Being a teacher is not a simple task but rather a practice of patience, forbearance, and commitment to the profession and professional ethics. But before becoming an enhanced and effective classroom teacher, one must undergo a Teaching Internship. This study aims to determine the perceptions of the Host Establishment Institute (HEI) and the Host Training Institute (HTE) on the deployment phases of the Teaching Internship Program. Specifically, it sought to answer the extent of implementation and determine the significant differences in the deployment phases on the implementation of the Teaching Internship Program in private and public HEIs. The data gathered were tallied and analyzed using descriptive methods. To answer the extent of implementation, weighted mean and ranking were used, while for the differences in the extent of implementation, a t-test was used. Findings showed a high level of implementation in the deployment phases, and there is no significant difference in the implementation of the teaching internship program in private and public HEIs in the region. For the pre-deployment phase, private HEI has a greater mean of 3.73, while the public HEI has a mean of 3.64. In the deployment phase, private has a greater mean of 3.66 than the mean of the public HEI, which is 3.57. For post-deployment, private schools have a 3.68 mean, which is also greater than the mean of public schools, which is 3.61. Recommendations were proposed in the deployment phases of the Teaching Internship Program.

Authors:
Eleonor Jarapa, Bicol State College of Applied Sciences and Technology, Philippines
Melinda Pan, Central Bicol State University of Agriculture, Philippines

About the Presenter(s)
Eleonor C. Jarapa is an instructor 1 and the Student Teacher Coordinator in her school. She admired her former Elementary teacher that is why she had a passion for helping future educators.

See this presentation on the full schedule – Friday Schedule

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