ANALYZING THE CONNECTION OF SOFT SKILLS AND STUDENT

INTERNSHIP IN A LOCAL COLLEGE: A CONVERGENT STUDY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 42
Issue 1
Pages: 15-57
Document ID: 2025PEMJ4038
DOI: 10.70838/pemj.420102
Manuscript Accepted: 06-29-2025
 Psych Educ, 2025, 42(1): 15-57, Document ID:2025PEMJ4038, doi:10.70838/pemj.420102, ISSN 2822-4353
Research Article

Analyzing the Connection of Soft Skills and Student Internship in a Local College:
A Convergent Study
Judyl A. Camo,* Evelyn G. Erellana
For affiliations and correspondence, see the last page.
Abstract
This study explored the vital role of soft skills in shaping the internship experiences of students and their overall
impact on instructional competence and career readiness. Using a convergent parallel mixed-methods approach, the
research combined quantitative data from 123 fourth-year education students with qualitative insights gathered from
14 participants through focus group discussions and in-depth interviews. The objective was to examine how students
developed and applied communication, teamwork, problem-solving, and critical thinking skills during their
internships, and how these competencies influenced their performance in real-world teaching settings. Surveys and
interviews captured students’ perceptions of their internship experiences and how these contributed to their personal
and professional growth. The findings indicated that the students generally exhibited strong soft skills, with critical
thinking emerging as the most developed, followed by communication, teamwork, and problem-solving abilities.
Furthermore, the effectiveness of the internship experience was shaped by factors such as mentorship quality, program
structure, and the alignment between students’ responsibilities and their academic preparation. These results provided
valuable insights for educational institutions, industry partners, and policymakers in enhancing internship programs
to better prepare students for future careers. Strengthening the design of internship experiences can help equip students
with essential competencies for success in the workforce. This research adds to the growing body of knowledge on
experiential learning and reinforces the significance of internships as a core element of higher education.
Keywords: fourth-year education students, soft skills, student internship, mentorship, mixed-method convergent-
parallel, personal and professional development

Introduction
A technical round is not just enough for a present job. As noted in the context of a globalized and interconnected world, soft skills such
as communication, problem-solving ability, critical thinking, creativity, and collaboration have gained increasing attention. However,
there is concern that traditional education systems often focus more on hard skills, leaving learners ill-equipped to meet the evolving
demands of modern job markets (World Economic Forum, 2020).
According to the Organization for Economic Co-operation and Development, a noticeable global disparity exists between the skills
employers seek and those that graduates possess. This gap, particularly in soft skills, is frequently underestimated within conventional
educational frameworks. In India, the issue is especially pressing due to the country’s rapid economic development and its transition
to a knowledge-based economy, which calls for graduates to possess not only technical expertise but also interpersonal and
communication abilities (OECD, 2021).
The demand for graduates with strong soft skills is on the rise in the Philippines, specifically in areas like business, technology, and
health care. Nevertheless, the Philippine education system encounters difficulties in fully integrating soft skills development into its
curriculum. Local colleges' internship programs can effectively address this issue by offering students the chance to acquire and
improve their soft skills. This opportunity not only enhances their employability but also boosts their competitiveness in the job market
(CHED, 2022).
This research is urgently essential to comprehend the influence of internship experiences on the enhancement of soft skills within a
local college setting. By investigating the viewpoints of both students and faculty, the study will offer valuable insights into the efficacy
of internship programs in fostering soft skills development. These insights can guide the enhancement and execution of more impactful
internship initiatives, ultimately contributing to the professional success of students in the Philippine workforce. While many studies
have delved into the significance of soft skills in education and the role of internships in professional growth, there is a research gap in
examining the specific link between soft skills development and student internship experiences within a local college environment.
Additionally, this research acknowledges the importance of soft skills in employability and the role of internships in professional
development a significant gap on the existing studies have addressed internships and soft skills, yet few have specifically examined
their direct connection within a localized college context. According to Tindowen et. al. (2019) in their work, “Effectiveness of Student
Internship Program in Teacher Education”, the general impact of internships on skill development but not deeply analyze how soft
skills like communication and empathy are applied during internships. Similarly, Caga-anan et. al. (2023) study entitled, “Soft Skills
Practices of Teachers in Misamis Oriental”, assessed soft skills among in-service teachers, but their study did not focus on pre-service
interns or how these skills develop through hands-on experience. This study focuses on how internships influence soft skills
development on in-service teachers that it differs my study that only on pre-service students at a local college. Through mixed methods,
it assesses soft skills gained and their growth processes, offering key insights into how early internships enhance students' readiness
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Research Article

for professional life.

The research findings of this study will be shared with relevant stakeholders, academic institutions, and local education authorities by
sharing copies of research papers, reports or summaries and publication in research journals and conference presentations. The aim of
this dissemination plan is to distribute it to key stakeholders, enabling them to engage actively with significant research findings. The
researcher aims to enhance the significance and relevance of the research within a collaborative and community setting by circulating
printed copies of the research article.
Research Questions
In this study, mixed methods of research were used to broadly examine the soft skills of student interns at Kapalong College of
Agriculture, Sciences and Technology. Specifically, the study sought to answer the following research questions.
1. What is the level of soft skills and student internships among education students?
2. Is there a significant relationship between soft skills and student internship among student interns?
3. What were some experiences and coping mechanism of the students regarding their soft skills and student internship?
4. How do students perceive the impact of internships on enhancing their soft skills as education students?
5. How qualitative data corroborate with the quantitative data?

Methodology
Research Design
Mixed-methods research is an approach that combines both quantitative and qualitative data collection and analysis techniques. It aims
to provide a more comprehensive understanding of a research problem than either approach could achieve alone. This integration
leverages the strengths of each method, allowing for a richer, more nuanced interpretation of the findings. The goal is to capture a
holistic perspective rather than relying solely on one type of data. Researchers use this approach when a deeper understanding is sought
that goes beyond simple correlations or observations. (Creswell et al., 2020).
In this study, a mixed-methods approach was employed to investigate how fourth-year education students perceive soft skills. This
approach was chosen because a broad overview of perceptions (quantitative) was needed alongside a deeper understanding of the lived
experiences of these students (qualitative). This combination of perspectives will help determine the factors that influence the
perception of soft skills among the students. The research seeks to move beyond general trends and gain detailed insights into the
practical implications and personal experiences of the students.
The convergent parallel mixed methods design is a specific type of mixed methods approach. It involves collecting and analyzing both
quantitative and qualitative data concurrently. The data are then integrated and compared to identify patterns, relationships, and support
or challenge the findings from each approach. The goal is to achieve convergence or alignment of the findings from the different
methods, thereby offering a more robust and reliable understanding of the research problem. (Creswell, 2022).
In this study, convergent parallel approach was chosen to provide a holistic view of how fourth-year education students perceive soft
skills. The quantitative data, likely from surveys or questionnaires, would help establish the overall trends and patterns in perceptions.
The qualitative data, potentially from interviews or focus groups, would provide detailed explanations and nuances to the quantitative
findings. This allows for a more comprehensive understanding of the students' perceptions and the factors driving them.
The descriptive approach in research aims to portray an accurate picture of a particular phenomenon or group. It focuses on describing
the characteristics, features, and relationships within a specific context. It often involves collecting detailed data and presenting it in a
clear and organized manner. It served as a fundamental method in both qualitative and quantitative research, enabling researchers to
explore the what, who, where, and when aspects of a situation (Poth, 2024).
This study employed a descriptive research design to investigate fourth-year education students' soft skills development during their
internship. Survey questionnaires were administered to critique teachers, who evaluated student teachers across five key domains of
soft skills: communication, teamwork, problem-solving, and critical thinking skills. Data collected from these evaluations, combined
with field-based observations, provided a statistical overview of student teacher performance and readiness for the workforce.
Phenomenological research aims to understand the lived experiences of individuals by exploring the essence of a phenomenon from
their perspective. It focuses on the meaning and significance of the experience for the individual, rather than external factors or general
patterns. This approach typically involves in-depth interviews, observations, and reflective analysis to grasp the core essence of the
experience. (Smith et al., 2021).
This study employed a phenomenological approach in its qualitative phase to explore how critique teachers perceived student teachers'
development of key competencies, including their soft skills, during their internships. In-depth, transcribed interviews with critique
teachers provided rich insights into student teacher professional growth, complementing quantitative data with nuanced, and
contextualized perspectives.

