, masculines want to enhance psychomotor activities more than utilizing cognitive and affective.

1.3 Civil Status; Table 4 presents the profile of the respondents in terms of their Civil Status. Table 4

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Distribution of the Respondents in terms of their Civil Status Civil status Single Married Total

Frequency 61 1 62

Percentage 98.39 1.61 100

As shown in the table 4, 61 or 98.39 percent of the pre-service teachersrespondents are single and 1 or 1.61 percent is married. When the questionnaires were administered, most of the pre-service teacher-respondents are single; this is because people are expected to finish their studies first before having their own family. 1.4 Field of Specialization; Table 5 presents the profile of the respondents in terms of their field of specialization.

Table 5 Distribution of the Respondents in terms of their Field of Specialization Civil status English Filipino Mapeh Total

Frequency 16 26 20 62

Percentage 25.81 41.94 32.25 100

The table shows that 16 or 25.81 percent were taking up English, 26 or 41.94 percent were taking up Filipino and 20 or 32.25 percent were taking up Mapeh as their field of specialization.

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Most pre- service teachers preferred to take Filipino as their field of specialization probably because they are more comfortable in expressing themselves by using their own language. 2. Values orientation of pre- service teachers in terms of: 2.1 Social Regard for Learning The table below presents the values orientation of pre-service teachers in terms of social regard for learning. Table 6 Values orientation of the Pre-service Teachers in terms of Social Regard for Learning Item

Pre- service Teacher WM VI Rank 1.1 I follow the rules and regulations of the school to serve as a role 4.66 VGE 1 model for the students.

1.2. I educate the students on the importance of selecting the appropriate company.

4.35

GE

5.5

1.3. I possess awareness on the implementation of “time on task” in all responsibilities.

4.24

GE

7

1.4. I inform students, parents and other concerned persons regarding school policies and procedures.

3.89

GE

10

1.5. I model the value of punctuality or being on time.

4.16

GE

5.5

1.6. I maintain appropriate appearance and decorum on all occasions.

4.35

GE

3

1.7. I show appropriate behavior as an example to the students.

4.50

VGE

2

1.8. I encourage students to learn from different social experiences.

4.44

GE

8

1.9. I know a lot of sources through which social learning may be experienced.

4.05

GE

9

1.10. I provide different activities that can motivate the students towards learning. Composite Mean

4.39

GE

4

4.30

GE

50

It can be gleaned from table 6 that pre-service teachers follow the rules and regulations of the school to serve as role model for the students ranked first with the weighted mean of 4.66 and verbally interpreted as to a very great extent. This is proven by Salandanan (2012) that the teacher must show that she is likewise following school regulations as a sign of respect and social responsibility. Second on the rank is that they show appropriate behavior as an example to students obtained a weighted mean of 4.50 and verbally interpreted as to a very great extent. This is further supported by Calderon (2006) that the teacher is a key person in the teaching-learning situation. Hence, he must be a model to all his pupils in all aspects of life. Children are good imitators and they usually make their teachers their role models. Moreover, to a great extent, with a weighted mean of 4.44, ranked third is the item which states that they maintain appropriate appearance and decorum on all occasions. According to Zulueta (2006), teachers are the visual aids for the students to see, so teachers should make it a point to be dressed neatly and appropriately. They should come to class well-groomed and smartly dressed. The way the teachers are dressed reflects their personality. The pre-service teachers provide different activities that can motivate the students towards learning, ranked fourth with a weighted mean of 4.39 and verbally interpreted as great extent. According to the study of Lubis et. al

51

(2007), when students are motivated, they learn well, they acquire the knowledge and information they need others to understand the subject. An effective teacher's set plan for learning activities that works best to motivate and direct the students toward independent learning. It ensures active involvement in the activity to chart decisions. Meanwhile, with a great extent verbal interpretation, the pre-service teachers educate the students of the importance of selecting the appropriate company and also they model the value of punctuality or being on time both ranked fifth with a weighted mean of 4.35. Teachers, according to Zulueta (2006), are models. What the pupil/students see, they emulate. Teachers demand punctuality from the students, then, punctuality should be exercised in deeds not only in words. Furthermore, the item which states that pre-service teachers possess awareness on the implementation of “time on task” in all responsibilities ranked seventh with a weighted mean of 4.24 and verbally interpreted as great extent. Ranked eighth with a weighted mean of 4.16 and verbally interpreted as great extent indicates that pre-service teachers encourage students to learn from different social experiences. Ninth on the rank is that they know a lot of sources through which social learning may be experienced, which obtained a weighted mean of 4.05 and verbally interpreted as to a great extent. Lastly, with a weighted mean of 3.89 and verbally interpreted as great extent, the item which

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states that pre-service teachers inform students, parents and other concerned persons regarding school policies and procedure ranked tenth. The pre- service teachers proved that they maintain quality relationship with their students. Their action speaks for their innate desire to teach in the most effective way, i.e., by being a good model. 2.2 Learning Environment The table below reveals that under this domain, first on the rank is the item which states that the pre-service teachers encourage students to express their ideas without inhibitions during class discussions with a weighted mean of 4.55 and verbally interpreted as very great extent. Moreover, the item which states that preservice teachers ask questions in a non-threatening manner ranked second with a weighted mean of 4.53 and verbally interpreted as very great extent. Third on the rank with a weighted mean of 4.50 is the item which states that the pre-service teachers encourage learners to ask questions. Bayeta et,.al (2003) revealed on their findings that encouraging maximum participation of learners in class activity, praising students’ performances and identifying learner’s need and problem were good guidance skills that should be possessed by teachers to maintain attention in class. Teachers should encourage their pupils/students to ask questions and give their views. Furthermore, the item which states that pre-service teachers make sure that each student is completing their own work rather than the work of peers ranked

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fourth with a weighted mean of 4.37 and verbally interpreted as great extent. Fifth on the rank with a weighted mean of 4.35 and verbally interpreted as great extent is the item which indicates that pre-service teachers handle their students past projects with care so that they will know that their works are valued. On the other hand, sixth on the rank are the items which state that preservice teachers make sure that desks and furniture are properly arranged and they actually know their students strength, weaknesses and capabilities obtained a weighted mean of 6.5 and verbally interpreted as great extent. With a verbal interpretation as to a great extent, they lay down ground rules early in class which ranked eighth with a weighted mean of 4.21. Ranked ninth with a weighted mean of 4.05 is the item which states that they provide guidance when a student fails to reach the standard performance during the learning process to a great extent. Finally, the pre-service teachers make bulletin boards that provide information for further learning ranked tenth with a weighted mean of 3.52 and verbally interpreted as to a great extent. This indicates that pre- service teachers make ways for their students to feel welcome and accepted. They provide a classroom setting which engaged the students in different learning activities. Their focus is not just on physical environment but also in terms of social and psychological aspects of learning. The next table presents the values orientation of pre-service teachers in terms of learning environment.

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Table 7 Values orientation of the Pre-service Teachers in terms of Learning Environment Item

Pre-service Teacher WM VI Rank 2.1. I make sure that the desks and furniture are 4.34 GE 6.5 properly arranged for students to have a clear and unobstructed view of all instruction. 2.2. I make bulletin boards that provide information for further leaning.

3.52

GE

10

2.3. I lay down the ground rules early in class so that students will be aware of the rules and the consequences for not following such rules.

4.21

GE

8

2.4. I encourage learners to ask questions.

4.50

VGE

3

2.5. I ask questions in a non-threatening manner.

4.53

VGE

2

2.6. I encourage the students to express their ideas without inhibitions during class discussions.

4.55

VGE

1

2.7. I make sure that each student is completing their own work, rather than the work of peers.

4.37

GE

4

2.8. I make efforts to actually know my students’ strengths, weaknesses and capabilities.

4.34

GE

6.5

4.35

GE

5

4.05

GE

9

4.28

GE

2.9. I handle my students’ past project with care so that they will know that their works are valued. 2.10. I provide guidance when a student fails to reach the standard performance during his/ her learning process. Composite Mean

2.2 Diversity of Learning The next table presents the values orientation of pre-service teachers in terms of diversity of learning.

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Table 8 Values orientation of the Pre-service Teachers in terms of Diversity of Learning

Item 3.1. I avoid giving bias to any religion, culture and gender. 3.2. I am careful on giving examples that may offend the students.

Pre-service Teacher WM VI Rank 4.63 VGE 2 4.56

VGE

3

4.65

VGE

1

3.4. I am aware of the students’ background, experiences and capacities.

4.08

GE

10

3.5. I avoid stereotyping.

4.44

GE

6

3.6. I select learning experiences that are appropriate to the needs and difficulties of my students.

4.50

VGE

4

3.7. I assure that the teaching strategies are applicable to different learning styles of learners.

4.42

GE

7

3.8. I provide learning activities that cater the learner’s multiple intelligences.

4.27

GE

9

3.9. I remind the students that each individual has their own strengths and weaknesses.

4.48

GE

5

3.10. I implement a “zero tolerance” for anything that is disrespectful, hurtful or intolerant of diversity.

4.35

GE

8

Composite Mean

4.44

GE

3.3. I avoid favoritism in any aspect.

The table manifested that the item which states that pre-service teachers avoid favoritism ranked first with a weighted mean of 4.65 and a verbal interpretation of very great extent. Second on the rank is that they avoid giving bias to any religion, culture and gender which obtained a weighted mean of 4.63 and verbally interpreted as to a very great extent. Furthermore with a weighted mean of 4.56 and a verbal interpretation of very great extent, the pre-service teachers are careful on giving examples that may offend the students ranked third.

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Additionally, to a very great extent, the item which states that they select learning experiences that are appropriate to needs and difficulties of their students ranked fourth with a weighted mean of 4.50. In the book of Acero et. al (2000) they cited that learners differ from one another physically, intellectually, socially and emotionally. Every learner is a unique personality, separate and distinct from the rest. It is from this premise that the teacher defines his role in the classroom to ensure the educational growth and development of the learner. He, therefore, takes into account the learner’s varied interests, intellectual preparedness, emotional stability, and task readiness along with his levels of aptitude and degree of maturity. Meanwhile, ranked fifth is they remind the students that each individual has their own strengths and weaknesses with a weighted mean of 4.48 and verbally interpreted as to a great extent. They avoid stereotyping posted on the sixth rank which obtained a weighted mean of 4.44 and a verbal interpretation of great extent. This is supported by Bilbao et. al. (2006), according to her, teachers and students should learn to reduce or eliminate stereotyping and other related biases that have negative effects on racial and ethnic relations. Seventh on the rank is the item which states that they assure that the teaching strategies are applicable to different learning styles of learners gained a weighted mean of 4.42 and verbally interpreted as great extent. Moreover, ranked

57

ninth with a weighted mean of 4.35 and verbally interpreted as great extent, the pre-service teachers implement a “zero tolerance” for anything that is disrespectful, hurtful or intolerant of diversity. Lastly, tenth on the rank is that they are aware of the students background, experiences and discipline with a weighted mean of 4.08 and verbally interpreted as great extent. This is explained by Santos (2007) when she stated that in today’s world of increasing intercultural contact, effective teachers are knowledgeable about people from different cultural backgrounds and are sensitive to their needs. Being sensitive to their students' individual differences is what the preservice teacher proved to possess. They recognize their students' unique characteristics and see to it that the learning experiences would be appropriate for their needs and difficulties. This is supported by Bilbao et. al. (2006) when they stated in their book that diversity of learners has now become a local and global concern among teachers. Even in our classroom, diversity has been recognize as an element that needs attention. It is a fact that interest in individual differences and multiple intelligences added to the impetus of knowing about multi- cultural education. Differences in race, ethics and religious groups, languages, economic status and family background are some of the factors that require multiple approaches in teaching. This reality is a great challenge to all teachers, hence, there is need for you to know and address this diversity.

