Self-Efficacy and Learning Experiences of Preservice Teachers in a State University

Abstract

The preservice teachers' student teaching program serves as a culmination activity for future educators in the Philippines. The quality of their training could affect the quality of the learners in the country. This study investigated the self-efficacy level and the learning experiences of 251 preservice teachers during the post-pandemic. The study employed a mixed method, specifically a sequential explanatory research design. A researcher-made semi-structured interview questions and one (1) adapted questionnaire were employed in the study. Mean and standard deviation were utilized for the quantitative data, while thematic analysis was employed for the qualitative data. Results revealed that preservice teacher's self-efficacy was high in both gender and all academic programs. Furthermore, three (3) themes emerged as preservice teachers' learning experiences, including utilizing pedagogical strategies and practices, hurdles and difficulties encountered, and managing obstacles. Results imply the need to strengthen, revise, and create policies on student teaching in State Universities and Colleges (SUC) in the country emphasizing flexible learning. Capacitating preservice teachers and improving their instructional capacity to adjust to any learning setup are also deemed essential.