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Research Article

Respondents
The individuals chosen as participants were selected to provide valuable insights and address the research inquiries, thereby enriching
comprehension of the phenomenon being investigated (Smith, Johnson & Brown, 2015). Specifically, this research focused on the
primary participants, who were educators from the educational institution at Kapalong, Davao del Norte known as Kapalong Institute
of Agricultural and Technological Sciences.
In the quantitative phase of the research, one hundred twenty-three (123) 4th-year students majoring in Math, English, Filipino, and
Generalist in the field of education participated. These students served as the primary sources of information to investigate the soft
skills of student interns as educators. They responded to a structured survey questionnaire designed to assess various teaching methods
and their impact on soft skills development. Moreover, the students answered a set of standardized questions related to their soft skills
and internship experiences.
Random sampling was utilized to ensure that every member of the population had an equal chance of selection, promoting fairness and
representation. The researcher identified the total population of fourth-year education students enrolled in the department and employed
data validation techniques such as pilot testing of the questionnaire to ensure its reliability and clarity. Descriptive statistics and
correlation analysis were used as supporting techniques to interpret the data, identify patterns, and determine relationships between
teaching methods and the development of soft skills.
Hence, the selection of participants employed random sampling from the total population of all ITED fourth-year students enrolled in
the Education Department at Kapalong College of Agriculture, Sciences, and Technology. The selection criteria for participants were
as follows: (1) enrolled in the education program at Kapalong College of Agriculture, Sciences, and Technology; (2) currently enrolled
in the academic year 2024-2025; (3) regular status in the education program; (4) open to both male and female participants; and (5) no
specific age requirements were set by the researcher. The study aimed to include all 123 enrolled education students as part of the
research sample.
In the qualitative phase, the researcher prepared a set of open-ended questions, validated by a panel of experts, based on survey results.
These questions served as a guide for conducting focus group discussions (FGDs) and in-depth interviews (IDIs). Participants were
purposively sampled from those who completed the survey, with seven selected for each method. The purposive sampling focused on
students who had relevant experiences or insights related to the research topic, demonstrating willingness to participate and offering
diverse perspectives. The purpose of these interviews was to explore insights and opinions as well as providing a comprehensive
understanding of the research subject. (Kuper et al., 2008).
Instrument
In this section, the research tools in gathering quantitative and qualitative data from the participants and informants as well as
respondents of this study are being discussed.
Quantitative Phase
Soft Skills. The questionnaire for this variable is adapted from the work of Changwony (2019) and comprises four indicators:
communication skills, teamwork, problem-solving skills and critical thinking skills. The reliability of the instrument was assessed
through Cronbach’s alpha coefficient to ensure its internal consistency. Participants will respond to each item using a likert scale,
ranging from 1(Strongly Disagree) as the lowest to 5 (Strongly Agree) as the highest.
Student Internship. The questionnaire for this variable is adapted from the work of Changwony (2019) which has three (3) indicators,
namely: competence of the supervisors, assessment criteria, and person role fitness. The reliability of the test was established using
Cronbach’s alpha coefficient, ensuring its validity and consistency. The responses of the participants will be rated from 1(Strongly
Disagree) as the lowest to 5 (Strongly Agree) as the highest.
Qualitative Phase
For the qualitative phase, the researcher prepared a devised set of questions which were validated by the panel of experts. These open-
ended questions were developed based on the survey results and will be used as a guide for the focus group discussion (FGD) and in-
depth interviews (IDIs). Seven participants were purposively selected for each type of interview out of those who will complete the
survey questionnaires from the other phase. The FGD and IDIs was conducted to gather insights, opinions, and other valuable
information that could not be captured by numerical data. These interviews have been thought to be suitable for providing a more in-
depth comprehension of the research topic.
Procedure
The data collection process involves multiple steps. In concurrent data collection, both quantitative and qualitative data are gathered
simultaneously. The parallel mixed-method strategies will be used to either validate one type of data with the other, transform the data
for comparison, or address distinct types of research questions (Plano, 2007).
The researcher recognized the significance of securing permission from the appropriate authorities prior to initiating any research.
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Consequently, the researcher acquired a letter of approval from the Office of the College President along with consent from other
relevant parties. This action was crucial to ensure that the study was conducted in an ethical manner and in accordance with regulatory
standards.
Upon approval, the respondents were informed about the conduct of the study, its significance, purpose, and objectives. The survey
questionnaire items, and corresponding scales were also comprehensively explained to the respondents to ensure their understanding
of each item. The gathered data was used solely for the purposes of the study. In addition, a specific schedule was established for
administering the survey questionnaire to ensure a systematic and organized data collection process.
For the qualitative data collection, a focus group discussion and in-depth interviews were conducted to gather the lived experiences of
the participants regarding their soft skills. To guarantee the authenticity of the selection process, the researcher personally reached out
to the informants and explained the tasks involved (Boyce et al., 2006). They were also informed about the location and scheduled
time, ensuring it was convenient for all participants (Creswell, 2013).
For the in-depth interview, the researcher followed a set of prepared guiding questions and asked follow-up questions to ensure
comprehensive responses. Throughout the interview process, the researcher thoroughly explained the ethical considerations to the
participants.
Data Analysis
In this section, sequence, emphasis and mixing procedures as well as figure of procedures, anticipated methodological issues,
trustworthiness of the study, validity of instruments and ethical considerations in gathering quantitative and qualitative data from the
participants and informants as well as respondents of this study are being discussed.
In the quantitative data analysis, descriptive statistics, such as the mean, were employed to assess the average participant responses,
while the standard deviation was utilized to measure the variability in their responses regarding teaching styles from the survey
questionnaires. However, the data obtained from the survey questionnaire was subjected to in-depth analysis. After retrieving the
questionnaire, the data was tailored and processed. The survey data was analyzed using SPSS for descriptive and inferential statistics.
This statistical treatment was used to identify the level of soft skills and student internship of teacher education students.
In the qualitative data analysis, participants’ responses were transcribed, organized, and reduced into themes through a process of
coding and condensing the codes. The data was presented in figures, tables, or a narrative format. As researchers, they became deeply
immersed in the rich descriptive data, using methods like coding and categorizing to structure the information. The objective was to
develop themes that captured the experiences of those who were involved. This process was iterative, meaning the final analysis was
reached by continuously examining the data.
For analyzing qualitative data, the researcher used coding and thematic analysis. Braun (2013) described thematic analysis as a versatile
approach that qualitative researchers used to identify and generate themes from interview data.
This process involved reviewing and interpreting the patterns and themes that arose from participants’ statements during individual
and focus group interviews. The data was carefully analyzed and examined to identify relevant themes that illuminated the research
objectives and provided insights into the participants’ experiences in this context.
Ethical Considerations
To maintain the trust of the non-board programs students at KCAST, this study will prioritize their safety, anonymity, and
confidentiality. Careful measures will be implemented to address these ethical considerations, upholding and maintaining the
participants’ trust throughout the research process. The researcher will strictly adhere to ethical principles, including respect for
individuals, beneficence, justice, obtaining informed consent, and maintaining confidentiality, and ensures the proper observance of
ethical standards.
Respect for persons was a key ethical principle that emphasized the importance of treating research participants with courtesy and
consideration, while acknowledging their autonomy in deciding whether to participate in the study (Munhall, 2013). According to this
principle, it was necessary to provide participants with all the information they needed to understand the research and its possible risks
and benefits.
A key component adhering to this concept was obtaining informed consent, which was a voluntary agreement based on informed
knowledge. The researcher ensured that the study was carried out ethically and in a way that respected the participants' rights and
autonomy by adhering to the concept of respect for persons. Before conducting the interviews, the researcher obtained their consent
and planned the sessions ahead of time to prevent conflicts with the participants’ academic or personal responsibilities.
Moreover, the researcher asked for the participants' consent before recording any conversations and conducted the study in a kind and
considerate manner. Participants' choices not to be videotaped were fully honored. In addition, participants were free to raise questions
at any point, and both the focus group discussions and in-depth interviews-maintained confidentiality. Additionally, participants had
the freedom to decline answering sensitive questions. By adhering to these ethical guidelines, the study was conducted responsibly and