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2.4 Curriculum The table below presents the values orientation of pre-service teachers in terms of curriculum. Table 9 Values orientation of the Pre-service Teachers in terms of Curriculum Item 4.1. I state the learning outcomes/objectives to students before starting the lesson.

Pre-service Teacher WM VI Rank 4.45 GE 3

4. 2. I make sure that my learning activities and assessments are aligned with the lesson objectives.

4.55

VGE

1

4.3. I use varied instructional materials that would best help me to attain the objectives of the lesson.

4.40

GE

4.5

4.4. I consider the students learning style, goals and other differences in selecting instructional materials.

4.40

GE

4.5

4.52

VGE

2

4.39

GE

6

4.34

GE

7

4.32

GE

8

4.5. I use motivational strategies and activities to present the subject matter in a way that engages the student’s interest to learn. 4.6. I enter the classroom having ample mastery of the lesson. 4.7. I ensure the accurate and updated content of my teaching materials. 4.8. I explain the connection of current content of the lessons with the past’.

4.31

GE

9

4. 9. I assure that the learning outcomes of each lesson are attainable within the allotted time.

3.98

GE

10

4.10. I use the art of questioning for the students to be engaged in higher order thinking. Composite Mean

4.37

GE

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Table 9 reflected that the pre-service teachers make sure that their learning activities and assessments are aligned with the lesson objectives, ranked first with a weighted mean of 4.55 and verbally interpreted as great extent. According to Garcia (2005), writing objectives is the first step in instructional planning. A teacher, therefore, has to decide first what changes he wants to take place as a result of instruction. These changes are specified in a teacher’s instructional objective. They are used as an organizational framework for selecting and sequencing learning activities, as well as in assessing student learning and achievement. Moreover, second on the rank states that the pre-service teachers use motivational strategies and activities to present the subject matter in a way that engages the students’ interests to learn with a weighted mean of 4.52 and verbally interpreted as great extent. Furthermore, with a weighted mean of 3.98 and verbally interpreted as to a great extent is the item which states that the pre-service teachers state the learning outcomes/objectives to students before starting the lesson ranked third. This is supported by Comiso’s (2004) study which revealed that teachers should give a strong motivation to pupils to feel the value of the subject to their lives. Pre-service teachers use varied instructional materials that best help them attain the objectives of the lesson and they consider the students learning style,

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goals and other differences in selecting instructional materials were both ranked fifth with a weighted of 4.40 and verbally interpreted as great extent. Ranked sixth with the weighted mean of 4.39 is that pre-service teachers enter the classroom having ample mastery of the lesson. This is further supported by Zulueta (2006) when he cited that effective teachers must have the mastery of the subject matter. Mastery of the subjects calls for the teacher's expertise in their own field. It also needs their ability to let concepts understandable to learners. Effective teachers ask appropriate questions in a manner that ensures participation and facilities mastery of subject matter. Moreover, ranked seventh with a weighted mean of 4.34 and verbally interpreted as great extent indicates that pre-service teachers ensure that the content of their teaching materials are accurate and updated. Eighth on the rank is the item which states that the pre-service teachers explain the connection of the current content of the lesson with the past’ obtained a weighted mean of 4.32 and verbally interpreted great extent. Pre-service teachers assure that the learning outcomes of each lesson are attainable within the allotted time got a weighted mean of 4.31 with a verbal interpretation of great extent. Lastly, the item which states that the pre-service teachers use the art of questioning for the students to be engaged in higher order thinking obtained a weighted mean of 4.45 and ranked tenth. For Vega (2008), beginning teachers and student teachers have to acquire and master certain skills and techniques to be able

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to teach effectively. Skill in the art of questioning is one of the skills that should be acquired by student teachers and beginning teachers and beginning teachers since it is basic to good interaction between the teacher and the pupils/ students. This domain garnered the highest composite mean of 4.37. This means that pre-service teachers are trained in selecting teaching-learning approaches and activities, instructional materials and learning resources to be used to attain objectives. This is probably because of the different local demonstrations they undergone and the constructive criticisms given by the instructors for them to develop their potentials and improve the aspects they are lacking in. 2.5 Planning, Assessing and Reporting Table 10 revealed that the highest weighted mean of 4.60 was obtained by the statements saying that the pre-service teachers submit record of the student to their superiors at school and they provide chances for those students who failed to answer right on the first try, ranked second which was verbally interpreted as great extent. This is further supported by Salandanan (2005) where new techniques of assessment allow multiple answers rather than only one correct answer. Performance- based assessment, student reports and journals are rich sources of information for evaluation. Ranked third with a weighted mean of 4.58 and verbally interpreted as very great extent indicates that they assure that the grades of each student will be confidential to others. Moreover, the fourth rank was obtained by the item which

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states that the pre-service teachers see to it that the performance-based and productbased assessment are objectively constructed through rubrics with a weighted mean of 4.52 and verbally interpreted as very great extent. On the other hand, with a weighted mean of 4.40, verbally interpreted as great extent and ranked fifth states that they give quick, appropriate and consistent feedback to the learner. Furthermore, the item which states that the pre-service teachers use number of techniques to assess their student learning such as written test, oral discussion, written reports, simple research projects and other creative products and journals got the sixth rank with a weighted mean of 4.37 and verbally interpreted as great extent. Furthermore, item which ranked seventh indicates that they make sure that they never alter any record of the students with a weighted mean of 4.32 and verbally interpreted as great extent. Item which states that the pre-service teachers inform the learners about their grades and what they need to do in order to improve them obtained a weighted mean of 4.18, ranked eighth with a verbal interpretation of great extent. Pre-service teachers also teach students how to judge their own performance through self-review or peer monitoring or reflection was ranked ninth with a weighted mean of 4.06 which was verbally interpreted as great extent. This is further supported by Salandanan (2005), where students are now being encourage to "self- assess" and gather feedback rather than rely on others to discover their

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own progress. Results can heighten motivation and interest to pursue successful completion of objectives. In addition, ranked tenth is the item which states that they make sure that parents of the students will be informed about their children’s progress in their class through a conference/meeting with them which obtained a weighted mean of 3.50 and verbally interpreted as great extent. This is supported by

Bilbao (2012)

who emphasized that recording student progress is one of the most important responsibilities that teachers must perform with utmost proficiency. School authorities, the parents, and sponsors are interested to know how their children are performing/ progressing in all kinds of school activities. Realizing the importance of such records, teachers must practice care in keeping accurate records and communicating them to parents in the best means possible. Reporting pupils progress to parents will help build a positive and harmonious relationship between the teachers and parents, more importantly, between the school and the home. The values under this domain were possessed by the pre-service teachers to a very great and great extent. This means that they are effective in aligning the assessment and planning the activities. Specifically, they are aware on the principles involved in reporting the grades of the students. The subsequent table presents the values orientation of pre-service teachers in terms of planning, assessing and reporting.

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Table 10 Values orientation of the Pre-service Teachers in terms of Planning, Assessing and Reporting Pre-service Teacher Item

WM 4.18

VI GE

Rank 8

5.2. I make sure that parents of the students will be informed about their children’s progress in my class through a conference/ meeting with them.

3.50

GE

10

5. 3. I submit the records of the students to my superiors in school.

4.60

VGE

1.5

5.4. I use number of techniques to assess their learning such as written tests, oral discussion, written reports, simple research projects and other creative products and journals.

4.37

GE

6

4.32

GE

7

5.6 I see to it that performance-based and product-based assessments are objectively constructed through rubrics.

4.52

VGE

4

5.7. I assure that the grades of each student will be confidential to others.

4.58

VGE

3

5.8. I provide a chance for those students who failed to answer right on the first try.

4.60

VGE

1.5

5.9. I teach students how to judge their own performances through self- review or peer monitoring and reflection.

4.06

GE

9

4.40

GE

5

4.31

GE

5.1. I inform the learners about their grades and what they need to do in order to improve them.

5.5. I make sure that I never altered any record of the students.

5.10. I give quick, appropriate and consistent feedbacks to the learner. Composite Mean

2.6 Community Linkages The succeeding table presents the values orientation of pre-service teachers in terms of community linkages.

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Table 11 Values orientation of the Pre-service Teachers in terms of Community Linkages Item

Pre-service Teacher WM

VI

Rank

6.1. I explain the relationship of every topic to students’ values at home.

4.48

GE

1

6.2. I develop understanding of my students’ lives to increase the relevance of lesson and make examples more meaningful.

4.39

GE

2

6.3. I encourage my students to participate in community volunteer programs.

3.77

GE

7

6.4. I communicate with barangay officials to ask what they can do to help improve the learners’ values.

3.23

ME

10

6.5. I encourage my students to maintain cleanliness in the community.

4.15

GE

3

6.6. I assure that I use materials in the community to support the learning activities in the classroom.

3.74

GE

8

6.7. I encourage students to employ what they learn in school in their daily interaction in the community.

4.13

GE

4

6.8. I get ideas and activities from the community and use them in my teaching.

4.10

GE

5

6.9. I attend community activities to develop stronger relationship with curriculum stakeholders like parents and community officials in order to ensure more support from them. 6.10. I explain to my students the different issues in the community. Composite Mean

3.29

ME

9

3.94

GE

6

3.92

GE

The table above reflected that under this domain, the pre-service teachers explain the relationship of every topic to students’ values at home had a weighted mean of 4.48 and verbally interpreted as great extent. Moreover, on the second rank is the

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item which states that they develop understanding of their students’ lives to increase the relevance of lesson and make examples more meaningful obtained a weighted mean of 4.39 and verbally interpreted as great extent. Third on the rank with a weighted mean of 4.15 and verbally interpreted as great extent states that pre-service teachers encourage students to maintain cleanliness in the community. With a weighted mean of 4.13 and verbally interpreted as great extent indicate that they encourage students to employ what they learn in school in their daily interaction in the community, ranked fourth. On the fifth rank, pre-service teachers get ideas and activities from the community and use them in their teaching, obtained a weighted mean of 4.10 and verbally interpreted as great extent. For Salandanan (2005), some common learning sites accessible in the nearby community are plant nurseries, mini- zoo, fruit orchards, open ricefields, electrical and chemical plants, factories, medical clinics, town libraries, broadcast studios and marketplace. Furthermore, the item which states that pre-service teachers explain to their students the different issues in the community obtained a weighted mean of 3.94 and verbally interpreted as great extent, ranked sixth. On the other hand, seventh on the rank indicates that pre-service teachers encourage their students to participate in community volunteer programs obtained a weighted mean of 3.77 and verbally interpreted as great extent. Pre-service teachers assure that they use materials in the community to support the learning activities in the classroom got a weighted mean of 3.74 and verbally

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interpreted as great extent. This is further supported by Salandanan (2005) where professionals and experts from the community could serve as additional sources of information through interviews and special lectures. On the ninth rank, pre-service teachers attend community activities to develop stronger relationship with curriculum stakeholders like parents and community officials in order to ensure more support from them obtained a weighted mean of 3.29 and verbally interpreted as to a moderate extent. Lastly, pre-service teachers communicate with barangay officials to ask what they can do to help improve the learners’ values got a weighted mean of 3.23 and verbally interpreted as to a moderate extent. This domain obtained the lowest composite mean of 3.92. This only means that the values under community linkages are the least possessed by the pre-service teachers as compared to the values of other domains. Thus, this domain should be given attention for the pre-service teachers to learn the value of community in the teaching-learning process. 2.7 Personal Growth and Professional Development The subsequent table presents the values orientation of pre-service teachers in terms of personal growth and professional development.

