QUALITATIVE STUDY OF PRE-SERVICE TEACHERS’ VIEWS ON TEACHER PROFESSIONALISM

KLENETH MAY A. DIAZ

Abstract


This study examines how pre-service teachers in North Cotabato construct their understanding of teacher professionalism amid the growing realities of workload pressure, financial strain, and the prevalence of part-time employment among educators. Anchored in the Work-Life Balance Theory, Role Strain Theory, and Conservation of Resources Theory, the research explores how emerging teachers interpret professionalism by observing in-service teachers navigate multiple roles. Using a qualitative narrative design, the study gathered insights from 10 purposively selected pre-service teachers through in-depth interviews and narrative accounts, which were analyzed using Colaizzi’s method. Findings reveal that professionalism is primarily defined by adequate time and role management, with precise scheduling, preparedness, and prioritization seen as essential for balancing teaching demands with personal and part-time responsibilities. Positive traits such as patience, adaptability, and self-discipline emerged as critical foundations of skilled teaching. Professionalism was also linked to teaching effectiveness and student success through communication, collaboration, and organizational efficiency. However, participants anticipate challenges—including workload, burnout, financial pressure, and health risks—that may hinder sustained professionalism. The study emphasizes the urgent need for institutional policies that strengthen teacher well-being, improve compensation, and integrate socio-emotional and professional behavior training into teacher education to ensure sustainable, high-quality teaching in DepEd schools.

Keywords


Teacher Professionalism, Pre-service Teachers, Work-life Balance, Qualitative Narrative Analysis, DepEd-Cotabato Province

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i2.274

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