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respectfully.
Consent is an essential component of research ethics. Before participating in the study, participants must be fully informed about their
goals and purpose to give their informed permission. Every participant will give careful written consent, attesting to their willingness
to take part in the focus groups and in-depth interviews. To maintain transparency and keep participants informed throughout the
research process, participants will also be given comprehensive information on the study's outcomes and findings (Creswell, 2012).
Participants were provided with permission and informed consent letters that detailed the study’s methodology, design, procedures,
potential benefits, and possible risks. This step was taken to uphold ethical standards and ensure transparency throughout the research
process. The letters aimed to give participants a clear understanding of what the study involved, helping them make an informed
decision about their participation. The consent form emphasized that participation was voluntary, and individuals who chose not to
participate were not required to provide any explanation. Before collecting any data, the researcher ensured that each participant had
read and signed the consent form, confirming that they understood the information and agreed to take part in the study willingly.
Beneficence, as an ethical principle, emphasized the commitment to reducing risks and enhancing the well-being of research
participants. In this study, efforts were made to protect and promote the participants' welfare. The confidentiality of interviewees was
carefully maintained to prevent any potential privacy breaches, and all data files were securely stored, ensuring they were never left
unattended or inadequately protected (Beauchamp & Childress, 2019).
To adhere to the principle of beneficence, steps were taken to ensure the anonymity and confidentiality of participants' responses and
personal details. In addition, the data collected was used solely for research objectives. However, the findings were also shared through
various channels, such as institutional presentations and conferences at local, national, or international levels. The researcher's goal in
disseminating the study’s results was to contribute to the broader knowledge base in the field.
Confidentiality. The confidentiality of data, results, and findings was maintained using various methods to ensure participants’ safety.
This included protecting participants' personal identities by keeping them confidential and not revealing them. Furthermore,
confidentiality was essential for protecting participants' privacy and ensuring their trust in the research process. Moreover, all
materials—such as audio recordings, coded transcripts, notes, and both digital and physical copies of data—were promptly disposed
of following the completion of data analysis (Sullivan, 2018).
Each participant's responses were identified with a discrete coding scheme to protect their identities and to comply with the Data
Privacy Act of 2012. A discrete coding system was employed to label each participant's responses. This approach involved meticulously
avoiding any phrasing that might reveal identifying details such as names, gender, ethnicity, or employment/location, thereby ensuring
anonymity. By implementing appropriate coding and other protective measures, participants’ privacy was maintained, and their
identities were kept confidential.
Justice ensured that the rights of all participants, particularly the students from business administration, public administration, and
office administration, were fully respected. This included obtaining informed consent and ensuring that participation was voluntary
and not coerced. Furthermore, justice was maintained by including only the relevant responses related to the research objectives and
ensuring their accurate transcription (Davis et al., 2019).
This study allowed for a comprehensive exploration of how language learning strategies and language awareness affected business
administration, public administration, and office administration students. By focusing on equity, student voice, diversity, outcomes,
ethical considerations, and implications for practice, the study contributed to a deeper understanding of how educational justice could
be realized in the classroom. This approach not only enhanced the academic discourse surrounding language learning strategies and
language awareness but also promoted actionable strategies for creating more equitable educational environments. It was essential to
explore the concept of justice as it related to educational equity, access, and student experience.
Results and Discussion
This section presents the results of both the quantitative and qualitative research phases. The quantitative phrase displays the level of
soft skills and student internship among fourth-year education students with the significant relationship identified. The qualitative phase
uses matrix format to display participants’ responses regarding their lived experiences with soft skills and student internship including
their coping mechanisms for their challenges faced, and their valuable insights. The matrix also details the issues investigated, core
ideas, codes or categories, essential themes, and the relevant theoretical perspectives. Additionally, another matrix is provided to show
the integration of the key findings from both the quantitative and qualitative data.
Level of Soft Skills
Shown in Table 2 is the level of soft skills among fourth-year education students in Kapalong Agriculture of Sciences and Technology.
It obtained an overall mean score of 4.32 with a descriptive equivalent of very high. This means that the fourth-year education students
always manifested their soft skills. The variable of the study is soft skills which have four indicators namely: communication skills,
teamwork, problem-solving skills, and critical thinking skills.

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Table 1. Level Of Students’ Soft Skills

Indicators Mean Description
Communication Skills
1. Presenting my ideas and thoughts to others without hesitation. 4.35 Very High
2. Fostering collaboration and positive outcomes with diverse students. 4.41 Very High
3. Demonstrating my knowledge by confidently respond to questions during interview. 4.34 Very High
4. Adjusting my communication style to different situations and audiences. 4.30 Very High
5. Mastering my public speaking skills through internship experiences. 4.32 Very High
Category Mean 4.34 Very High
Teamwork Mean Description
1. Collaborating effectively with diverse teams in internship settings. 4.20 High
2. Recognizing the value of teamwork and active participation in internship projects. 4.25 High
3. Offering support to students during internship tasks. 4.32 Very High
4. Working respectfully with colleagues from diverse backgrounds. 4.20 High
5. Functioning as a student intern and actively contribute to the success of the internship. 4.31 Very High
Category Mean 4.26 Very High
Problem solving skills Mean Description
1. Approaching challenges with a positive and persistent attitude. 4.26 Very High
2. Analyzing problems, identify root causes, 4.14 High
And develop solutions.
3. Addressing problems efficiently and find solutions promptly. 4.17 High
4. Generating multiple solutions and consider 4.34 Very High
Different perspectives.
5. Identifying potential problems and take steps to prevent or mitigate them. 4.28 Very High
Category Mean 4.24 High
Critical thinking Skills Mean Description
1. communicating effectively in my internship reports, presentations, and interactions. 4.37 Very High
2. distinguishing facts from opinions when analyzing data and making recommendations. 4.41 Very High
3. considering diverse perspectives when collaborating with colleagues. 4.44 Very High
4. applying different thinking approaches to internship challenges. 4.46 Very High
5. understanding how language conveys ideas in internship setting. 4.44 Very High
Category Mean 4.42 Very High
Overall Mean 4.32 Very High

Communication Skills. In terms of communication skills, the category mean is 4.34 which is described as very high. This means that
it is always manifested by the students. Among the items under this indicator, item No.2 - fostering collaboration and positive outcomes
with diverse students got the highest mean of 4.41 with a descriptive equivalent of very high. This only means it is always manifested
by the fourth-year education students. Meanwhile, the lowest mean of 4.30 was obtained from item No.4 - adjusting my communication
style to different situations and audiences with descriptive equivalent as still very high which means it is always manifested by the
fourth-year education students.
Teamwork. In terms of teamwork, the category mean is 4.42, which is described as very high. This means that it is always manifested
by the students. Among the items under this indicator, item No.3 - offering support to students during internship tasks got the highest
mean of 4.32 with a descriptive equivalent as very high. This only means it is always manifested by the fourth-year education students.
Meanwhile, the lowest mean of 4.20 was obtained from item No.1 - collaborating effectively with diverse teams in internship settings
and Item No.4 - working respectfully with colleagues from diverse backgrounds with descriptive equivalent as high which means it is
oftentimes manifested by the fourth-year education students.
Problem-solving Skills. In terms of problem-solving skills, the category mean is 4.24, which is described as high. This means that it is
oftentimes manifested by the students. Among the items under this indicator, Item No.4 - generating multiple solutions and consider
different perspectives got the highest mean of 4.34 with a descriptive equivalent as very high. This only means it is always manifested
by the fourth-year education students. Meanwhile, the lowest mean of 4.14 was obtained from Item No.2 - analyzing problems,
identified root causes, and develop solutions with descriptive equivalent as high which mean it is oftentimes manifested by the fourth-
year education students.
Critical thinking Skills. In terms of critical thinking skills, the category mean is 4.42, which is described as very high. This means that
it is always manifested by the students. Among the items under this indicator, Item No.4 - applying different thinking approaches to
internship challenges got the highest mean of 4.46 with a descriptive equivalent as very high. This only means it is always manifested
by the fourth-year education students. Meanwhile, the lowest mean of 4.37 was obtained from Item No.1 - communicating effectively
in my internship reports, presentations, and interactions with descriptive equivalent as still very high which means it is always
manifested by the fourth-year education students.
As to the level of soft skills considering its four indicators, critical thinking skills obtain the highest means of 4.42 described as very

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high which means it is always manifested by the fourth-year education students. On the other hand, problem- solving skills obtained
the lowest overall mean of 4.24 described as high which means it is oftentimes manifested by the fourth-year education students. Then,
the second highest overall mean of 4.34 was obtained by the indicator communication skills. It has a descriptive equivalent as very
high which is always manifested by the fourth-year education students. Lastly, it was followed by teamwork with an overall mean of
4.26 described as still very high, which means always manifested by the fourth-year education students.
Level of Student Internship
Shown in Table 2 is the level of student internship among fourth-year education students in Kapalong Agriculture of Sciences and
Technology. It obtained an overall mean score of 4.50 with a description of very high. This means that the fourth-year education
students always manifested their student internship. The variable of the study is the student internship which has three indicators
namely: competence of the supervisors, assessment criteria and person role fitness.
Table 2. Level Of Students’ Student Internship
Indicators Mean Description
Competence of the Supervisors
1. receiving clear feedback from teachers on my internship performance. 4.39 Very High
2. being given realistic goals and expectations by my teachers. 4.46 Very High
3. receiving guidance and support from my teachers. 4.54 Very High
4. experiencing a welcoming internship environment. 4.41 Very High
5. seeing a genuine interest in my professional development. 4.48 Very High
Category Mean 4.46 Very High
Assessment Criteria Mean Description
1. understanding the internship’s evaluation process including the grading system and 4.54 Very High
report.
2. appreciating the support from faculty representatives. 4.52 Very High
3. valuing a clear evaluation criterion, which helps me understand expectations. 4.54 Very High
4. believing the evaluation process will help me identify my strengths and areas for 4.59 Very High
growth.
5. feeling confident about the value of my contributions to the organization. 4.58 Very High
Category Mean 4.55 Very High
Person Role Fitness Mean Description
1. seeing how my internship tasks align with my career aspirations. 4.56 Very High
2. learning valuable skills that are relevant to my teaching field. 4.48 Very High
3. gaining a better understanding of internship dynamics and professional expectations. 4.43 Very High
4. feeling confident about taking on new challenges and responsibilities in my internship. 4.46 Very High
5. expecting professional growth through the hands-on internship experience. 4.45 Very High
Category Mean 4.48 Very High
Overall Mean 4.50 Very High