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Table 12 Values orientation of the Pre-service Teachers in terms of Personal Growth and Professional Development Item

Pre- service Teacher WM

VI

Rank

7.1. I attend seminars to learn more.

4.42

GE

4

7.2. I am updated on the K-12 system of education.

4.56

VGE

2

7.3. I continually improve my teaching each day to give students better learning.

4.60

VGE

1

7.4. I am aware of my strengths and weaknesses in teaching.

4.50

VGE

3

7.5. I am very much enthusiastic in doing teacher’s activities.

4.13

GE

8

7.6. I am acquainted with school and district policies.

4.34

GE

5

7.7. I work with my colleagues, parents and administrators in effecting school improvement.

4.00

GE

9

7.8. I attend professional or staff meetings conducted by the principal/school administrator.

3.34

ME

10

7.9. I am acquainted with the school’s teaching and non-teaching staff.

4.29

GE

6

7.10. I engage in conversations with teachers teaching the same subject I’m handling.

4.24

GE

7

Composite Mean

4.24

GE

It can be gleaned from the table that under this domain, first on the rank is that pre-service teachers continually improve their teaching each day to give their students better learning obtained a weighted mean of 4.60 and verbally interpreted as very great extent. On the second rank, pre-service teachers are updated on the K-12 system of education got a weighted mean of 4.56 and verbally interpreted as to a very great extent. In support with this, Gonzales et.al (2014) mentioned that teachers are the

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critical players in the k-12 education program. Thus, their support is necessary to bring the vision of K-12 closer to reality. Teachers are enjoined to understand rationale of K-12 and the implication it will bring. Furthermore, with a weighted mean of 4.50 and ranked third is the item which states that they are aware of their strengths and weaknesses in teaching which is verbally interpreted as to a very great extent also. On the fourth rank, preservice teachers attend seminars to learn more got a weighted mean of 4.42 and verbally interpreted as great extent. They are also acquainted with school and district policies which obtained a weighted mean of 4.34 and verbally interpreted a great extent, ranked fifth. Moreover, on the sixth rank with a weighted mean of 4.29 and verbally interpreted as great extent indicates that they are acquainted with the school’s teaching and non-teaching staff. They also engage in conversations with teachers teaching the same subject they are handling obtained a weighted mean of 4.24 and verbally interpreted as great extent, ranked seventh. This interpretation is supported by Zulueta (2006) because he believed that when teachers work as a group, when their professional expertise and talents blend and utilized and are used to be fullest extent toward the attainment of specific goals, inferentially, the accomplishment of the group will be greater than the sum total of the individual talents of each teacher working with his children in the self- contained classroom.

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With a weighted mean of 4.13 and verbally interpreted as great extent, preservice teachers are very much enthusiastic in doing teacher’s activities, ranked eight. On the other hand, pre-service teachers work with their colleagues, parents and administrators in effecting school improvement got a weighted mean of 4.00 and verbally interpreted as great extent, ranked ninth. On the tenth rank, with a weighted mean of 3.34 and verbally interpreted as to a moderate extent indicates that they attend professional or staff meetings conducted by the principal/school administrator. The pre-service teachers have a high personal regard for their teaching profession as the data revealed that the three values under this domain were possessed to a very great extent. This proves that pre-service teachers are very much open for the experiences that may improve their teaching each day. 3. Significant Relationship Between the Profile of the Respondents and Their Values Orientation 3.1Social Regard for Learning Table 13 presents the relationship between the profile of the pre- service teachers -respondents and their values orientation in terms of social regard for learning.

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Table 13 Relationship between the profile of the pre-service teachers respondents and their values orientation in terms of Social Regard for Learning Profile Variables Age sex civil status field of specialization

df 8 4 4 8

Critical values λ2 15.51 9.49 9.49 15.51

Computed values 5.86 2.75 1.19 14.06

Decision on Ho Failed to reject Failed to reject Failed to reject Failed to reject

Verbal Interpretation Not Significant Not Significant Not Significant Not Significant

α=0.05 (level of significance) df=degree of freedom Since the computed chi values are less than the critical values, then it failed to reject the null, thus all these factors are not significant. Filipinos in general, regardless of their age, sex and civil status and field of specialization are good in maintaining social relationships. 3.2 Learning Environment Table 14 Relationship between the profile of the pre-service teachers respondents and their values orientation in terms of learning environment Profile Variables

Df

Age sex civil status field of specialization

8 4 4 8

Critical values λ2 15.51 9.49 9.49 15.51

Computed values

Decision on Ho

Verbal Interpretation

9.28 3.31 11.73 20.48

Failed to reject Failed to reject Reject Reject

Not Significant Not Significant Significant Significant

α=0.05 (level of significance) df=degree of freedom It can be seen from the table that the computed chi values of 9.28 in terms of age and 3.31 in sex are less than the critical values 15.51 and 9.49, then it failed to reject the null, thus these factors are not significant. However, in terms of civil

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status and field of specialization the computed chi values of 9.28 and 3.3 are more than the critical values, it then rejects the null, meaning these factors are significant. This study showed that the pre- service teachers’ civil status and field of specialization affect their values orientation in terms of the learning environment. On the other hand, age and sex did not influence their values orientation. 3.3. Diversity of Learning Table 15 Relationship between the profile of the pre-service teachers respondents and their values orientation in terms of diversity of learning Profile Variables

df

Age sex civil status field of specialization

8 4 4 8

Critical values λ2 15.51 9.49 9.49 15.51

Computed values 19.42 3.80 41.31 9.63

Decision on Ho Reject Failed to reject Reject Failed to reject

Verbal Interpretation Significant Not Significant Significant Not Significant

α=0.05 (level of significance) df=degree of freedom The table showed that the computed chi values of 3.80 and 9.63 in terms of sex and field of specialization are less than the critical values of 9.49 and 15.51; then they failed to reject the null, thus these factors are not significant. However, in terms of age and civil status the computed chi values of 19.42 and 41.31 are more than the critical values of 15.51 and 9.49, it then rejects the null, meaning these factors are significant. In the four variables in this study such as sex, age, civil status and field of specialization, age and civil status registered significant while sex and field of specialization is not significant.

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Age is significant because it can largely affect the pre service teachers in the way that those older students are more mature compared to the younger age. Moreover, civil status is significant since a married person can understand the students better. 3.4. Curriculum Table 16 Relationship between the profile of the pre-service teachers respondents and their values orientation in terms of curriculum Profile Variables

Df

Critical values λ2

Computed values

Decision on Ho

Verbal Interpretation

Age sex civil status field of specialization

8 4 4 8

15.51 9.49 9.49 15.51

4.09 1.78 8.04 25.93

Failed to reject Failed to reject Failed to reject Reject

Not Significant Not Significant Not Significant Significant

α=0.05 (level of significance) df=degree of freedom It can be seen from the table that the computed chi values in terms of age 4.09, sex 1.78 and civil status 8.04 are less than the critical values of 15.51 and 9.49, then it failed to reject the null, thus these factors are not significant. However, only the field of specialization has the computed chi value of 25.93 that is more than the critical value of 15.51, then it rejects the null, meaning this factor is significant. As what can be seen from the table, three out of four stated variables were registered not significant. These are the age, sex and civil status. Therefore, these do not affect the values orientation of pre- service teachers in terms of curriculum. On the other hand, their field of specialization registered significant. It greatly

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affects their values orientation. This is because different field has different perspective when it comes to curriculum. 3.5. Planning, Assessing and Reporting Table 17 Relationship between the profile of the pre-service teachers respondents and their values orientation in terms of planning, assessing and reporting Profile Variables

df

Age sex civil status field of specialization

8 4 4 8

Critical values λ2 15.51 9.49 9.49 15.51

Compute Decision on Verbal d values Ho Interpretation 17.18 Reject Significant 7.66 Failed to reject Not Significant 4.04 Failed to reject Not Significant 21.87 Reject Significant

α=0.05 (level of significance) df=degree of freedom It can be gleaned from the table that the computed chi values in terms of sex, 7.66 and civil status, 4.04 are less than the critical values of 9.49 on both variables, then it failed to reject the null, thus these factors are not significant. However, in terms of age and field of specialization the computed chi values of 17.18 and 21.87 are more than the critical values 15.51, then it rejects the null, meaning these factors are significant. The table showed that age and field of specialization reject the null hypothesis, thus, these have significance in terms of planning, assessing and reporting. On the other hand, sex and civil status registered non significance. Age has a great effect in the values orientation of the pre- service teachers in terms of planning, assessing and reporting. This is probably those older students

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are mature enough to planning the lesson and assessing as well as reporting the grades of the students. 3.6 Community Linkages Table 18 Relationship between the profile of the pre-service teachers respondents and their values orientation in terms of Community Linkages Profile Variables

df

Age sex civil status field of specialization

8 4 4 8

Critical values λ2 15.51 9.49 9.49 15.51

Computed values

Decision on Ho

Verbal Interpretation

18.64 3.06 3.33 39.74

Reject Failed to reject Failed to reject Reject

Significant Not Significant Not Significant Significant

α=0.05 (level of significance) df=degree of freedom As revealed by the table, the computed chi values in terms of sex, 3.06 and civil status, 3.33 are less than the critical values of 9.49, then it failed to reject the null, thus these factors are not significant. However, the profile age and field of specialization have the computed chi values of 18.64 and 39.74 that are more than the critical values of 15.51; then it rejects the null, meaning these factors are significant in terms of community linkages.

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3.7 Personal Growth and Professional Development Table 19 Relationship between the profile of the pre-service teachers respondents and their values orientation in terms of personal growth and professional development Profile Variables

Df

Age sex civil status field of specialization

8 4 4 8

Critical values λ2 15.51 9.49 9.49 15.51

Computed values 17.30 25.09 4.44 20.01

Decision on Ho Reject Reject Failed to reject Reject

Verbal Interpretation Significant Significant Not Significant Significant

α=0.05 (level of significance) df=degree of freedom The table showed that the computed chi value of 20.01 in terms of civil status is less than the critical value, then it failed to reject the null, thus this factor is not significant. In contrast, the rest of the variables such as age, sex and field of specialization have the computed chi values of 17.30, 25.09 and 20.01 that are more than the critical values of 15.51 and 9.49, then it rejects the null, meaning these factors are significant. Therefore, only the civil status is not significant while age, sex and field of specialization have a significant relationship in terms of personal growth and professional development. This is probably because whether a person is single or married, his personal regard for teaching profession does not change as long as s/he loves this profession. 4. The succeeding data presents the assessment of the cooperating teachers to pre-service teachers in terms of their value orientation

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After gathering the data, the assessment of the pre-service teachers to their values orientation were compared to their cooperating teachers’ assessments to the former using the same questionnaire. 4.1 Social Regard for Learning The table presents the comparison of the assessment of values orientation of pre-service teachers and their cooperating teachers in terms of social regard for learning. Table 20 Comparison of the Assessments of the Pre- service Teachers and Cooperating Teachers in terms of Social regard for learning Item

Pre- service Teacher WM VI Rank

Cooperating Teaching WM VI Rank

1.1. I follow the rules and regulations of the school to serve as a role model for the students.

4.66

VGE

1

4.74

VGE

1

1.2. I educate the students on the importance of selecting the appropriate company.

4.35

GE

5.5

4.27

GE

7

1.3. I possess awareness on the implementation of “time on task” in all responsibilities.

4.24

GE

7

4.31

GE

6

1.4. I inform students, parents and other concerned persons regarding school policies and procedures.

3.89

GE

10

3.97

GE

10

1.5. I model the value of punctuality or being on time.

4.35

GE

5.5

4.39

GE

4

1.6. I maintain appropriate appearance and decorum on all occasions.

4.44

GE

3

4.40

GE

3

1.7. I show appropriate behavior as an example to the students.

4.50

VGE

2

4.50

VGE

2

4.16

GE

8

4.19

GE

9

4.05

GE

9

4.23

GE

8

4.39

GE

4

4.37

GE

5

4.30

GE

4.34

GE

1.8. I encourage students to learn from different social experiences. 1.9. I know a lot of sources through which social learning may be experienced. 1.10. I provide different activities that can motivate the students towards learning. Composite Mean

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As revealed by the table, pre-service teachers and their cooperating teachers agreed that first on the rank is the item which states that pre-service teachers follow the rules of the school which obtained a weighted means of 4.66 and 4.74 which were verbally interpreted as to very great extent. Ranked second for both respondents is that pre-service teachers show appropriate behavior as an example to the students with a weighted mean of 4.50 and verbally interpreted as to very great extent. Moreover, third on the rank, as assessed by both of the respondents, is the item which states that the pre-service teachers maintain appropriate appearance and decorum on all occasions with a weighted mean of 4.44 for the pre-service teachers and 4.40 for the cooperating teachers which were both verbally interpreted as to great extent. In connection with this, Vega (2008) said that as a teacher, he/ she are supposed to dress accordingly. A student teacher’s uniform will give him/ her an authority especially if he/ she look awfully young. Further, their dress let the cooperating teacher know of his/ her professionalism and dedication to the assignment. (Vega, 2008) Furthermore, the item which indicates that the pre-service teachers provide different activities that can motivate the students towards learning was ranked fourth by the pre-service teachers with a weighted mean of 4.39 and verbally interpreted as to great extent. Whereas, the cooperating teachers ranked the said item as fifth with a weighted mean of 4.37 and verbally interpreted as great extent.

