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All Journal EDUCATIONE: Journal of Education Research and Review
Cyrus Pontawe Casingal
Department of Education
Education Social Sciences

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CULTURAL COMPETENCE, IMPLEMENTATION CHALLENGES, AND PROFESSIONAL GROWTH PERCEPTIONS AMONG TEACHING INTERNS IN DIVERSE CLASSROOMS Cyrus Pontawe Casingal; Debbie Joyce Dudang Quimson; Liza Lanuza Quimson
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.170

Abstract

Teaching internships place preservice teachers in settings where linguistic and cultural diversity must be addressed in daily instruction, yet evidence remains limited on how interns simultaneously perceive their cultural competence, implementation challenges, support resources, and professional growth in a Philippine provincial context. This study aimed to describe these interrelated perceptions among 91 Bachelor of Elementary Education teaching interns at Pangasinan State University-San Carlos Campus. A cross-sectional concurrent embedded mixed-methods survey was used. Quantitative responses to 5-point self-report items were summarized using frequencies, percentages, means, and standard deviations, while open-ended responses supplied descriptive qualitative context. Self-ratings were highest for understanding how cultural differences affect teaching and learning (M = 4.42, SD = 0.68) and lowest for perceived effectiveness in cross-cultural communication (M = 4.04, SD = 0.82). Challenge ratings ranged from M = 3.13 to M = 3.47, with the highest mean for understanding and addressing cultural differences in the classroom. Pre-internship orientation was selected as helpful by 86.8% of respondents, whereas 39.6% rarely or never sought mentor guidance. Perceived internship-outcome ratings ranged from M = 4.47 to M = 4.71. Open-ended responses illustrated language barriers, inclusive strategies, cultural-protocol concerns, and perceived identity development. Favorable self-perceptions therefore coexisted with continuing implementation difficulty. The findings support targeted mentoring and practice-focused preparation but remain descriptive and context-bound because participant-flow, instrument-validation, and qualitative-coding documentation were incomplete.
FROM PUBLIC-SCHOOL TEACHING TO DIVISION-OFFICE EDUCATIONAL ADMINISTRATION: A LONGITUDINAL AUTOETHNOGRAPHY Cyrus Pontawe Casingal
EDUCATIONE Volume 5, Issue 1, January 2027
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.171

Abstract

Moving from classroom teaching to system-level educational administration requires both technical role learning and reconstruction of professional identity. This longitudinal analytic autoethnography examined my transition from nine years of public-school teaching to a division-office education specialist role during the first 16 months of appointment, from August 2024 to November 2025. The study asked how I experienced and interpreted changes in role expectations, professional identity, and engagement with system-level educational constraints. Data were generated through contemporaneous experiential journals, bi-weekly artifact-based reflections, and monthly retrospective entries linking the new role with prior teaching experience. A six-phase reflexive thematic analysis was conducted, followed by interpretation through role identity theory and complexity leadership theory. Three interrelated themes were developed: navigating ambiguous and expanding role expectations, negotiating continuity between pedagogical and administrative identities, and translating classroom experience into context-sensitive responses to system-level constraints. The analysis shows that the transition involved neither abandonment of the teacher identity nor a simple acquisition of administrative procedures. Instead, pedagogical commitments became resources for interpreting policy, coordination, and organizational responsibility. The study contributes a role-specific account of division-office administration and proposes that induction and mentoring should address identity negotiation alongside technical competence. The findings are analytically transferable but remain bounded to one participant and one organizational setting.
Co-Authors Debbie Joyce Dudang Quimson Liza Lanuza Quimson