Competence of the Supervisor. In terms of competence of the supervisor, the category mean is 4.46, which is described as very high.
This means that it is always manifested by the students. Among the items under this indicator, Item No.3 - receiving guidance and
support from my teachers got the highest mean of 4.54 with a descriptive equivalent as very high. This only means it is always
manifested by the fourth-year education students. Meanwhile, the lowest mean of 4.39 was obtained from Item No.1 - receiving clear
feedback from teachers on my internship performance with descriptive equivalent as still very high which means it is always manifested
by the fourth-year education students.
Assessment Criteria. In terms of assessment criteria, the category mean is 4.55, which is described as very high. This means that it is
always manifested by the students. Among the items under this indicator, Item No.4 - believing the evaluation process will help me
identify my strengths and areas for growth got the highest mean of 4.59 with a descriptive equivalent as very high. This only means it
is always manifested by the fourth-year education students. Meanwhile, the lowest mean of 4.52 was obtained from Item No.2 -
appreciating the support from faculty representatives with descriptive equivalent as very high which means it is always manifested by
the fourth-year education students.
Person Role Fitness. In terms of person role fitness, the category mean is 4.48, which is described as very high. This means that it is
always manifested by the students. Among the items under this indicator, Item No.1 – seeing how my internship tasks align with my
career aspirations got the highest mean of 4.56 with a descriptive equivalent as very high. This only means it is always manifested by
the fourth-year education students. Meanwhile, the lowest mean of 4.43 was obtained from Item No.3 - gaining a better understanding
of internship dynamics and professional expectations with descriptive equivalent as very high which means it is always manifested by
the fourth-year education students.
As to the level of student internship considering its three indicators, assessment criteria obtain the highest mean of 4.55 described as
very high which means it is always manifested by the fourth-year education students. On the other hand, competence of the supervisor
obtained the lowest overall mean of 4.46 described as still very high which means it is always manifested by the fourth- year education
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students. Lastly, the second highest overall mean of 4.48 was obtained by the indicator person role fitness. It has a descriptive equivalent
as very high which is always manifested by the fourth-year education students.
Significant Relationship Between Soft Skills and Student Internships
Presented in Table 3 is the result of the significant relationship between soft skills with a mean rating of 4.32 described as very high
which means that it is always manifested and student internship with a mean rating of 4.50 described as very high which means that it
is always manifested among fourth-year education students in Kapalong College of Agriculture, Sciences, and Technology. Doing an
in-depth analysis of the table, the total mean of 4.32 in soft skills and 4.50 in student internship showed a low negative correlation
between variables with a total -.026 r-value which means that there is 0.676% in the variation of soft skills that affect the student
internship of the fourth-year education students. While the remaining 99% is the variation not covered in the study.
In addition, the result also showed that the p-value of both variables is 0.773 that is more than 0.05 level of significance, which means
that there is no significant relationship between the two variables the soft skills and student internship. Hence, this indicated that the
null hypothesis which was tested at 0.05 alpha levels was being accepted. Therefore, the statement there is no significant relationship
according to the result between soft skills and student internship among fourth-year education students in Kapalong College of
Agriculture, Sciences, and Technology.
Table 3. Significant Relationship Between Soft Skills and Student Internships
Variable Mean r-Value p-Value Decision @=0.05
Soft Skills 4.32
-.026 .773 Ho Accepted
Student Internship 4.50

Lived Experiences and Coping Mechanism of fourth-year Education Students with Regards to Soft Skills and Student Internship
Seven essential themes were derived from the in-depth interviews and focus group discussions conducted with the participants
regarding the first research question. Prior to presenting the results from these interviews and discussions, Table 3.1 outlines the profiles
of the participants involved in the qualitative data collection. This table details the participants' profiles, who were selected purposively
based on the inclusion criteria: he or she must be a student under the Institute of Teacher Education who are 4th year education students
in KCAST. Based on the table, the profiles are divided into participants’ sex and year level. Further, Table 3.6 deals on the lived
experiences and coping mechanisms of the fourth-year education students regarding on their soft skills to their student internship. The
essential themes which emerged from the transcriptions of the participants’ responses for the research question number one consisted
of overarching themes which are summarized in the said table.
Communication Barriers and Growth. In the context of soft skills and student internships, some students encountered a range of
challenges and improvements in developing their communication skills—an essential component of soft skills. Some shared difficulties
such as hesitation to speak up, fear of making mistakes, and adjusting to unfamiliar professional environments. These barriers often
limited their ability to express ideas clearly and interact confidently. However, many also observed personal growth over time. Through
constant exposure to real workplace settings, guidance from mentors, and day-to-day interactions, students gradually became more
comfortable and articulate. While some continue to build their confidence, others reported noticeable improvement, reflecting how
internships serve as a valuable space for developing effective communication.
Communication Effectiveness. This is the first code of the first probed issue. When the participants shared that they are currently facing
difficulties in clearly expressing their ideas and understanding others during classroom interactions. These challenges are often linked
to limited vocabulary, lack of confidence, and anxiety when speaking in front of others. As a result, they recognize the need to improve
their communication skills to participate more effectively in class discussions and collaborate with both peers and teachers.
Similarly, some participants believe that they need to nurture and enhance their communication. Some of them are encountering
difficulties communicating effectively as well as conveying their ideas and communicating with peers, specifically the students. They
believed that there is still a room for enhancing soft skills as they believed that it is one of the aspects that creates a barrier in teaching
and learning as Participant 1 said that:
“So, I would like to learn how to communicate properly siguro kay kanang new environment, new people. You will be able to
communicate if there is a problem. So, the main challenge, jud is to communicate with the heads of the top, like teachers, if you feel
like to know the kids or you want to know the story of teachers, that, I'm going to go to school. Challenge na para sa mga intern syempre
dapat i-embrace na mo, i-nurture na mo ang labi na ang soft skill na kay kinahanglan kaayo siya, labi na kay nagteacher man.” (IDI-
01)
(I want to learn how to communicate effectively. You will need to be able to communicate effectively when problems arise. The main
challenge is communicating with the school administration, like the teachers, whether you want to know about the students or the
teachers' experiences. The challenge for interns will be to embrace and nurture, especially their soft skills, because it is essential,
particularly for teachers. Therefore, these soft skills need to be further developed and honed to improve.)
Furthermore, participant believe they are failing to construct ideas clearly, meaning that they cannot use the soft skills appropriately in

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specific situations like recitation and meetings. Despite this, they acknowledge the need to enhance their skills. This acknowledgment
stems from the recognition that communication skills encompass a vast range of concepts and ideas. By expressing a desire to improve,
the speaker demonstrates a proactive attitude towards communication effectiveness. As participant 2 said that:
“Okay, so, as I was in the field, no, katong nag-field study me is na-experience na ako ang mga need na skills na dapat ma-develop sa
isa kat student teacher. So isa na dara ang communication, time management, leadership, uban pang soft skills. So, my coping
mechanism is that although lisod siya para sa ako na student teacher is that I engage myself in it since maumani akong gisod lang na
course. So, ang soft skills that I really experienced quite challenging is that lacking communication skills because communication skills
are module na ang primary or main na lacking sa ko.” (IDI-02)
(Okay, so, during my field study. I realized the skills I needed to develop as a student teacher. So, one of that is communication, time
management and leadership, and other soft skills. So, the soft skills that I really experienced a quite challenging is that lacking
communication skills because communication skills are a primary area where I felt I was lacking.)
Likewise, interns tend to express ideas in communicating others, both in team and colleagues, can significantly enhance your soft skills
and communicate effectively.
Table 4. Experiences and Coping Mechanisms of Students in Developing Soft Skills During Internship
Probed Issues Core Ideas Code/ Category Essential Themes Supporting Theory
Challenges in Encountering difficulties in communicating with the Communication Communication Transformative
Developing and school administration to understand student and teacher Challenges Barriers and Learning Theory
Applying Soft experiences. Growth (Mezirow, 1991)
Skills Failing to articulate ideas clearly and concisely, leading
to misunderstandings in a diverse environment.
Expressing thoughts unclearly during meetings and
facing challenges in team collaboration.
Having difficulty in conveying ideas effectively.
Facing challenges in communicating with diverse Professional and
personalities. Personal Growth
Embracing new learning and increasing self-awareness.
Overcoming self-doubt in managing emotions.
Adapting to different teaching styles.
Reflecting on experiences and mistakes.
Identifying areas for improvement
and skill development for future teaching roles.
Balancing time and multiple tasks during the internship. Time Maximizing Goal-Setting
Improving time management while building confidence. Management Productivity Theory
Meeting deadlines while adapting to a new setting. and Task Through (Locke and Latham,
Completing tasks ahead of deadlines to avoid stress. Prioritization Effective Time 1990)
Handling multiple tasks efficiently. Management and
Completing activities within limited class periods. Task
Managing time while handling various responsibilities. Organization
Handling unexpected situations and classroom
dynamics within a limited time.
Developing strategies for handling challenging Adaptability and
situations. Handling
Recognizing the value of adaptability. situation
Identifying problems and challenges.
Recognizing challenges and issues in classroom setting.
Analyzing situations of the problems that need to be
addressed.
Addressing anxieties related to performance and
classroom presence.
Building confidence when teaching in front of students. Self-Confidence Strengthening Self-Efficacy
Speaking and interacting with others. Development in Self-Confidence Theory
Gaining self-confidence while managing time and Teaching and and Adaptability (Bandura, 1997)
communication. Communication in Teaching and
Delivering lessons with confidence and managing Communication
classroom pressure
Adjusting to a new environment and managing pressure. Adjustment and
Overcoming fear in communicating with others. Emotional
Adapting to diverse student needs and handling Resilience
classroom dynamics.