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For Santos (2007), teachers should use strategies that will encourage children to explore their world, discover knowledge, reflect and think critically. These strategies are indispensable in teaching and learning situation that can even value or break students’ motivation to learn. The item which states that the pre- service teachers educate the students on the importance of selecting the appropriate company and model the value of punctuality or being on time both ranked as sixth by the pre-service teachers with a weighted mean of 4.35 and verbally interpreted as great extent. This is supported by Vega (2008), according to her, punctuality is very important in the real world. Tardiness defines the distance of the cooperating teacher and the pre- service teacher. It always put a teacher in an awkward position. Moreover, the cooperating teachers ranked the previous statement as seventh with a weighted mean of 4.27 and verbally interpreted as great extent and the latter statement as fourth with a weighted mean of 4.39 and verbally interpreted as great extent. In addition, with a weighted mean of 4.24, the pre-service teachers possess awareness on the implementation of “time on task” in all responsibilities ranked as seventh and verbally interpreted as great extent based on the pre-service teachers self-assessment. However, this item was ranked sixth by the cooperating teachers with a weighted mean of 4.31with a verbal interpretation of great extent. On the eighth rank is the item which states that the pre-service teachers encourage students to learn from different social experiences obtained a weighted

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mean of 4.16 and verbally interpreted as great extent. Whereas the said item was ranked ninth by the cooperating teachers with a weighted mean of 4.19 and verbally interpreted as great extent. On the other hand, the item which indicates that the pre-service teachers know a lot of sources through which social learning may be experienced ranked ninth by the pre-service teachers with a weighted mean of 4.05 and verbally interpreted as great extent. In cooperating teachers’ assessment, the said item ranked eighth with a weighted mean of 4.23 and verbally interpreted as great extent. In addition, with a weighted mean of 3.89 for pre- service teachers and 3.97 for cooperating teachers which were both verbally interpreted as great extent, the item which indicates that the pre-service teachers inform students, parents and other concerned persons regarding school policies and procedures was ranked tenth by both respondents. These results of the respondents’ assessment on the values orientation of pre-service teacher under this domain is further supported by Barte (2010) who stated that teacher’s characteristic determine a considerable extent on how much learning will take place. Teacher’s attitude as well as expectation manifestation in their behavior and practices contributes to the enhancement of student’s motivation. Therefore, teacher is considered as the highest important person in the field of teaching.

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The cooperating teachers exalted the pre- service teachers in their values orientation in terms of social regards for learning. This evident that the pre- service teachers really exhibits the right values in this domain. They exemplifies the values of: obedience, they obey the rules of the school; good model, they show appropriate behavior as example to their students and; orderly, they maintain appropriate appearance and decorum on all occasions. Thus, they absolutely possessed the values in social regard for learning. 4.2 Learning Environment The succeeding table presents the comparison of the assessment of values orientation of pre-service teachers and their cooperating teachers in terms of learning environment. It can be gleaned in the table that the pre-service teachers and their cooperating teachers both ranked the item which states that pre-service teachers encourage the students to express their ideas without inhibitions during class discussions as first with a weighted means of 4.55 and 4.24 and verbally interpreted as very great extent and great extent. However, with a weighted mean of 4.53 and verbally interpreted as very great extent, ranked second to pre-service teachers is the item which indicates that the pre-service teachers ask questions in a non- threatening manner but it ranked third to cooperating teachers with a weighted mean of 4.21 and verbally interpreted as great extent. This is further supported by Zulueta (2006) who cited that teachers

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should encourage their pupils/students to ask questions, to give their views, reactions or comments. Pre-service teachers’ encouragement for learners to ask questions ranked third with a weighted mean of 4.50 and verbally interpreted as very great extent, as assessed by the pre-service teachers. On the other side, based on cooperating teachers’ assessment, it ranked fourth with a weighted mean of 4.16 and verbally interpreted as great extent. On the other hand, pre-service teachers make sure that the desks and furniture are properly arranged ranked fourth for the pre-service teachers and second for the cooperating teachers with a weighted means of 4.37 and 4.23 and verbally interpreted as great extent. This is further supported by Bilbao (2012) when she stated in her book “The Teaching Profession” that a clean classroom where everything is arranged neatly is both attractive and a comfortable place to stay in. Students and teachers must be alert and fast maintaining shiny floors and arrangement of instructional tools and materials. Furniture kept in proper places and a well- planned seating assignment speaks of a tidy and organized room. Ranked fifth for the pre-service teachers and sixth for the cooperating teachers with a weighted means of 4.35 and 4.18 and verbally interpreted as great extent is that pre-service teachers makes sure that each student is completing their own work, rather than the work of peers.

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Moreover, the item which indicates that pre-service teachers make efforts to actually know their students’ strengths, weaknesses and capabilities ranked sixth for pre-service teachers and fifth cooperating teachers with a weighted means of 4.34 and 4.15 and verbally interpreted as great extent. Ranked seventh for the pre-service teachers and ninth for the cooperating teachers is that pre-service teachers handle the students’ past project with care so that they will know that their works are valued which obtained a weighted means of 4.34 and 4.05 and verbally interpreted as great extent. Furthermore, with a weighted means of 4.21 and 4.10 and verbally interpreted as great extent, pre-service teachers lay down the ground rules early in class so that students will be aware of the rules and consequences ranked eighth for pre-service teachers and seventh for cooperating teachers. Ranked ninth for pre-service teachers and eighth for cooperating teachers is the item which states that pre- service teachers provide guidance and counseling when a student fails to reach the standard performance during the learning process with a weighted means of 4.05 and 4.06 and verbally interpreted as great extent. However, ranked tenth for both respondents with the lowest weighted means of 3.52 and 3.77 but still with a great extent is the pre-service teachers’ willingness to make bulletin boards. The pre- service teachers' assessments are congruent with that of their cooperating teachers. This proves that the pre- service teachers illustrate their

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concern for the learning environment which is very essential to the learning process. The fact that they encourage the students to express their ideas without inhibitions during class discussion, ask questions in a non- threatening manner and encourage the learners to ask questions serves as manifestations of pre- service teachers' great values orientation under this domain. Table 21 Comparison of the Assessments of the Pre- service Teachers and Cooperating Teachers in terms of Learning Environment Item 2.1. I make sure that the desks and furniture are properly arranged for students to have a clear and unobstructed view of all instruction.

Pre- service Teacher WM VI Rank

Cooperating Teacher WM VI Rank

4.37

GE

4

4.23

GE

2

3.52

GE

10

3.77

GE

10

4.21

GE

8

4.10

GE

7

4.50

VGE

3

4.16

GE

4

4.53

VGE

2

4.21

GE

3

4.55

VGE

1

4.24

GE

1

4.35

GE

5

4.13

GE

6

4.34

GE

6.5

4.15

GE

5

4.34

GE

6.5

4.05

GE

9

4.05

GE

9

4.06

GE

4.28

GE

4.11

GE

2.2. I make bulletin boards that provide information for further leaning. 2.3. I lay down the ground rules early in class so that students will be aware of the rules and the consequences for not following such rules. 2.4. I encourage learners to ask questions. 2.5. I ask questions in a non-threatening manner. 2.6. I encourage the students to express their ideas without inhibitions during class discussions. 2.7. I make sure that each student is completing their own work, rather than the work of peers. 2.8. I make efforts to actually know my students’ strengths, weaknesses and capabilities. 2. 9. I handle my students’ past project with care so that they will know that their works are valued.

8 2.10. I provide guidance when a student fails to reach the standard performance during his/ her learning process. . Composite Mean

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4.3 Diversity of Learning The table presents the comparison of the assessment of values orientation of pre-service teachers and their cooperating teachers in terms of diversity of learning. Table 22 Comparison of the Assessments of the Pre- service Teachers and Cooperating Teachers in terms of Diversity of Learning Pre-service Teacher WM VI Rank 4.63 VGE 2

Cooperating Teacher WM VI Rank 4.52 VGE 1

3.2. I am careful on giving examples that may offend the students.

4.56

VGE

3

4.48

GE

2

3.3. I avoid favoritism in any aspect.

4.65

VGE

1

4.37

GE

3

3.4. I am aware of the students’ background, experiences and capacities.

4.08

GE

10

4.08

GE

8

3.5. I avoid stereotyping.

4.44

GE

6

4.18

GE

6

3.6. I select learning experiences that are appropriate to the needs and difficulties of my students.

4.50

VGE

4

4.24

GE

4

3.7. I assure that the teaching strategies are applicable to different learning styles of learners.

4.42

GE

7

4.04

GE

9

4.27

GE

9

4.03

GE

10

4.48

GE

5

4.13

GE

7

4.35

GE

8

4.19

GE

5

4.44

GE

4.23

GE

Item 3.1. I avoid giving bias to any religion, culture and gender.

3.8. I provide learning activities that cater the learner’s multiple intelligences. 3.9. I remind the students that each individual has their own strengths and weaknesses. 3.10. I implement a “zero tolerance” for anything that is disrespectful, hurtful or intolerant of diversity. Composite Mean

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It can be gleaned from the table that under this domain, first on the rank is the item which states that the pre-service teachers avoid favoritism in any aspect ranked first by the pre-service teachers with a weighted mean of 4.65 and verbally interpreted as to very great extent. However, for cooperating teachers, this item only ranked third with a weighted mean of 4.37 and with a verbal interpretation of great extent. It can be noted from the table that the item which says that pre-service teachers avoid giving bias to any religion, culture and gender was ranked second by the pre-service teachers with the weighted mean of 4.63 and a verbal interpretation of very great extent but this was ranked first by their cooperating teachers with a weighted mean of 4.52 and verbally interpreted as very great extent. Moreover, item which states that the pre-service teachers are careful on giving examples that may offend the students was ranked third by the pre-service teachers with a weighted mean of 4.48 and verbally interpreted as very great extent. On the other hand, their cooperating teacher ranked this item as second with a weighted mean of 4.48 and verbally interpreted as great extent. This is supported by Salandanan (2012) who concluded that students are sensitive to discriminations, such that preferential treatment can result to negative responses and indifference. Objective suggestions are easily accepted and gratefully acknowledged. It inculcates self- confidence and a friendly attitude among students.

