2025 IJRSE – Volume 14 Issue 16
Available Online: 1 November 2025
Author/s:
De Guzman, Donna
Nueva Ecija University of Science and Technology, Philippines (donnaddeguzman@ineust.ph.education)
Abstract:
This study examined the profile, challenges, and experiences of Bachelor of Elementary Education teacher interns from the Nueva Ecija University of Science and Technology (NEUST) during the initial phase of their practicum in the second semester of Academic Year 2024–2025. Most of the 124 respondents were female, had completed 4 to 9 weeks of internship, and were assigned across different elementary grade levels in three NEUST campuses: Sumacab, Talavera, and Papaya. Utilizing a descriptive quantitative design, data were gathered through a validated, researcher-made Likert-scale questionnaire focused on five domains: lesson planning and instruction, classroom management, assessment and evaluation, school culture and professional relationships, and workload and emotional well-being. Findings revealed that while interns experienced low levels of difficulty in adapting to school culture and building professional relationships, they reported moderate challenges in classroom management, lesson planning, and assessment tasks. The most significant concerns involved managing diverse learner needs, sustaining student engagement, and coping with pressure from mentors and institutional expectations. These results highlight the need for enhanced teacher preparation through strengthened mentorship, classroom-based training, and mental health support. The study provides valuable insights for improving internship programs and better equipping future educators for real-world teaching environments.
Keywords: teaching internship, classroom management, lesson planning, professional relationship, assessment and evaluation, workload
DOI: https://doi.org/10.5861/ijrse.2025.25249
Cite this article:
De Guzman, D. (2025). From campus to classroom: Teacher interns’ journey. International Journal of Research Studies in Education, 14(16), 49-58. https://doi.org/10.5861/ijrse.2025.25249