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Influence of Cultivating soft skills like communication, Personal and Fostering Socio-cultural
Internship collaboration, and teamwork as essential in teaching for Professional Professional Theory (Vygotsky,
Experience on effective interaction and information sharing. Growth Development 1934)
Soft Skills Improving communication and leadership skills to build
Development rapport with students through practical teaching
experience.
Mastering essential soft skills like communication
through hands-on teaching experience.
Boosting confidence and enhancing communication Building
skills through real-world teaching experiences. Confidence and
Improving communication and adaptability skills Competence
through exposure to real-world classroom challenges.
Enhancing communication, giving constructive
feedback, and improving time management through
prioritization and meeting deadlines.
Strengthening communication and adaptability skills
through handling classroom challenges.
Understanding the importance of adaptability and
refining communication with students, mentors, and
colleagues.
Enhancing communication, teamwork, and problem-
solving skills through internship experiences.
Meaningful and transparent evaluation of the Evaluation
performance and the feedback given. Methods,
Fair consistent assessment practices based on the Feedback and
criteria. Assessment
Assessment as a learning tool for interns to be guided.
Constructive feedback and guidance for more
improvements as well as the professional development.
Recognizing the relevance and necessity of soft skills Communication Enhancing Experiential
for both teachers and student teachers. Skills Communication Learning Theory
Developing emotional management and adopting new Development Skil (Kolb, 1984)
strategies from cooperating teachers to teach effectively
and efficiently.
Cultivating a growth mindset and enhancing
adaptability and resilience by embracing challenges and
seeking feedback.
Realizing the value of communication problem-solving,
and teamwork in achieving success beyond technical
knowledge.
Identifying areas for improvement through post-class
conferences and enhancing soft skills.
Developing self-belief in teaching strategies. Self-Belief and
Gaining confidence in classroom management. Confidence
Learning to communicate effectively.
Using appropriate language for diverse audiences.
Strategies for Engaging in self-reflection and self-encouragement to Self-Reflection Utilizing Support Social Learning
Overcoming address shortcomings and improve continuously. and Continuous Systems and Theory (Bandura,
Soft Skills Practicing consistently and seeking feedback from a Improvement Feedback for 1977)
Challenges supervisor. Personal and
Using self-reflection and progress monitoring to assess Professional
development as a pre-service teacher. Growth
Reflecting on experiences to identify areas for
improvement and setting goals for soft skill
enhancement.
Reflecting on experiences and setting goals for
improvement.
Gaining support from family, friends, and faith to Seeking Support
maintain a positive outlook. and Feedback
Seeking feedback and guidance from an adviser and
colleagues while implementing changes to improve
performance.
Observing experienced professionals and actively
seeking feedback.

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Practicing clear communication while actively seeking

feedback
Analyzing weaknesses and implementing strategies for Continuous Enhancing Soft Experiential
continuous improvement. Self- Skills through Learning Theory
Focusing on daily improvements and time management Improvement Self-Reflection, (Kolb, 1984)
strategies. Feedback, and
Choosing to learn from situations rather than allowing Confidence
self-doubt to hold back. Building
Reflecting, seeking guidance, and practicing new skills
to enhance performance.
Actively seeking feedback and engaging in discussions Enhance
for improvement. Performance
Seeking feedback and guidance, implementing changes Through
based on constructive criticism. Feedback
Asking for feedback from mentors, cooperating
teachers, and peers for improvement.
Seeking feedback, observing others, and practicing
needed skills.
Consistently asking for feedback to identify areas for
improvement.
Challenging shyness and introversion to improve Build
interaction with students. Confidence and
Applying learnings, adapting strategies from Enhance
cooperating teachers, and building self-confidence. Interaction
Volunteering to present more often to overcome lack of
confidence in public speaking.
Using strategies to avoid being unprepared during
discussions.

Likewise, interns tend to express ideas in communicating others, both in team and colleagues, can significantly enhance your soft skills
and communicate effectively. This practice can lead to clearer and more effective communication, enabling you to convey complex
thoughts and engage in meaningful conversations.
This practice exposes you to different styles and forms of the language, improving your fluency and confidence in communication and
knowledge. Overall, regular practice in expressing ideas in communication can result in effective internship. As Participant 7 said that:
“At the beginning of my internship. I struggled with communication, time management and adapting to a personal setting. Expressing
my thoughts clearly in meetings, keeping up with deadlines and working in a team. Sometimes I felt overwhelming. However, I realized
that these challenges were part of the learning process, pushing me to grow in ways I never expected.” (IDI-07)
(When my internship started it presented significant challenges in communication, time management and adapting to a professional
setting. The pressure of sharing ideas in meetings, deadlines and collaborative work often felt overwhelming. However, I subsequently
recognized the inherent value of these challenges as integral components of the learning process, ultimately fostering unexpected
personal and professional growth and development.)
Consequently, participants expressed that they are having difficulty in conveying ideas effectively during classroom interactions. They
often struggle to find the right words to express their thoughts, which leads to misunderstandings and a lack
of confidence when speaking. These challenges hinder their ability to participate actively in discussions and collaborate with others,
highlighting the need for improvement in organizing and delivering their ideas more clearly. As Participant 4 stated;
“Okay, dili pa kaayo ko hawud as in dili pa kaau ko hawud na magsturya sa atubangan. Then usahay, magratol-ratol pa kayo pag mag-
klasi ko sa ilaha and then also time management po […].” (IDI-04)
(Okay, I am not yet very good at communicating in front of a class or students. Sometimes I hesitate when teaching with them. So, that
I am going to practice myself in the front of the mirror to master the delivery.)
Professional and Personal Growth. This is the second code of the first probed issue Student internships have provided valuable
opportunities for both professional and personal development. Many participants shared how their experiences in the workplace helped
them build essential soft skills such as time management, adaptability, teamwork, and responsibility. Beyond acquiring job-related
competencies, students also noted improvements in their confidence, self-awareness, and sense of independence. While some faced
initial struggles adjusting to real-world expectations, many expressed that the internship experience pushed them out of their comfort
zones and encouraged growth. These reflections highlight how internships not only prepare students for future careers but also
contribute meaningfully to their overall personal development.
Similarly, participants revealed that they face challenges when interacting with individuals who have different personalities,
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communication styles, and perspectives. These differences often lead to misunderstandings or discomfort during collaborative tasks.
As a result, participants recognize the importance of developing interpersonal skills and becoming more adaptable in order to
communicate effectively with a variety of people in academic and professional settings. As Participant 6 stated:
“During my internship, I faced challengs related to effective communication, particularly when working with team members from
diverse cultural background. I struggeled to articulate my ideas clearly and concisely, which led to misunderstandings and
miscommunications.” (IDI-06)
(Efffective communication proved challenging during my internship, especially within a team comprised of individuals from diverse
cultural backgrounds. Difficulties in articulating ideas resulted in instance of miscommunication and subsequent misunderstandings.)
In congruence, participants shared that they are gradually becoming more open to learning new concepts and reflecting on their personal
growth. They recognize that gaining self-awareness plays a vital role in understanding their strengths and limitations, which helps them
become more intentional in their actions and decisions. This process is seen as essential for both academic success and personal
development.
“I realized and also understand that soft skills is very important to manage and to grow. You should grow your soft skills such as
communication skills, to collaborate, great ka in teamwork, and any soft skills na kinahanglan, labi na kayo, nag-teacher man ka, it is
very important na ka nang hasaon nimo, nako and nato. Hindi lang siya hard skill, more on soft skills. Diyan ta dapat well-equipped
kay magtudlo man ka, mag-istorya man ka, tubangan sa daghang tao, mag-kuan man ka, mag-convey man ka ug information, mag-
hatag man ka information, labi na sa mga students. So, dapat effective ka, dapat, So, to become effective, so, dapat buhaton ni mo is to
develop, e-nurture ni mo ang soft skills. So, importante kaayo na.” (IDI-01)
(I recognize the critical importance of soft skills for both personal and professional growth. Cultivating soft skills such as
communication, collaboration, and teamwork is vital, especially in teaching. These skills are not merely supplementary; they are
fundamental to effective teaching, requiring teachers to be well-equipped to interact with numerous individuals, ask questions, convey
information, and provide information, particularly to students. Therefore, developing and nurturing these soft skills is essential for
effective teaching.)
Likewise, participants acknowledged that they often experience self-doubt, particularly when managing their emotions in stressful or
unfamiliar situations. These emotional challenges can affect their ability to communicate clearly and respond appropriately in the
classroom. However, they are beginning to build emotional resilience and confidence by practicing self-regulation and seeking support
when needed. As participant 5 stated:
“My internship experiences give me an impactful understanding in developing my soft skills, especially in handling my emotion
towards my colleagues and cooperative teachers. I was improved by adopting new learnings and ideas coming from my cooperative
teachers to teach effectively and efficiently toward my students.” (IDI-05)
(My internship provided significant insights into developing my soft skills, particularly in managing my emotions when interacting
with colleagues and cooperating teachers. I made substantial progress by adopting new strategies and ideas from my cooperating
teachers, enabling me to teach more effectively and efficiently.)
Consequently, participants reported that adjusting to various teaching methods can be challenging, especially when expectations and
instructional approaches differ from what they are used to. Despite these difficulties, they are learning to be more flexible and
responsive to different teaching styles in order to enhance their learning and engagement. As Participant 4 stated:
“Strategies nga akong dibuhat during that time for my internship. Kahit kung ano siya, practice, saka ka nang imuhang i-discuss, i-
practice nyo mo siya sa inyong palay, ka nang mag-atubang ka sa samin, i-practice mo. When you're in class, you practice your students
and you practice your students. And then, preparation. As teachers, you can prepare a pattern, ano, kinahanglan siya nga, kanang
prepared ka, di lang, physically, but mentally also.” (IDI-04)
(The strategies I employed during my internship involved consistent practice and reflection. I discussed challenges with my supervisor
and actively sought feedback. This included reflecting on my stress management techniques and identifying ways to better handle
stress in the classroom. The core idea is consistent practice: when you’re teaching, you’re practicing; when preparing lessons, you’re
practicing. As teachers, we must continually refine our teaching methods and be well-prepared, both physically and mentally.)
Additionally, participants emphasized the importance of reflecting on both successful and unsuccessful experiences as a means of
growth. By analyzing their mistakes, they gain valuable insights into their behavior and choices, allowing them to make informed
improvements. Reflection is seen as a critical tool for personal and academic development. As Participant 2 stated:
“The strategies I used is I always reflect on my experiences to identify areas for improvement and I always set my goals on how to
improve my soft skill.” (FGD-02)
(My strategy involved regularly reflecting on my experiences to identify areas for improvement and setting specific goals for enhancing
my soft skills. Continuous self-assessment and goal setting are crucial for grow.)