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Furthermore, item which says that the pre-service teachers select learning experiences that are appropriate to the needs and difficulties of their students was ranked fourth by the pre-service teacher with a weighted mean of 4.50 and verbally interpreted as very great extent. Whereas, this item, as assessed by cooperating teachers, was also ranked fourth having a weighted mean of 4.24 and verbally interpreted as great extent. This is further supported by Woolfolk et. al (2003), she stated that in order to meet the needs of the learners, the teacher needs to know and use the different teaching strategies. The teacher must provide an atmosphere where mistake sustains interest in the learning activity. In addition to this, item which says that the pre-service teachers remind the students that each individual has their own strengths and weaknesses and was ranked fifth as assessed by themselves, obtained a weighted mean of 4.48 and has a verbal interpretation of great extent. However, in the assessment of cooperating teachers, this item was ranked seventh with a weighted mean of 4.13 and verbally interpreted as great extent. Ranked sixth, as assessed by pre- service teachers, was the item which says that pre-service teachers avoid stereotyping with a weighted mean of 4.44 and a verbal interpretation of great extent. Whereas, this item as assessed by cooperating teachers, was also ranked sixth having a weighted mean of 4.14 and verbally interpreted as great extent.

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Seventh in the rank as assessed by pre-service teachers was the item which states that pre-service teachers assure that the teaching strategies are applicable to different learning styles of learners with a weighted mean of 4.42 and verbally interpreted as great extent. However, as for cooperating teachers, this item ranked ninth having a weighted mean of 4.04 and verbally interpreted as great extent. This is further explained by Acero et. al, (2000) that good teaching recognizes individual differences. The slow- learning child, the average child, and the bright child, the three commonest categories, have to be thought in different ways. In addition to children’s intellectual differences, there are differences in emotional, physical, social, physical, spiritual, aesthetic, and moral development. Good teaching will adapt methods, activities, assignments, and advice to each pupil based on an understanding of his unique characteristics. Ranked eighth, in the assessment of pre-service teachers, is that pre-service teachers implement a "zero tolerance" for anything that is disrespectful, hurtful or intolerant of diversity with a weighted mean of 4.35 and ranked fifth with the weighted mean of 4.19 by the cooperating teachers. This was verbally interpreted as to great extent. Moreover, the pre-service teachers' ability to provide learning activities that cater the learner's multiple intelligences was ranked ninth by the pre-service teachers with a weighted mean of 4.27. But for their cooperating teachers, this was

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ranked tenth with a weighted mean of 4.03. However, it was verbally interpreted as great extent by both pre-service and cooperating teachers. Furthermore, the item which says that pre-service teachers are aware of the students' background, experiences and capacities, assessed by themselves was ranked tenth but in the assessment of cooperating teacher, it was ranked eight having the same weighted mean of 4.08 and verbal interpretation of great extent. And further explained by Salandanan (2012) that for teachers to achieve effective teaching, they must possessed a solid background knowledge of a particular area that is included in the child’s curriculum, equipped with confidence in deciding and implementing appropriate teaching methodologies, and capped with a compassionate and winsome nature. Teaching is described as “building relationships”. It is based on a complete understanding of oneself and how she can relate to others- young children, peers, parents and administrators. As such, it stresses the need to know the interests, abilities and past experiences of growing children. In doing so, the values and empathy and sincere desire to help emerge. A strong bond among them is established. In the domain of diversity of learning, the pre- service teachers really showed the undeniable regards for the different learning styles of the diverse learners. It is evident by the statement that they avoid favoritism in any aspect, avoid bias to any religion, culture and gender, and careful on giving examples that may offend the students.

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4.4 Curriculum The table below presents the comparison of the assessment of values orientation of pre-service teachers and their cooperating teachers in terms of curriculum. First on the rank is the item which states that the pre-service teachers make sure that their learning activities are aligned with the lesson objectives with a weighted mean of 4.55 and verbally interpreted as very great extent as assessed by themselves. Whereas, in the assessment of the cooperating teachers this ranked second with a weighted mean of 4.42 and verbally interpreted as great extent. Zulueta (2006) explained that many materials and media are available. The teacher’s selection should depend on the objectives and content of the lesson plan; the age, the abilities and interests of the learners, the teachers abilities to use the resources; the availability of the materials and equipment; and the classroom time available. Furthermore, the item which indicates that the pre-service teachers use motivational activities to present the subject matter in a way that engages the students’ interest to learn was ranked second with a weighted mean of 4.42 and verbally interpreted as very great extent as assessed by themselves. Moreover, as assessed by their cooperating teachers, this item got the third rank with a weighted mean of 4.21 and verbally interpreted as great extent. However, ranked third as assessed by the pre-service teachers themselves was the item which states that the pre-service teachers state the learning outcomes/

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objectives with a weighted mean of 4.45 and verbally interpreted as great extent. Whereas, in the assessment of the cooperating teacher, this item was ranked fourth with a weighted mean of 4.19 which is also verbally interpreted as great extent. Ranked fifth were the items which state that the pre-service teacher use varied instructional materials that would best help them to attain the objectives of the lesson and that they consider the students learning style, goals and other differences in selecting instructional materials with a weighted mean of 4.40 and verbally interpreted as great extent in the pre-service teachers assessment. Whereas in the assessment of the cooperating teachers, the former statement was ranked first with a weighted mean of 4.50 and verbally interpreted as very great extent while the latter statement was ranked seventh with a weighted mean of 4.16 and verbally interpreted as great extent. In addition, ranked sixth is the item which states that the pre-service teachers enter the classroom having an ample mastery of the lesson with a weighted mean of 4.39 and verbally interpreted as great extent as assessed by the pre-service teachers themselves. According to Santos (2007), having a thoughtful, flexible, conceptual understanding of subject matter is indispensible for an effective teacher. Of course, knowledge of subject matter includes much more than just facts, terms, and general concepts. It also includes knowledge about organizing ideas, connections among ideas, ways of thinking and arguing patterns of change within a discipline, beliefs about a discipline, and the ability to carry ideas from one discipline to another.

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Moreover, as also assessed by themselves, ranked seventh is the item which states that the pre-service teachers ensure that the content of their teaching materials are accurate and updated with a weighted mean of 4.34 and verbally interpreted as great extent. Ranked eighth is the item which states that the pre-service teachers explain the connection of current content of the lessons with the past’ with a weighted mean of 4.32 and verbally interpreted as great extent in the pre-service teachers self-assessment. Whereas in the assessment of the cooperating teachers this item was also ranked eighth with a weighted mean of 4.32 which was verbally interpreted as great extent. This is supported by Woolfolk et. al (2003), according to her, the teacher should usher in every lesson or unit with some form of “associations” or linkages, the teacher should make a conscious effort to connect the current lesson or unit with any of the following; first previous experiences or lessons, preferably those which the learners found meaningful and satisfying, second learning outcomes from related fields or subject areas and last real contemporary life situations familiar to the learners. Moreover, ranked ninth is the statement which indicates that the pre-service teachers assure the learning outcomes of the lesson are attainable within allotted time with a weighted mean of 4.31 and verbally interpreted as great extent in the assessment of the pre-service teachers themselves. Whereas in the cooperating

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teachers assessment, this item was also ranked ninth with a weighted mean of 4.10 and verbally interpreted as great extent. However, ranked tenth by both the respondents, the item which states that the pre-service teachers use the art of questioning for the students to be engaged in higher order thinking with a weighted mean of 3.98 which is verbally interpreted as great extent for pre-service teachers and 3.97 also verbally interpreted as great extent for the cooperating teachers. This is supported by Salandanan (2009) states that in any single lesson, be it a simple discussion or an investigatory activity, questioning is the key that unlocks thinking, hence learning. That the teachers must be skilled in asking clear and well- framed questions in order to elicit meaningful responses cannot be overemphasized. Coupled with their patience and encouraging remarks, students are guided in pursuing the right answers with ease and confidence. The exceptional values and qualities possessed by the pre- service teachers were found in this domain. Curriculum is the heart of every teaching- learning process. Pre- service teachers shows great values orientation in this domain which is evident by the fact that they make sure that their learning activities and assessments are aligned with the lesson objectives, use varied instructional materials that would best help them to attain the objective, use motivational strategies and activities to present the subject in the way that engages the students to learn.

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Table 23 Comparison of the Assessments of the Pre- service Teachers and Cooperating Teachers in terms of Curriculum Item

Pre-service Teacher

Cooperating Teacher

WM

VI

Rank

WM

VI

Rank

4.1. I state the learning outcomes/objectives to students before starting the lesson.

4.45

GE

3

4.19

GE

4

4. 2. I make sure that her/ his learning activities and assessments are aligned with the lesson objectives.

4.55

VGE

1

4.42

GE

2

4.3. I use varied instructional materials that would best help me to attain the objectives of the lesson.

4.40

GE

4.5

4.50

VGE

1

4.4. I consider the students learning style, goals and other differences in selecting instructional materials.

4.40

GE

4.5

4.16

GE

7

4.52

VGE

2

4.21

GE

3

4.6. I enter the classroom having ample mastery of the lesson.

4.39

GE

6

4.18

GE

5.5

4. 7. I ensure the accurate and updated content of my teaching materials.

4.34

GE

7

4.18

GE

5.5

4.8. I explain the connection of current content of the lessons with the past’.

4.32

GE

8

4.15

GE

8

4. 9.I assure that the learning outcomes of each lesson are attainable within the allotted time.

4.31

GE

9

4.10

GE

9

4. 10. I use the art of questioning for the students to be engaged in higher order thinking

3.98

GE

10

3.97

GE

10

4.5. I use motivational strategies and activities to present the subject matter in a way that engages the student’s interest to learn.

Composite Mean

4.37

GE

4.21

GE

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4.5 Planning, Assessing and Reporting The table which follows presents the comparison of the assessment of values orientation of pre-service teachers and their cooperating teachers in terms of planning, assessing and reporting. Table 24 Comparison of the Assessments of the Pre- service Teachers and Cooperating Teachers in terms of Planning, Assessing and Reporting Item

Pre-service Teacher WM VI Rank

Cooperating Teacher WM VI Rank

4.18

GE

8

4.26

GE

8

5.2. I make sure that parents of the students will be informed about their children’s progress in my class.

3.50

GE

10

3.81

GE

10

5. 3. I submit the records of the students to my superiors in school.

4.60

VGE

1.5

4.40

GE

3

5.4. I use number of techniques to assess their learning such as written tests, oral discussion, written reports, simple research projects and other creative products and journals.

