Practice teaching represents authentic experiential learning and culminating experience to better prepare the prospective teachers for actual teaching experience. However, pre-service teachers who go through the practicum have a number of worries and anxieties which could lower their teaching self-efficacy and consequently their performance. This study aimed to determine the relationship between the pre-service teachers’ teaching anxiety and teaching self-efficacy, the possible reasons for such teaching anxiety, and pre-service teachers’ suggestions to lessen, if not totally eliminate it. For this purpose, student-teacher anxiety and self-efficacy scales have been used for data collection as well as interviews among the pre-service teachers. The findings revealed that pre-service teachers’ teaching anxiety significantly relates to their teaching self-efficacy and among the factors of teaching anxiety, classroom management best predicts pre-service teachers’ teaching self-efficacy. It was also found that there is a significant difference between the levels of teaching anxiety of the pre-service teachers depending on their grade level placement. As perceived by the pre-service teachers, the main cause of their teaching anxiety is high expectations from cooperating teachers and students; hence they recommend better planning and preparation for internship.

Teachers’ resistance to change is believed to affect their engagement in work which could lead to slow the implementation of educational reform. This study had the main purpose of investigating the work engagement of the faculty of Occidental Mindoro State College in San Jose, Occidental Mindoro, Philippines as influenced by the extent of their resistance to change given the new teaching and learning modalities. Descriptive research design was used to address the problems of the study. It was found that the faculty’s extent of resistance to change does not influence the level of their work engagement and none of the factors of resistance to change significantly influence the level of work engagement of the faculty. When the teachers are grouped according to college/department, they are found to differ on the level of their resistance to change specifically in terms of routine seeking, emotional reaction, and short-term focus. Since there are changes in the educational set-up in most higher education institutions in the country, teachers may resist change for a variety of systemic or individual reasons. Understanding those reasons for resistance may provide educational leaders with more effective strategies for implementing change.

The study was designed to examine differences in physical self-concept and physical activity between physical education major and non-physical education major college students. Physical self-description and physical activity questionnaires were administered to 161 students. The Physical Self-Description Questionnaire (PSDQ) has 11 factors namely, action, appearance, body fat, coordination, endurance, flexibility, health, sport, strength, global physical, and global esteem. In the main effect, it was found that physical education major and non-physical education major students vary in the levels of their physical self-concept. Physical education majors were found to have higher physical self-concept in terms of action, coordination, endurance, sport, strength, and global esteem. Similarly, the physical education major and non-physical education major students differ in the levels of their physical activity. Among the 11 factors of physical self-concept, sport best predicts the level of physical activity of the students.

Writing is a significant skill whose significance increases when it comes to writing in the English language which is used for global mediation of knowledge. This study explored the problems encountered by students who have difficulty in writing, the factors which could be reasons for these difficulties, and the possible solutions to overcome these. This made use of qualitative research design and employed phenomenological case study framework. After thematic analyses, it was found that the students encountered problems in writing specifically in syntax, grammar, and vocabulary. The students believed that lack of reading and writing practice, lack of ideas, and lack of self-confidence were the factors affecting their writing skills. To address the problems that they encountered in writing, the students recommended increased reading, writing practice, and teacher assistance.

Instructional effects of tracking could have serious consequences for students and important implications for educational policy and practice. This study aimed to find out whether tracking during senior high school matters when choosing a program in college. For this purpose, descriptive design was employed to address the problem of the study. On the other hand, due to some problems of the study which cannot be addressed quantitatively, there was an element of qualitative method that was used in the conduct of the study. The findings revealed that the majority of the students came from the Academic Track, specifically from the General Academic Strand. Students have a very satisfactory performance but they vary in their performance when grouped according to track/strand. The students from the non-HUMMS strand believe that subject alignment to teacher education and teacher preparation are the problems that they encountered when they are already in the teacher education program. The students agreed that tracking is no longer a factor in choosing a program in college.