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Moreover, participants expressed a growing awareness of the skills and behaviors they need to develop further. They are beginning to
recognize their own learning gaps and actively seek feedback and strategies to enhance their performance. This self-evaluative process
supports their commitment to continuous improvement. As Participant 6 stated:
“Some challenges I have faced related to my soft skills during my internship is that kailangan pajud nako ug more improvement when
it comes to delivering information to my students and kulang pako ug confindence and ma overwhelm ko always pag naa ko sa front
while facing my students.” (FGD-06)
(Some challenges I faced regarding my soft skills during my internship included needing improvement in delivering information to my
students. I also lacked confidence and often felt overwhelmed when teaching in front of my students.)
Further, participants acknowledged the importance of acquiring and refining skills that are essential for their future roles as educators.
They are motivated to develop competencies in communication, classroom management, and instructional strategies in order to become
effective and confident teachers. This forward-thinking mindset reflects their dedication to professional growth. As Participant 3 stated:
“My internship experience had a significant impact on my understanding of how to enhance my soft skills, particularly as a future
educator. Communication and leadership skills became vital for building rapport with my students. Initially, as a student, I did not
realize the importance of improving these skills until I was immersed in the field, which motivated me to develop the skills I needed
to be effective with my students.” (IDI-03)
(My internship significantly impacted my understanding of how to improve my soft skills, especially as a future educator.
Communication and leadership skills proved vital for building rapport with my students. Initially, as a student, I hadn’t fully grasped
the importance of these skills until I was immersed in field. This experience motivated me to develop the skills necessary for effective
teaching.)
Maximizing Productivity Through Effective Time Management and Task Organization. In the context of soft skills and student
internships, many students shared how they initially struggled to balance multiple tasks and meet deadlines in a professional setting.
However, through trial and error, they began to develop strategies such as prioritizing tasks, creating structured schedules, and breaking
down larger projects into manageable steps. As their ability to organize tasks improved, so did their productivity and efficiency.
Students recognized that effective time management not only helped them meet expectations but also allowed for a healthier work-life
balance.
Time Management and Task Prioritization. This is the first code of the second probe issue. The participants considered themselves as
a time management when it comes to the use of soft skills. Participants believed that they have difficulty in time management, especially
because they are BEED students. Using manipulative materials, lots of activities and other tasks that need to be done have an impact
as it ensures clarity and understanding, especially when communicating with diverse learners.
Similarly, participants shared that managing time effectively while juggling multiple tasks during their internship has been a significant
challenge. The demands of fulfilling different responsibilities, such as lesson planning, grading, and attending meetings, often result in
feelings of being overwhelmed. However, they recognize the importance of finding a balance to ensure they can meet the expectations
of their internship while maintaining a manageable workload. As Participant 3 stated:
“I learned that the role of soft skills is crucial. For example, leadership and communication skills are essential for engaging with
students. “Soft skills” encompass various capabilities like critical thinking, time management, and the ability to connect with students
effectively. A balance of these skills is necessary to handle different student behaviors in the classroom. It is essential to acquire,
enhance, and develop these skills as a future educator so that I can manage my students effectively.” (IDI-03)
(I learned that soft skills are crucial for effective teaching. Leadership and communication skills, for instance, are essential for student
engagement. “Soft skills” encompass critical thinking, time management, and the ability to connect effectively with students. A balance
of these skills is necessary to manage diverse student behaviors in the classroom. As a future educator, acquiring and developing these
skills is essential for effective classroom management.)
In addition, participants highlighted their efforts to enhance their time management skills while simultaneously building confidence in
their ability to manage their responsibilities. They noted that as they become more proficient in organizing their tasks and schedules,
their confidence also increases, allowing them to approach each task with a more positive and proactive mindset. As Participant 4 said
that:
“So, ako yun gina atubang ng teaching internship, it's because in the near future, pag mong-apply na to sa Deped, magamit na to na to
ang skills, or na improved soft skills like communication or time management. In the near future, wala ka balo, basig nausab na po ang
curriculum, mga usab na po ang adjustment sa time, labi na sa time management, gamit kayo na inig, na napoy changes sa kanang time
schedule.” (IDI- 04)
(The teaching internship provided opportunities to develop essential soft skills such as communication, time management, and
curriculum management. These skills are crucial for navigating the demands of teaching. The ability to adapt to changing circumstances
and manage time effectively is vital for success in the field.)
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In addition, participants mentioned that adapting to a new internship environment requires them to quickly adjust to the expectations
and deadlines of their mentors and supervisors. Balancing the need to meet these deadlines while familiarizing themselves with the
new setting presents a challenge. Nonetheless, they are learning to manage their time more effectively and adjust their approach to
tasks in order to stay on track. As Participant 3 said:
“To adapt my approach in situations where my soft skills were lacking, I focused on daily improvements. I searched for effective
methods of managing time and balancing tasks. I ensured that I could complete tasks within deadlines while striving to enhance my
critical thinking ability to facilitate better learning for my students.” (IDI- 03)
(In situations where my soft skills were lacking, I focused on continuous improvement. I sought effective methods for managing time
and balancing tasks, ensuring I could meet deadlines. Concurrently, I worked to strengthen my critical thinking skills to facilitate better
learning for my students. This involved a proactive approach to identifying areas where I needed to grow and developing strategies to
address those specific needs.)
Adaptability and Handling Situations. This is the second code of the second probe issue. During their internship experiences, students
were often placed in unfamiliar environments that required them to think on their feet and adjust quickly. Many recalled moments
where unexpected changes, challenging tasks, or unfamiliar responsibilities tested their ability to adapt. While some initially felt
overwhelmed, they gradually learned to manage pressure, remain flexible, and respond calmly to various situations. These experiences
not only strengthened their adaptability but also shaped their readiness for the dynamic nature of real-world work settings.
Similarly, participants shared that they are in the process of developing strategies to effectively handle challenging situations during
their internship experience. These include managing unexpected classroom behaviors, adjusting lesson plans on the spot, and
responding to feedback from mentors. They emphasized the importance of staying calm, thinking critically, and being resourceful in
order to navigate difficulties with greater confidence. As Participant 5 stated:
“My internship experiences give me an impactful understanding in developing my soft skills, especially in handling my emotion
towards my colleagues and cooperative teachers. I was improved by adopting new learnings and ideas coming from my cooperative
teachers to teach effectively and efficiently toward my students.” (IDI- 05)
(My internship provided significant insights into developing my soft skills, particularly in managing my emotions when interacting
with colleagues and cooperating teachers. I made substantial progress by adopting new strategies and ideas from my cooperating
teachers, enabling me to teach more effectively and efficiently.)
In addition, participants acknowledged that adaptability is a crucial skill in the teaching profession. They reflected on their experiences
of adjusting to different classroom environments, teaching styles, and student needs. Through these experiences, they have come to
recognize the importance of being flexible and open-minded in order to respond effectively to change and improve their overall teaching
performance. As Participant 1 stated:
“Some challenges that I faced related to soft skills during my internship included effective time management to balance multiple task
such as daily journal and materials na gamiton nimo inig klase, improving teamwork and collaboration with colleagues na gi assigned
sa isa ka school is friends mo tanan, so naa jud na miscommunication sometimes, and adapting to varying communications styles, need
jud nimo mag adjust the way you communicate with your students kay para dali sila makasabot and handling constractive feeadback
encouraging and positively, this is very important for them to boost their confidence as a student.” (FGD- 01)
(Some challenges I faced during my internship related to soft skills included effective time management to balance multiple tasks, such
as daily journaling and preparing materials. Working collaboratively with colleagues was also challenging, especially since my group
was assigned to a school where everyone didn’t know each other. There were occasional miscommunications, and adapting to different
communication styles was necessary. It was also important to adjust my communication with students to help build their confidence.)
Moreover, participants revealed that they often experience anxiety related to their teaching performance and presence in the classroom.
Feelings of nervousness, fear of making mistakes, and concern about student engagement were common themes. Despite these
anxieties, they are actively working on building self-confidence and refining their teaching techniques to become more comfortable
and effective in front of a class. As Participant 1 stated:
“Advice lang na ako sa mga students na padevelop and applying soft skills in internship settings. siguro ka nang in-nurture lang jud
ang soft skills be open-minded, open for growth ano lang jud ka na strive for improvement na kita future educator wala'y space ang
pagiging low sa soft skills. Wala na rin siya yung lugar sa teaching profession. So, dapat imuhang strive, to do better, to be better. Mas
taas pa imuhang kuang, manurture, manurture ang imuhang soft skills.” (IDI- 01)
(My advice to students is to actively cultivate and apply soft skills during their internships. It’s crucial to maintain an open mind,
embrace opportunities for growth, and consistently strive for improvement. A future educator must actively work to overcome any
shortcomings in their soft skills; there’s no room for complacency in this profession. Therefore, continuous self-improvement is
essential.)
Strengthening Self-Confidence and Adaptability in Teaching and Communication. In the context of soft skills and student internship,
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some experiences experienced by the students highlighted the importance of building self-confidence and staying adaptable, especially
in teaching-related roles and professional communication. Many shared how they initially felt anxious or unsure when speaking in
front of others or handling unfamiliar situations. However, with continuous practice, feedback from mentors, and exposure to real-
world classroom or workplace scenarios, they gradually became more composed and self-assured. Adapting to different personalities,
learning styles, and unexpected challenges allowed them to grow both personally and professionally.
Self-Confidence Development in Teaching and Communication. This is the first code of the third probe issue. The participants imparted
statements that some interns are moderately able to develop their confidence in communicating and teaching. This can be more
developed when the exposure is much approachable in such as presenting in front and demonstration experiences to present confidently.
Similarly, participants believed that practicing verbally in front of the audience or alone has a big impact when building confidence
like demonstrations was instrumental in exposing them to build their confidence. They highlighted that in this activity, they were
required to perform actively for delivering lessons, constructing opinions in recitations, and conveying ideas. This exposure likely
helped them become more proficient in their soft skills, particularly in terms of deveoping confidence. It shows that actual, hands-on
experiences like internships can significantly contribute to soft skills development. As what Participant 2 said that:
“Okay, dili pa kaayo ko hawud as in dili pa kaau ko hawud na magsturya sa atubangan. Then usahay, magratol-ratol pa kayo pag mag-
klasi ko sa ilaha. So, akong gibuhat is nag practice-practice ko sa balay in frot of the mirror para ma master nako.” (IDI-04)
(Okay, I am not yet very good at communicating in front of a class or students. Sometimes I hesitate when teaching with them. So, I
am going to practice myself in the front of the mirror to master the delivery.)
Further, the participants believe that they are exposed to their soft skills involving demonstrations and reporting, which can be done
either as a group or individually. This indicates that they are engaged in activities that require them to be confident in front of and
interacting with others. They believe that these activities are an integral part of their developing soft skills. Participants highlight the
importance of these activities in enhancing their soft skills and adapting diverse students and new environment. As what Participant 3
said that:
“Some challenges I have faced related to my soft skills during my internship is that kailangan pajud nako ug more improvement when
it comes to delivering information to my students and kulang pako ug confindence and ma overwhelm ko always pag naa ko sa front
while facing my students.” (FGD-06)
(Some challenges I faced regarding my soft skills during my internship included needing improvement in delivering information to my
students. I also lacked confidence and often felt overwhelmed when teaching in front of my students.)
Also, the participants believed that they find value in building and strengthening their soft skills in a way of practicing it and enhancing
their skills. This indicates a proactive approach to teaching and learning, as they enhance their soft skills as a tool for teaching
development. This implies a positive attitude towards this practice, which can enhance their motivation to learn. Also, learners highlight
the benefits of developing self-confidence in teaching and communicating to improve and apply in their teaching field. As Participant
4 said that:
” Some challenges I faced with my soft skills are how I communicate with others. I feel like I’m not very good at it yet, which is
important during my internship.” FGD- 04)
(I challenge myself when it comes to my soft skills specifically my confidence in communicating with peers. I do not feel proficient
yet, but strong communication is crucial for success in this role.)
Adjustment and Emotional Resilience. This is the second code in the third issue probed. Participants recognized struggled with feelings
of uncertainty, stress, or pressure to perform. Over time, however, they learned to manage these emotions and adapt to the demands of
their roles. Through daily challenges and real-world experiences, students developed a stronger sense of emotional resilience—staying
calm under pressure, learning from mistakes, and remaining open to change.
Similarly, interns highlighted entering a new school environment brought about feelings of uncertainty and pressure. They found it
challenging to familiarize themselves with new routines, expectations, and professional relationships. Despite these difficulties, they
are gradually learning to manage the pressure by observing their surroundings, seeking guidance from mentors, and developing a sense
of belonging in their placement schools. As Participant 4 said that:
“Sa communication, na learn nako nga, dili lang siya as in nga, ka nang pure English o pas-pas ang imuhang pagka-deliver, but hinay-
hinay lang. Stay calm kaya diha nimo ma-express ang imuhang ideas and thoughts kaya need na clear ang mga words dili e fast ang
deliver. And of course, ang time management labi na ng time management nga need kaayo gani handle ang mga activities nga mag-
consume ug time that I need to find a strategy. So, I had to adjust it when I was able to adjust it. I had to adjust it on specific times so
that the next activity may be utilized. It's better than time.” (IDI-04)
(Regarding communication, I learned that it’s not just about speaking pure English fluently; clear and concise delivery is key.
Maintaining composure allows for the effective expression of ideas and thoughts. Precise word choice and a measured delivery are

