THEORETICAL PREPARATION AND CLINICAL INTERNSHIP PERFORMANCE OF PRE-SERVICE ELEMENTARY MATHEMATICS TEACHERS: BASIS FOR PROGRAM ENHANCEMENT

The implementation of the teacher education curriculum in the Philippines requires teacher training institutions to prepare globally competitive educators grounded in national values and equipped with strong pedagogical knowledge and skills. Central to this mandate is the integration of theoretical preparation and clinical internship to strengthen pre-service teacher development. This study examined the relationship between theoretical preparation and clinical internship performance of pre-service elementary Mathematics teachers as a basis for program enhancement. Employing a descriptive–correlational research design, the study involved 96 pre-service teachers majoring in Elementary Mathematics from selected teacher education institutions in the National Capital Region. Data on theoretical preparation were obtained from a pre-board examination consisting of 200 items in General Education, 150 items in Professional Education, and 100 items in the Field of Specialization. Clinical internship performance was measured using supervisors’ ratings collected via a structured questionnaire. Data were analyzed using frequency counts, percentages, means, weighted means, Pearson’s product–moment correlation coefficient, and Garret’s forecasting efficiency formula. Results indicated that respondents’ theoretical preparation across General Education, Professional Education, and Field of Specialization generally required improvement, while clinical internship performance was rated at an average level. Correlation analysis revealed moderately small but positive relationships between theoretical preparation and clinical internship performance, with Professional Education and Field of Specialization showing stronger associations than General Education. The forecasting efficiency analysis showed that theoretical preparation accounted for only a modest proportion of clinical internship success. The findings affirm that theoretical preparation contributes to clinical teaching performance and must be strengthened and systematically aligned with practicum experiences. The study provides an empirical basis for enhancing teacher education programs through improved curricular coherence, pedagogical integration, and strengthened clinical mentoring in the preparation of elementary Mathematics teachers in the Philippines.