Challenges and Support Mechanisms of Pre-Service Teachers in Flexible Learning: The CBSUA Experience

Abstract

This study explored the challenges and support mechanisms of pre-service teachers of Central Bicol State University of Agriculture, s/y 2022-2023. It has sample size of 342 after using Cohen’s formula. From the sample size and using simple random technique, 99 respondents (29%) came from COE-Sipocot, 34 respondents (10%) came from  COE-Pasacao, 133 respondents (39%) came from  CDE-Pili, and 76 respondents (22%) came from COE-Calabanga, cut-across programs. The Convergent Mixed Method was employed in this study, a one-phase methodology that collects and analyzes quantitative and qualitative data before comparing the results to determine whether the data support or contradict one another. The quantitative non-experimental through the descriptive-correlational method was used to determine the challenges and coping mechanisms of the respondents in the new normal, correlate the two variables, while  for the qualitative part, an interview was given to the participants and open-ended questions were raised to them, The study used a survey questionnaire as an instrument to gather the data covering the five constructs under the challenges and five constructs of coping mechanisms. Likert Scale was used to determine the frequency of the challenges and coping mechanisms. In analyzing the results, weighted mean and rank order is used to identify which challenges were greatly experienced and which coping mechanisms were greatly used. Pearson Product Moment Correlation (PPMC) was used to show the linear relationship between the two data sets and determine the strengths of the relationship The T-Test was used to decide whether to accept or reject the null hypothesis. The results revealed that challenges in Teacher-Student Interaction appeared to have the highest level of frequency (WM 2.87), interpreted as sometimes. At the same time, the most frequently used coping mechanism was the Personal Support Mechanism (WM 3.78), interpreted as often. The challenges experienced and the applied support mechanisms of pre-service teachers have a significant and moderately negative relationship. It implies that as the coping mechanisms of pre-service teachers increased, the challenges of the pre-service teachers decreased. A pre-internship intervention program was recommened to improve the social skills, technology integration skills, instructional practices, and personal well-being of the pre-service teachers in preparation for the real-world of teaching.