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crucial. Effective time management is also essential for handling multiple activities and adjusting to unexpected demands. I developed
a strategy to allocate time effectively, ensuring that each activity receives adequate attention.)
In congruence, participants revealed that they initially experienced fear and hesitation when communicating with students, cooperating
teachers, and school staff. This fear stemmed from a lack of confidence and concern about being judged or misunderstood. Over time,
they have made conscious efforts to improve their communication skills, build rapport, and express themselves more clearly and
confidently in professional interactions. As Participant 1 said that:
“So, isa sa, siguro sa kanang challenge, no? bag-o man ka sa community, baguman ka sa school na amoang na assignments sa amuan,
no? So, I would like to learn how to communicate properly in new environment, new people. You will be able to communicate if there
is a problem. So, the main challenge, is to communicate with the heads like teachers, if you feel like to know the kids or you want to
know the story of teachers. Challenge na para sa mga intern syempre dapat i-embrace na mo, i-nurture ni mo ang soft skill kay
kinahanglan kaayo, labi na kay nag-teacher man, so dapat e- enhance pa jud ang kaugalingon sa pag-communicate, to collaborate, to
keep teamwork.” (IDI-01)
(So, one of the challenges is, of course, the new environment and the new people you'll meet in the community, especially since you're
new to the school and its assignments. I want to learn how to communicate effectively. You'll need to be able to communicate effectively
when problems arise. The main challenge is communicating with the school administration, like the teachers, whether you want to
know about the students or the teachers' experiences. The challenge for interns will be to embrace and nurture, especially their soft
skills, because it's essential, particularly for teachers. Therefore, these soft skills need to be further developed and honed to improve
communication, collaboration, and teamwork.)
Moreover, participants noted that they are learning to respond to the varied needs of students and manage the complexities of classroom
behavior. They acknowledged the importance of understanding different learning styles, addressing individual challenges, and
maintaining a positive classroom atmosphere. As Participant 7 said that:
“During my internship, I faced challenges related to soft skills such as time management, adaptability and effective communication,
particularly in managing classroom dynamics, responding to diverse student needs and the unexpected lesson disruptions..” (FGD-07)
(During my internship, I faced challenges related to soft skills such as time management, adaptability, and effective communication.
These challenges were particularly evident in managing classroom dynamics, meeting diverse student needs, and handling unexpected
disruptions.)
Fostering Professional Development. In the context of soft skills and student internships, through hands-on experience, they gained
exposure to real-world responsibilities, workplace standards, and professional expectations. Many students shared how their time in
the field helped them improve critical soft skills such as communication, teamwork, problem-solving, and initiative. They also learned
the importance of professionalism—being punctual, respectful, and dependable. As students reflected on their journey, they recognized
how these experiences not only expanded their skill set but also gave them clearer direction and confidence in their chosen career paths,
marking a meaningful step in their professional growth.
Personal and Professional Growth. This is the first code of the fourth probed issue. Participants recognized the crucial role of soft skills
in teaching and made substantial progress by adopting new strategies and ideas from diverse cooperating teachers, enabling them to
teach more effectively and efficiently. These skills are not merely desirable but essential for creating a positive and productive learning
environment that fosters student success and personal and professional growth. To be more committed to continuously developing
these skills to become a more effective and empathetic educator.
Similarly, participants believed that a specific journey influenced them to develop more wherein their soft skills are applied. The post-
class conferences were particularly valuable, providing dedicated time to address areas needing improvement in their teaching. It will
help them to achieve good results and increase their self-awareness, allowing them to develop soft skills in professional and educational
settings. This growth was invaluable to overall development. As what Participant 1 said that:
“I realized and also understand that soft skills are very important to manage and to grow. You should grow your soft skills such as
communication skills, to collaborate, great ka in teamwork, and any soft skills na kinahanglan, labi na kayo, nag-teacher man ka.” (IDI-
01)
(I recognize the critical importance of soft skills for both personal and professional growth. Cultivating soft skills such as
communication, collaboration, and teamwork is vital, especially in teaching.)
In addition, the participant believes that shared tips on handling classroom situations, enabling interns to collaboratively have supported
each other by exchanging ideas and experiences. Being encouraged by their mentors included guidance and feedback will work together
to improve their soft skills and address related challenges. This collaborative approach fostered mutual learning and growth. Participants
view this support as valuable opportunities and big impact to practice and developing personal and professional state. This reflects an
appreciation for the role of personal and professional skill development. As participant 5 said that:
“I received support from my cooperating teacher, who provided constructive feedback and guidance and for giving me advice on how
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I can improve my soft skills especially my communication skills from my fellow interns, who shared their experiences and offered peer
to-peer advice, helping me to address and overcome soft skill challenges during my internship.” (IDI-05)
(I received valuable support from my cooperating teacher, who provided constructive feedback and guidance on improving my soft
skills, particularly my communication skills. My fellow interns also shared their experiences and offered peer-to-peer advice, helping
me address and overcome challenges during my internship.)
Consequently, participant indicates that having a mentor who trusted the intern’s ability will make a motivation in doing well. This
recognized the importance of consistent and clear feedback, whether it’s either negative or positive, encouragement and proficiency.
Participants express that their insights were invaluable, particularly given their extensive experience interacting with students, and
endeavored to implement their effective strategies to practice. As Participant 7 said that:
“I was lucky to have teachers and mentors who believed in me, even when I doubted myself. Their advice, encouragement and
constructive feedback helped me refine my skills and see my potential. My fellow interns also played a huge role, as we lifted each
other up, shared experiences and learned together, making the journey less intimidating and more inspiring.” (IDI-07)
(I was fortunate to have teachers and mentors who believed in me, even when I doubted myself. Their advice, encouragement, and
constructive feedback helped me refine my skills and recognize my potential. The collaborative spirit among my fellow interns also
played a significant role; we supported each other, shared experiences, and learned together, making the journey less daunting and
more inspiring.)
Building Confidence and Competence. This is the second code of the fourth probed issue. Students experienced significant growth in
both their confidence and competence. Initially, many were uncertain about their abilities and hesitant to take on challenging tasks.
However, as they gained practical experience, received feedback, and successfully completed their responsibilities, they began to build
a stronger sense of self-assurance. With each accomplishment, students not only improved their skills but also became more
comfortable in their roles, realizing they were capable of handling greater responsibilities.
Similarly, Participants shared that dealing with classroom challenges has significantly improved their communication and adaptability
skills. By responding to diverse student needs, managing classroom behavior, and collaborating with mentors, they are becoming more
adept at adjusting their communication strategies to ensure effective learning and interaction. As what Participant 4 said that:
“My experience helped me understand and improve my soft skills because I was exposed to real-world challenges in the classroom.
This helped me especially with my communication and adaptability skills.” (FGD-04)
(My internship helped me understand and improve my soft skills through exposure to real-world challenges in the classroom. This
significantly enhanced my communication and adaptability skills.)
In addition, participants expressed that they are gaining a deeper understanding of how important adaptability is in fostering positive
relationships and facilitating learning. They emphasized the need to adjust their communication style based on the audience, whether
it be students, mentors, or colleagues, and are working on refining their ability to convey ideas clearly and flexibly in different
professional contexts. As participant 7 said that:
“My internship was more than just a requirement it was a life-changing experience that taught me the true value of soft skills. I learned
that technical knowlegde alone is not enough, how I communicate, solve problems and work with others defines my succe. Every
interaction, mistakes and challenge helped me develop the confidence and adaptibilty I needed to thrive.” (IDI-07)
(My internship was far more than a mere requirement; it was a transformative experience that underscored the true value of soft skills.
I learned that technical knowledge alone is insufficient; my communication style, problem-solving abilities, and teamwork skills
significantly contribute to my success. Every interaction, mistake, and challenge helped me build the confidence and adaptability
necessary to thrive.)
Consequently, participants reflected on how their internship experiences have contributed to enhancing key skills such as
communication, teamwork, and problem-solving. They have learned to collaborate effectively with peers and mentors, engage in
constructive discussions, and find solutions to unexpected challenges in the classroom. These experiences are equipping them with the
essential skills needed for their future roles in education and other professional settings. As Participant 1 said that:
“Some challenges that I faced related to soft skills during my internship included effective time management to balance multiple task
such as daily journal and materials, improving teamwork and collaboration with colleagues na gi assigned sa isa ka school is friends
mo tanan, so naa jud na miscommunication sometimes, and adapting to varying communications styles, need jud nimo mag adjust the
way you communicate with your students para dali sila makasabot and handling constractive feeadback encouraging and positively,
this is very important for them to boost their confidence as a student.” (FGD-01)
(Some challenges I faced during my internship related to soft skills included effective time management to balance multiple task, such
as daily journaling and preparing materials. Working collaboratively with colleagues was also challenging, especially since my group
was assigned to a school where everyone did’nt knew each other. There were occasional miscommunications and adapting to different