4.37

GE

6

4.29

GE

7

5.5. I make sure that never altered any record of the students.

4.32

GE

7

4.37

GE

4

5.6. I have a plan of my daily lesson every time I enter into the classroom.

4.52

VGE

4

4.35

GE

5

5.7. I select a textbook suitable for use in class.

4.58

VGE

3

4.47

VGE

1

5.8. I provide a chance for those students who failed to answer right on the first try.

4.60

VGE

1.5

4.45

VGE

2

5.9. I teach students how to judge their own performances through self- review or peer monitoring and reflection.

4.06

GE

9

4.11

GE

9

4.40

GE

5

4.31

GE

6

4.28

GE

5.1. I inform the learners about their grades and what they need to do in order to improve it.

5.10. I provide feedback as soon as possible. Composite Mean

4.31

GE

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The table manifested that the items which state that pre-service teachers submit the records of the students to their superiors in school and that they provide a chance for those students who failed to answer right on the first try, ranked 1.5 with a weighted mean of 4.60 and were verbally interpreted as very great extent. Whereas, in the assessment of the cooperating teacher, the former statement was ranked third with a weighted mean of 4.40 and verbally interpreted as great extent whole the latter statement was ranked second with a weighted mean of 4.45 and was verbally interpreted as very great extent. Furthermore, the item which states that the pre-service teachers select a textbook suitable for use in class was ranked third with a weighted mean of 4.58 and verbally interpreted as very great extent. Whereas, this item as assessed by cooperating teacher, was ranked first having a weighted mean of 4.47 and was verbally interpreted as very great extent. Moreover, ranked fourth as assessed by the pre-service teachers themselves was the item which states that pre-service teachers have plan of their daily lesson every time they enters into the classroom with a weighted mean of 4.52 and verbally interpreted as very great extent. Whereas, in the assessment of the cooperating teachers, this item was ranked fifth with a weighted mean of 4.35 and verbally interpreted as great extent. However, the item which states that the pre-service teachers provide feedback as soon as possible was ranked fifth with a weighted mean of 4.40 and

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verbally interpreted as great extent as assessed by themselves. Whereas, this item, as assessed by cooperating teachers, got the sixth rank having a weighted mean of 4.31 and verbally interpreted as great extent. Ranked sixth was the item which states that the pre-service teachers use number of techniques to assess their learning such as written tests, oral discussion, written reports, simple research projects and other creative products and journals with a weighted mean of 4.37 and verbally interpreted as great extent. Whereas, this item, in the assessment of cooperating teachers, was ranked seventh with a weighted mean of 4.29 and also verbally interpreted as great extent. This is further supported by Buendicho (2013) when he stated that assessment of student learning requires the use of a number of techniques for measuring achievement. Assessment is more than a collection of techniques for measuring achievement. It is a systematic process that plays a very significant role in effective teaching and instructional decisions. In addition, ranked seventh is the item which states that the pre-service teachers make sure that never altered any record of the students with a weighted mean of 4.32 and verbally interpreted as great extent. Whereas, this item, in the assessment of cooperating teachers, was ranked fourth with a weighted mean of 4.37 and verbally interpreted also as great extent. Ranked eighth was the item which states that the pre-service teachers inform the learners about their grades and what they need to do in order to improve it with

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a weighted mean of 4.18 and verbally interpreted as great extent in the assessment of pre-service teachers themselves. Whereas, in the cooperating teachers assessment, this item was also ranked eight having a weighted mean of 4.26 and verbally interpreted also as great extent. Ranked ninth, in the assessment of pre-service teachers, was the item which states that pre-service teachers teach students how to judge their own performances through self-review or peer monitoring and reflection with a weighted mean of 4.06 and verbally interpreted as great extent. Whereas, this item, in the assessment of cooperating teachers, was also ranked ninth having a weighted mean of 4.11 and also verbally interpreted as great extent. Moreover, as assessed by the pre-service teachers, ranked tenth was the item which states that pre-service teachers make sure that parents of the students will be informed about their children's progress in their class with a weighted mean of 3.50 and verbally interpreted as great extent. Whereas, this item, in the assessment of cooperating teachers, also ranked tenth, with a weighted mean of 3.81 and verbally interpreted as great extent. This is explained by Salandanan (2012), according to her, every school recognizes the enormous benefit derived from as parent- teacher association. It works both ways – teachers communicating with the parents and parents in helping in accomplishing extended school tasks. Parents maybe requested to visit and assist students and teachers in some classroom tasks. In return, teachers make them confident that their children are in good hands.

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Planning, Assessing and Reporting bears importance to the effective teaching and learning. From the process of planning the lesson up to the assessment of learnings and also reporting of the results of learning, the pre- service teachers proved to possessed great values orientation as evident by the fact that they provide a chance for those students who failed to answer right on the first try, submit the records of the students to their superior in class and assure that the grades of each student will be confidential to others 4.6 Community Linkages Table 25 presents the comparison of the assessment of values orientation of pre-service teachers and their cooperating teachers in terms of community linkages. As revealed by the table, rank first is the item which states that the preservice teachers explain the relationship of every topic to students' values at home with a weighted mean of 4.48 and verbally interpreted as great extent in the preservice teachers’ self-assessment. Moreover, this item was ranked fourth by the cooperating teachers with a weighted mean of 4.05 and verbally interpreted as great extent. Ranked second is the item which states that the pre- service teachers develop understanding of their students' lives to increase the relevance of lesson and make examples more meaningful with weighted mean of 4.39 and verbally interpreted as great extent based on the assessment of the pre- service teachers themselves.

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Whereas, in the cooperating teachers assessment, this item was ranked first with a weighted mean of 4.11 and verbally interpreted as great extent. Third in the rank of the pre- service teachers was the item which states that the pre-service teachers encourage their students to participate in community volunteering programs with weighted mean of 4.15 with a verbal interpretation of great extent. Moreover, it was ranked fourth in the assessment of the cooperating teacher with weighted mean of 4.05 and verbally interpreted as great extent. Furthermore, ranked fourth is the item which states that the pre- service teachers encourage students to employ what they learn in school in their daily interaction in the society with the weighted mean of 4.13 and verbally interpreted as great extent. Whereas, the cooperating teachers ranked this item second with a weighted mean of 4.10 and verbally interpreted as great extent. Moreover, both respondents’ fifth rank is the item which states that the preservice teachers get ideas and activities from the community and use them with the weighted mean of 4.10 for pre- service teachers interpreted as great extent and 3.94 for the cooperating teacher which is verbally interpreted as great extent. Sixth on the rank was the item which states that the pre- service teachers explains to his/ her students the different issues in the community with a weighted mean of 3.94 and verbally interpreted as great extent for the pre- service teacher and 3.89 with the weighted mean of 3.89 verbally interpreted as great extent.

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On the other hand, the item which states that the pre- service teacher encourage students to participate in community volunteer program ranked seventh on the self- assessment of the pre- service teachers Ranked eighth is the item which states that the pre- service teachers assure that they use materials in the community to support with a weighted mean of 3.77 and verbally interpreted as great extent. Meanwhile, in the cooperating teachers’ assessment, this item was ranked eight with a weighted mean of 3.01 and verbally interpreted as great extent. Moreover, the item which indicates that the pre- service teachers attend community activities to develop stronger relationship with curriculum stakeholders like parents and community officials in order to ensure more support from them ranked ninth with weighted mean of 3.92 and verbally interpreted as to medium extent by the pre- service teachers themselves. Furthermore, this item ranked tenth in the assessment of the cooperating teachers which obtained a weighted mean of 3.55 and verbally interpreted as great extent. The pre- service teachers communicate with barangay official to ask what they can do to help improve the learners, ranked tenth with a weighted mean of 3.23 and verbally interpreted as great extent in the assessment of the pre- service teachers. Whereas, this item was ranked ninth by the cooperating teachers with a weighted mean of 3.56 and verbally interpreted as great extent.

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The interpretations under this domain are supported by Bilbao et al., (2006), she stated that favorable partnership between the school and community will yield bountiful harvest by way of establishing a conducive learning environment in the school and an orderly and civic minded citizenry in the community. Making linkages with the community is one of the most essential factor in teaching profession. It is also the most difficult domain to be possessed. However, the pre- service teachers still possess the values most as great extent. The preservice teachers proved that they are good school- community linkers since they effectively explain the relationship of every topic in students' lives, develop understanding of their students' lives to increase the relevance of lesson and make examples more meaningful and encourage to maintain cleanliness in the community to their students.

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Table 25 Comparison of the Assessments of the Pre- service Teachers and Cooperating Teachers in terms of Community Linkages Item

Pre-service Teacher WM VI Rank

Cooperating Teacher WM VI Rank

6.1. I explain the relationship of every topic to students’ values at home.

4.48

GE

1

4.05

GE

3.5

6.2. I develop understanding of my students’ lives to increase the relevance of lesson and make examples more meaningful.

4.39

GE

2

4.11

GE

1

6.3. I encourage my students to participate in community volunteer programs.

3.77

GE

7

3.81

GE

8

6.4. I communicate with barangay officials to ask what they can do to help improve the learners’ values.

3.23

ME

10

3.56

GE

9

6.5. I encourage my students to maintain cleanliness in the community.

4.15

GE

3

4.05

GE

3.5

6.6. I assure that I use materials in the community to support the learning activities in the classroom.

3.74

GE

8

3.85

GE

7

6.7. I encourage students to employ what they learn in school in their daily interaction in the community.

4.13

GE

4

4.10

GE

2

6.8. I get ideas and activities from the community and use them in my teaching.

4.10

GE

5

3.94

GE

5

6.9. I attend community activities to develop stronger relationship with curriculum stakeholders like parents and community officials in order to ensure more support from them.

3.29

ME

9

3.55

GE

10

6.10. I explain to my students the different issues in the community. Composite Mean

3.94

GE

6

3.87

GE

6

3.92

GE

3.89

GE

4.7 Personal Growth and Professional Development The next table presents the comparison of the assessment of values orientation of pre-service teachers and their cooperating teachers in terms of personal growth and professional development.

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Table 26 Comparison of the Assessments of the Pre- service Teachers and Cooperating Teachers in terms of Personal Growth and Professional development Item

Pre-service Teacher WM VI Rank

Cooperating Teaching WM VI Rank

7.1. I attend seminars to learn more.

4.42

GE

4

4.27

GE

7

7.2. I am updated on the K-12 system of education.

4.56

VGE

2

4.37

GE

1.5

7.3. I continually improve my teaching each day to give students better learning.

4.60

VGE

1

4.37

GE

1.5

7.4. I am aware of my strengths and weaknesses in teaching.

4.50

VGE

3

4.31

GE

4

7.5. I am very much enthusiastic in doing teacher’s activities.

4.13

GE

8

4.24

GE

8

7.6. I am acquainted with school and district policies.

4.34

GE

5

4.34

GE

3

7.7. I work with my colleagues, parents and administrators in effecting school improvement.

4.00

GE

9

4.29

GE

5.5

7.8. I attend professional or staff meetings conducted by the principal/school administrator.

3.34

ME

10

3.98

GE

10

7.9. I am acquainted with the school’s teaching and non-teaching staff.

4.29

GE

6

4.06

GE

9

7.10. I engage in conversations with teachers teaching the same subject I’m handling.

4.24

GE

7

4.29

GE

5.5

Composite Mean

4.24

GE

4.25

GE

The table revealed that the item which states that the pre- service teachers continually improve their teaching each day to give student better learning with the weighted mean of 4.60 with verbal interpretation of very great extent ranked first in the pre- service teachers’ self-assessment. Meanwhile, the item which states that the pre- service teachers are updated on the K-12 system of education with a weighted mean of 4.56 which is verbally interpreted as great extent ranked second.

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Whereas in the assessment of the cooperating teachers, these two items were both ranked as second, having a weighted mean of 4.37 and verbally interpreted as great extent. Furthermore, the item which states that the pre- service teachers are aware of their strengths and weaknesses in teaching was ranked third with a weighted mean of 4.50 and verbally interpreted as very great extent. Moreover, as assessed by their cooperating teachers, this item got the fourth rank having a weighted mean of 4.31 and was verbally interpreted as to great extent. However, ranked fourth as assessed by their pre- service teachers is the item which states that they attend seminars to learn more has weighted mean of 4.42 and verbally interpreted as great extent. Whereas, in the assessment of the cooperating teachers, this item ranked seventh with a weighted mean of 4.27 and was also verbally interpreted as great extent. Fifth in ranking, as assessed by the pre- service teachers, was the item which states that they are acquainted with school and district policies with a weighted mean of 4.34 and was verbally interpreted as great extent. Whereas, in the assessment of the cooperating teachers, the said item ranked third having the same weighted mean of 4.34 and was also verbally interpreted as great extent. The item that ranked sixth, as assessed by the pre- service teachers, is they are acquainted with the schools teaching and non- teaching staff with a weighted mean of 4.29 which was verbally interpreted as great extent.

