EXPLORING THE RELATIONSHIP BETWEEN SELF-REGULATION AND TEACHING PERFORMANCE: A SEQUENTIAL EXPLANATORY STUDY

The performance of pre-service teachers has become a central issue in education for it implicates the effectiveness of their future. The current pre-service training programs have been evaluated for improvement in areas like mentoring, curriculum, and system-wide coordination, which should be addressed to help prepare pre-service teachers for successful careers. Report says that pre-service teachers contributed a lot in delivering the teaching-learning process. Thus, the purpose of this sequential exploratory study is to explore the relationship between self-regulation and the teaching performance of pre-service teachers at a local college in the southern part of the Philippines. This study was conducted with the pre-service teachers of a local college in the southern part of the Philippines enrolled in SY 2023-2024 where the self-regulation questionnaire was used and adapted. Moreover, in measuring the level of teaching performance of pre-service teachers, this research adapted and utilized the Checklist for Pre-Service Teachers Actual Teaching issued in January 2016 by one of the local colleges of the southern part of the Philippines. This study also applied qualitative research to explore and validate the self-assessment made by the pre-service teachers. The research instrument was validated by an expert and utilized by the cooperating teachers to evaluate the validity and reliability of the results from the pre-service teachers. The accounts from the informants underwent thematic analysis and triangulation to formulate themes that were discussed and elaborated on, supported by the related literature. The ethical considerations and ethical guidelines were also considered. The level of self-regulation obtained a mean of 3.81 with a descriptive equivalent of often which implies a high level of self-regulation. In addition, the level of teaching performance obtained the mean of 4.24 with a descriptive equivalent of often which implies a high level of teaching performance. There is a significant relationship between the two variables. The study revealed that the r-value is 0.467 which implies moderate correlation, and the p-value is 0.000, indicating that the p-value is less than 0.05 level of significance. This study will help the students improve their self-regulation skills, which can affect their teaching performance. It will assist the institution in initiating and implementing programs and creating meaningful activities that will enhance teaching performance and self-regulation among students. The discrepancies between pre-service self-regulation and their actual performance can highlight areas needing targeted intervention. A pre-service teacher may believe they possess excellent time management skills, but classroom observations might reveal difficulties in maintaining lesson pacing. This gap indicates the necessity for enhanced training and reflective practices. Constructive feedback from cooperating teachers plays an essential role in guiding pre-service teachers to align their self-perceptions with reality. In addition to actionable feedback and reflective dialogue, pre-service teachers can develop more accurate self-awareness and implement strategies to improve their self-regulation and teaching practices. KEYWORDS: Self-Regulation, Teaching Performance, Pre-service Teacher, Sequential Exploratory