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Ranked seventh, the item which states that the pre- service teachers are engaged in conversations with teachers teaching the same subject they are handling has a weighted mean of 4.24 and verbally interpreted as great extent Furthermore, ranked eighth is the item which states that they are very enthusiastic in doing teacher’s activities with a weighted mean of 4.13 which is verbally interpreted as great extent. Whereas, in the assessment of the cooperating teachers, this item also ranked eighth having a weighted mean of 4.24 and also verbally interpreted as great extent. In support with this, Corpuz&Salandanan (2013) cited that the competent and committed teacher facilitates learning. Her/ his passion for teaching, sense of humor, patience and enthusiasm and other positive personal attributes make him/ her a true facilitator of learning. However, ranked ninth, as assessed by the pre- service teachers themselves, was the item which states that they work with their colleagues, parents and administrators in effecting school improvement has a weighted mean of 4.00 and verbally interpreted as great extent. Whereas, this item was ranked sixth by the cooperating teachers which has a weighted mean of 4.29 and also verbally interpreted as great extent. Ranked tenth, the item which states that the pre- service teachers attend professional or staff meetings conducted by the principal/ school administrator with a weighted mean of 3.34 and verbally interpreted as to moderate extent. Whereas,

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in the assessment of the cooperating teachers, this item was also ranked tenth with a weighted mean of 3.98 and verbally interpreted as great extent. And these assessments are further proven by Caguimbal (2000) when he recommended that future teachers have more rigorous preparations and more authenticated experiences to enable to cope with the increasing complexity, challenges and diversity of current schools and classrooms. What has been advocated is a more holistic conceptualisation of the pre-service teacher experience and increased collaboration between universities and public high school. Teacher is the molder of knowledge in learner's mind. Thus, they should not stop in growing and developing in the teaching profession. In this study, the preservice teachers, even though not yet professionals, proven that they are continuously growing and developing in the profession of teaching. This was evident by the fact that the pre- service teacher is updated on the K-12 system of education, continually improved their teaching each day to give students better learning, aware of their strengths and weaknesses and acquainted with schools and district policies. 5. Based on the data gathered by the researchers, they found out that the preservice teachers find difficulty articulating with the following. The following are the domains which the pre-service teachers find difficulty articulating with. Also, included here are the specific components of each domain that obtained the lowest weighted means.

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5.1 Community Linkages The next table presents the items where the pre-service teachers find difficulty in terms of community linkages. The Domain of Community Linkages is the most difficult domain for the pre-service teachers which obtained the lowest composite mean of 4.28. This means that pre-service teachers find it hard to link the experiences and aspirations of the students in their homes and communities and strengthen the links between schools and communities. As can be seen in the table, ranked eighth with a third lowest weighted mean of 3.74 but still verbally interpreted as great extent indicates that pre-service teachers assure that they use materials in the community to support the learning activities in the classroom. Also, ranked ninth with the weighted mean of 3.29,preservice teachers’ attendance in community activities to develop stronger relationship with curriculum stakeholders like parents and community officials in order to ensure more support from them. Moreover, to a moderate extent, tenth on the rank is the item which states that pre-service teachers communicate with barangay officials to ask what they can do to help improve the learner’s value with a weighted mean of 3.23. This data proved that the values orientation of pre-service teachers under this domain should be strengthened.

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Table 27 Values orientation of the Pre-service Teachers in terms of Community Linkages Item 6.1. I explain the relationship of every topic to students’ values at home.

Pre-service Teacher WM VI Rank 4.48

GE

1

4.39

GE

2

6.2. I develop understanding of my students’ lives to increase the relevance of lesson and make examples more meaningful. 3.77

GE

7

6.3. I encourage my students to participate in community volunteer programs.

3.23

ME

10

6.4. I communicate with barangay officials to ask what they can do to help improve the learners’ values.

4.15

GE

3

6.5. I encourage my students to maintain cleanliness in the community.

3.74

GE

8

6.6. I assure that I use materials in the community to support the learning activities in the classroom.

4.13

GE

4

6.7. I encourage students to employ what they learn in school in their daily interaction in the community.

4.10

GE

5

6.8. I get ideas and activities from the community and use them in my teaching.

3.29

ME

9

3.94

GE

6

3.92

GE

6.9. I attend community activities to develop stronger relationship with curriculum stakeholders like parents and community officials in order to ensure more support from them. 6.10. I explain to my students the different issues in the community. Composite Mean

5.2 . Personal Growth and Professional Development Table 28 presents the items where the pre-service teachers find difficulty in terms of Personal Growth and Professional Development.

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Table 28 Values orientation of the Pre-service Teachers in terms of Personal Growth and Professional Development Item

Pre- service Teacher WM VI Rank

7.1. I attend seminars to learn more.

4.42

GE

4

7.2. I am updated on the K-12 system of education.

4.56

VGE

2

4.60

VGE

1

4.50

VGE

3

4.13

GE

8

4.34

GE

5

4.00

GE

9

3.34

ME

10

4.29

GE

6

4.24

GE

7

4.24

GE

7.3. I continually improve my teaching each day to give students better learning. 7.4. I am aware of my strengths and weaknesses in teaching. 7.5. I am very much enthusiastic in doing teacher’s activities. 7.6. I am acquainted with school and district policies. 7.7. I work with my colleagues, parents and administrators in effecting school improvement. 7.8. I attend professional or staff meetings conducted by the principal/school administrator. 7.9. I am acquainted with the school’s teaching and non-teaching staff. 7.10. I engage in conversations with teachers teaching the same subject I’m handling. Composite Mean

Based on the table, with a composite mean of 4.24, the Domain of Personal Growth and Professional Development has become the pre-service teachers’ second to the lowest possessed values orientation.

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The table showed the items where pre-service teachers find difficulty in articulating with. Even though the item which states that pre-service teachers are enthusiastic in doing teacher’s activities ranked eighth with weighted mean of 4.13,this still indicates that they possessed it with a great extent. It is also shown that on the ninth rank, pre-service teachers assessed themselves as working with their colleagues, parents and administrators in effecting school improvements which obtained a weighted mean of 4.00 and verbally interpreted as great extent. Ultimately, the values orientation that was the most difficult to pre-service teachers in the personal growth and professional development obtained a weighted mean of 3.34 which means that to a moderate extent, they engage in conversations with teachers teaching the same subject they are handling. This is further proven by Salandanan (2009), she stated that experiential learning for beginning teachers can be promoted through interaction with colleagues. Early in their careers they may establish close associations with more advance members in their school. By observing how these teachers teach and manage classroom situations they will gain fresh ideas and rich information about teaching practice. 5.3. Learning Environment The table presents the items where the pre-service teachers find difficulty in terms of learning environment.

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Table 29 Values orientation of the Pre-service Teachers in terms of Learning environment Item 2.1. I make sure that the desks and furniture are properly arranged for students to have a clear and unobstructed view of all instruction. 2.2. I make bulletin boards that provide information for further leaning.

Pre-service Teacher WM VI Rank 4.34 GE 6.5

3.52

GE

10

4.21

GE

8

2.4. I encourage learners to ask questions.

4.50

VGE

3

2.5. I ask questions in a non-threatening manner.

4.53

VGE

2

2.6. I encourage the students to express their ideas without inhibitions during class discussions.

4.55

VGE

1

2.7. I make sure that each student is completing their own work, rather than the work of peers.

4.37

GE

4

2.8. I make efforts to actually know my students’ strengths, weaknesses and capabilities.

4.34

GE

6.5

2.9. I handle my students’ past project with care so that they will know that their works are valued.

4.35

GE

5

2.10. I provide guidance when a student fails to reach the standard performance during his/ her learning process. Composite Mean

4.05

GE

9

4.28

GE

2.3. I lay down the ground rules early in class so that students will be aware of the rules and the consequences for not following such rules.

The domain with the third lowest composite mean is the Domain of Learning Environment, having a composite mean of 4.28. The table showed that the pre-service teachers have difficulty in laying down the ground rules early in class so that students will be aware of the rules and

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the consequences for not following the rules which obtained a weighted mean of 4.21, ranked eighth. Additionally, ninth on the rank with the weighted mean of 4.05 was that the pre-service teachers were having difficulty in providing guidance and counselling when a student fails to reach the standard performance during the learning process. This is supported by the studies according to Bayeta et.al (2003) which revealed that teachers’ good guidance skills that should always be possessed by them to maintain the attention in class are maximum encouragement on learners, proper raising on pupils’ good performances and appropriate identification of learners’ need and problem. The study also revealed that encouraging maximum participation of learners in class activity, praising students’ performances and identifying learner’s need and problem were good guidance skills that should be possessed by teachers to maintain attention in class. Likewise, they also have difficulty in making bulletin boards that provide further learning which is on the tenth rank with a weighted mean of 3.52. 5. Output: An Extension Proposal for Seminar- Workshop on Strengthening the Values Orientation of Pre- Service Teachers The Proposal for Seminar- Workshop on Strengthening the Values Orientation of Pre- Service Teachers is designed for the pre- service teachers who are currently taking up their field study and student teaching courses. The knowledge gain from this activity will be an instrument to be used when they are deployed in the cooperating schools for pre- service training. The proposal is

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consisting of the title of the activity, location, type of community extension, duration, department involved, partner agencies, project leaders and coordinators, beneficiaries, total cost, rationale, objectives, description of the program, strategies and methods, proposed budget allocation, functional relationship with the collaborating agencies, monitoring and evaluation mechanics, and plans for ensuring the sustainability of the project.

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Chapter V SUMMARY, CONCLUSION AND RECOMMENDATION This

chapter

presents

the

summary,

findings,

conclusions

and

recommendations relative to the problems formulated in Chapter I. Summary This study aimed to determine the values orientation of Pre-service Teachers of BatStateU-Rosario. Specifically, the study aimed to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1. Age; 1.2. Sex; 1.3. Civil Status; 1.4. Field of Specialization; 2. What are the values orientation of the pre-service teachers in terms of: 2.1. Social Regard for Learning; 2.2. The Learning Environment; 2.3. The Diversity of Learning; 2.4. Curriculum; 2.5. Planning, Assessing and Reporting; 2.6. Community Linkages; 2.7. Personal Growth and Professional Development?

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3. Is there a significant relationship between profile and value orientation of pre-service teachers? 4.

What is the assessment of the cooperating teachers to pre-service teachers in terms of their values orientation?

5. Among the given domains, in what standard/s do the pre-service teachers find difficulty articulating with? 6.

Based on the findings, what program can be developed to enhance the value orientation of pre-service teachers? This study used the descriptive method of research with the questionnaire as

the main instrument in gathering needed information. Respondents were 124 comprising of 62 pre-service teachers from BatStateU- Rosario and 62 cooperating teachers from their cooperating schools. The statistical tools adopted in the study were frequency, percentage, ranking, weighted mean and chi square. Findings After the data were tabulated, statistically treated, analyzed and interpreted, this study revealed the following findings:

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1. Profile of the Pre-service Teachers 2. 1.1 Age. The findings revealed that most of the pre-service teacherrespondents were under the age range of 19-21 years old. This is because 19-21 is the usual age range of a fourth year college student. Out of 62 pre-service teachers, 57 or 91.94 percent of the respondents were on the 19-21 years old bracket. Three or 4.84 percent were 22-24 years old while 2 or 3.22 percent were 25 years old and above. 1.2 Sex. Majority of the pre-service teacher-respondents were female. On the time of the administration of the questionnaires, 51 or 82.26 percent of the respondents were female and 11 or 17.74 percent were male. 1.3 Civil Status. Most of the pre-service teacher-respondents were single. 61 or 98.39 percent of the pre-service teachers- respondents are single and 1 or 1.61 percent is married. 1.4 Field of Specialization. Out of 62 pre-service teachers, 16 or 25.81 percent were taking up English, 26 or 41.94 percent were taking up Filipino and 20 or 32.25 percent were taking up Mapeh as their field of specialization. 3. Values orientation of the pre-service teachers in terms of: 2.1 Social Regard for Learning The pre-service teachers follow the rules and regulations of their cooperating school, show appropriate behavior as example to their students and encourage them to learn from different social experiences which obtained the

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weighted means of 4.66, 4.50 and 4.44 respectively. This indicates that preservice teachers have desirable values in terms of social regard for learning to a very great and great extent. 2.2 The Learning Environment In terms of learning environment, the pre-service ranked the item which states that they encourage the students to express their ideas without inhibitions during class discussions with a weighted mean of 4.55. However, second on the rank is that the pre-service teachers ask questions in a non- threatening manner with a weighted mean of 4.53. Lastly, ranked third with a weighted mean of 4.50 is that they encourage learners to ask questions. They possessed those cited values orientation to a very great extent. 2.3 The Diversity of Learning In the diversity of learning, the most possessed value of pre-service teachers is that they avoid favoritism in any aspect which obtained a weighted mean of 4.65 which was verbally interpreted as to very great extent. The preservice teachers also avoid giving bias to any religion, culture and gender which was ranked second by the pre- service with the weighted mean of 4.63 and verbally interpreted as to a very great extent. Moreover, the item which says that the pre service teachers are careful on giving examples that may offend the students was ranked third by the pre- service teachers with a weighted mean of 4.48 which was verbally interpreted as very great extent and great extent.

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2.4 Curriculum Pre- service teachers make sure that their learning activities and assessments are aligned with the lesson objectives, ranked first by the preservice teachers with a weighted mean of 4.55 and verbally interpreted as to great extent. However, item which indicates that the pre- service teachers use motivational strategies and activities to present the subject matter in the way that engages the students' interest to learn ranked second by the pre- service teachers with a weighted mean of 4.52 and verbally interpreted as to very great extent. The pre- service teachers state the learning outcomes/ objectives to students before starting the lesson ranked third by the pre- service teachers with a weighted mean of 4.45 and verbally interpreted as to a great extent. 2.5. Planning, Assessing and Reporting To a very great extent, pre- service teachers submit the records of their students to their superior in school and provide chances to those students who failed to answer right during class discussions both ranked first with a weighted mean of 4.60. Moreover, to a great extent, third on the rank with a weighted mean of 4.58 interpreted that they assure that the grade of the students will be confidential to others. 2.6. Community Linkages With the weighted means of 4.48 and a verbal interpretation of great extent, the pre-service teachers’ explanation of the relationship between every topic to

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students’ values at home was ranked first. The pre-service teachers’ effort to develop understanding of their students’ lives to increase the relevance of lesson and make examples more meaningful, ranked second with the weighted mean of 4.39. Furthermore, with a weighted mean of 4.15, the pre-service teachers’ encouragements to maintain cleanliness in the community to their student ranked third. This means that the pre-service teachers should focus their efforts in strengthening the links between schools and communities, particularly as these links help in the attainment of the curricular goals. 2.7 Personal Growth and Professional Development Pre-service teachers said that they continually improve their teaching each day to give students better learning and they are updated on the K-12 system of education to a very great extent which ranked

first and second with the

weighted means of 4.60 and 4.56 respectively. On the other hand, the item which states that they are aware of their strengths and weaknesses in teaching ranked third which obtained a weighted mean of 4.50 and verbally interpreted to a great extent 4. Significant relationship between profile and value orientation of preservice teachers Based on the data collected by the researchers, they found out that age has only significance in Domain 3 (Diversity of Learning, Domain 5 (Planning, Assessing,

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Reporting), and Domain 6 (Community Linkages). On the other hand, sex has no significant relationship with the values orientation of the pre- service teachers. Moreover, civil status has only significant relationship with Domain 2 (Learning Environment) and Domain 3 (Diversity of Learning). Furthermore, field of specialization bears significance with Domain 2 (Learning Environment), Domain 4 (Curriculum), Domain 5 (Planning, Assessing, Reporting) and Domain 6 (Community Linkages). 5. Here are the findings of the assessments of the pre-service teachers to their values orientation as compared to their cooperating teachers’ assessments to them using the same questionnaire. In the domain of social regard for learning, the pre-service teachers’ and cooperating teachers’ answers match. They agreed that the pre-service teachers follow the rules of the school with the weighted means of 4.66 and 4.74 ; show appropriate behavior as example to their students with the weighted mean of 4.50 for both respondents; and, maintain appropriate appearance and decorum on all occasions with the weighted means of 4.44 and 4.40 which ranked first, second and third. With the lowest weighted mean in the first domain of 3.97, they both ranked informing students, parents and other concerned persons regarding school policies and procedure as the least observable. In the domain of learning environment, both respondents have the same assessments when the pre-service teachers and their cooperating teachers both said

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that pre-service teachers encourage the students to express their ideas without inhibitions during class discussions with a weighted means of 4.55 and 4.24 and verbally interpreted as very great extent and great extent. However, item number 5 which indicates that the pre-service teachers ask questions in a non- threatening manner ranked second for pre-service teachers and third for cooperating teachers with a weighted means of 4.53 and 4.21,verbally interpreted as very great extent and great extent. On the other hand, with the lowest weighted means of 3.52 and 3.77, the pre-service teachers’ willingness to make bulletin boards was both ranked tenth but still with a great extent. In the domain of diversity of learning, based on the pre-service teachers’ and their cooperating teachers’ assessments, the item which states that pre-service teachers avoid favoritism in any aspect was ranked first by the pre-service teachers and third by their cooperating teachers with the weighted means of 4.65 and 4.37. Moreover, the pre- service teachers proved to avoid bias to any religion, culture and gender which was ranked second by the pre- service teachers and first by their cooperating teacher, with weighted means of 4.63 and 4.52 respectively and verbally interpreted as to a very great extent and great extent. Furthermore, the preservice teachers has a least rank in item which states that they are aware of the students’ background, experiences and capacities which was ranked tenth and eighth and obtained a weighted mean of both 4.08.

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These assessments of both respondents indicate that they have close perceptions on the values orientation of pre-service teachers under this domain. In the domain of Curriculum, even though the respondents’ assessments are not so close compared to other domains, most of the items’ ranking still match. Preservice teachers make sure that their learning activities and assessments are aligned with the lesson objectives which ranked first for the pre-service teachers and second for cooperating teachers with the weighted means of 4.55 and 4.42. Moreover, cooperating teachers’ first rank is the item which states that pre-service teachers use varied instructional materials that would best help them to attain the objectives of the lesson with a weighted mean of 4.50 and a verbally interpretation of very great extent but is ranked fourth by the pre-service teachers with the weighted mean of 4.40 and verbally interpreted as great extent. Ranked second which obtained a weighted mean of 4.52 in pre-service teachers said that they use motivational strategies and activities to present the subject in a way that engage the students interests to learn to a very great extent. However, based on cooperating teachers’ assessment, this item ranked third with a weighted mean of 4.21 and verbally interpreted as great extent. Lastly, ranked tenth by both the respondents is the item which states that the pre-service teachers use the art of questioning for the students to be engaged in higher order thinking with a weighted mean of 3.98 which is verbally interpreted as great extent for pre-service teachers and 3.97 also verbally interpreted as great extent for the cooperating teachers.

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In the Domain of Planning, Assessing and Reporting, pre- service teachers' and cooperating teachers' assessments were almost the same. Highest in the rank are the items which state that the pre- service teachers provide a chance for students who fail to answer right on the first try and that they submit records to their superiors in school ranked first with a weighted mean of 4.60 verbally interpreted as great extent. Meanwhile, the item which states that the pre- service teachers assure that the grades of the students will be confidential to others ranked third with a weighted means of 4.45 verbally interpreted as great extent. However, both respondents have close results of assessment in terms of the items where the preservice teachers finds difficulty articulating with. Ranked tenth is the item which indicates that pre- service teachers make sure that parents of the students will be informed about their children's progress in their class through conference/ meeting with them with a lowest weighted mean of 3.50 as assessed by the pre- service teachers themselves and 3.81 as assessed by the cooperating teachers but still, these were both verbally interpreted as great extent. In the domain of Community Linkages, the respondents’ assessments are almost the same. With the weighted means of 4.48 and 4.05, the pre-service teachers’ explanation of the relationship between every topic in students’ lives ranked first by the pre-service teachers and third by the cooperating teachers. While the pre-service teachers’ efforts to develop understanding of their students’ lives to increase the relevance of lesson and make examples more meaningful, ranked

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second and first with the weighted means of 4.39 and 4.11. Furthermore, to a great extent, the pre-service teachers’ encouragement to maintain cleanliness in the community to their students both ranked third having a weighted means of 4.15 and 4.05. On the other hand, ranked tenth with the lowest weighted mean of 3.2 is the item which states that the pre-service teachers communicate with barangay officials to ask what they can do to help improve the learner’s value verbally interpreted as moderate extent. In the domain of Personal Growth and Professional Development, the pre-service teachers ranked those items which indicate that they are updated on the K-12 system of education and continually improves their teaching each day to give students better learning as first and second with the weighted mean of 4.60 and 4.56 respectively. Furthermore, the assessment of cooperating teachers to their preservice teachers in those cited values orientation is almost the same which ranked first with the weighted mean of 4.37. On the other hand, ranked tenth by both respondents with the weighted means 3.34 and 3.98 and verbally interpreted as to a moderate extent and to a great extent, pre-service teachers attend professional or staff meetings conducted by the principal/school administrator. Thus, their assessments are almost the same. 6. The following are the domains in which the pre- service teachers find difficulty articulating with: The Domain of Community Linkages is the most difficult domain for the pre-service as it ranked first with the lowest composite mean of 3.92. To a great

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and moderate extent, the values orientation with the lowest weighted means under this domain are: pre-service teachers assure that they use materials in the community to support the learning activities in the classroom which obtained a weighted mean of 3.74, attend community activities with the weighted mean of 3.29 and lastly, communicate with barangay officials to ask what they can do to help improve the learners’ values with the weighted mean of 3.23. With a composite mean of 4.24, the Domain of Personal Growth and Professional Development has become the pre-service teachers’ second to the lowest possessed values orientation. Even though the item which states that pre-service teachers are enthusiastic in doing teacher’s activities ranked eighth with weighted mean of 4.13, it still indicates that they possessed it with a great extent. On the ninth rank, pre-service teachers assessed themselves as working with their colleagues, parents and administrators in effecting school improvements which obtained a weighted mean of 4.00 and verbally interpreted as great extent. Lastly, the values orientation that was the most difficult to pre-service teachers in the personal growth and professional development is their engagement in conversations with teachers teaching the same subject they are handling which ranked tenth with a weighted mean of 3.34 and verbally interpreted as moderate extent. The third domain which has the third lowest domain is Domain of Learning Environment with the composite mean of 4.28. The values with the lowest

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weighted means under this domain are: Pre-service teachers in laying down the ground rules early in class difficulty which obtained a weighted means of 4.21, in providing guidance and counseling when a student fails to reach the standard performance with a weighted mean of 4,05 and in making bulletin boards for further learning with a weighted mean of 3.52. These were verbally interpreted as to great and moderate extents. Conclusions The researchers draw the following conclusions based on the findings. 1. Most of the pre- service teachers were in the age range of 19- 21, single in status, female in sex and most are Filipino major students. 2. The pre- service teachers possessed great values orientation in curriculum 3. Field of specialization is the variable that most occur as significant with the values orientation of the pre- service teachers. 4. The cooperating teachers rate the pre- service teachers’ values orientation to a very great extent on social regard for learning. 5. The pre- service teachers find difficulty articulating with the domain of community linkages. 6. Conducting seminars can be used to enhance the values orientation of the pre- service teachers.

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Recommendations 1. The plan of activities as an output of this study should be tried out by the Universities offering BSED and BEED. 2. The pre- service teachers should be aware of the expectations of becoming a teacher. 3. The University should provide more trainings and activities to enhance the values orientation of the pre- service teachers. 4. There should be requisite activities with the community so that the preservice teachers get easy access to the resources in the community. 5. Further studies which regard to the values orientation of pre- service teachers in other aspects may be done to assess them in different facets.