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communication styles was necessary. It was also important to adjust my communication with students to help build their confidence.)
Evaluation Methods, Feedback, and Assessment. This is the third code of the fourth probed issue. Many students shared how feedback
from supervisors and mentors played a crucial role in their development. Constructive criticism, along with positive reinforcement,
allowed them to refine their skills and gain clarity on expectations. Students also recognized the importance of self-assessment in this
process, as they reflected on their progress and adjusted their approach to tasks. Through a combination of ongoing feedback,
performance reviews, and personal reflection, students were able to gauge their growth and take proactive steps toward further
improving their skills and professional abilities.
Similarly, participants emphasized the importance of maintaining fairness and consistency when assessing students’ performance. They
expressed that using clear, defined criteria helps ensure that assessments are objective and equitable, allowing students to receive
accurate and meaningful evaluations of their progress. This approach also fosters a sense of trust and transparency between the teacher
and the students. As what Participant 2 said that:
“I always ask for feedbacks from my mentors or my cooperating teacher as well as to my classmates and friends on what I need to
improve and how I can improve.” (FGD-02)
(I consistently sought feedback from my mentors, cooperating teacher, classmates, and friends to identify areas for improvement.
Regular feedback is essential for continuous growth.)
In addition, participants noted that assessment is not only a measure of student performance but also a valuable learning tool for interns.
They indicated that through ongoing assessments, they are able to receive feedback on their own teaching practices and areas for
improvement. This allows them to refine their skills and better align their instructional strategies with student needs, ultimately
enhancing their professional growth. As participant 6 said that:
“To overcome soft skills challenges during my internship, I seek feedback and guidance from my adviser and colleagues. I learned to
receive feedback graciously, reflect on my mistakes and implement changes to improve my performance.” (IDI-06)
(During my internship, I actively sought feedback and guidance from my advisor and colleagues to overcome soft skills challenges. I
learned to accept feedback gracefully, reflect on my mistakes, and implement necessary changes to improve my performance.)
Consequently, participants highlighted the significance of constructive feedback in their development as educators. They explained
that receiving specific, actionable feedback from mentors and colleagues provides them with clear directions for improvement. This
guidance, coupled with a focus on continuous professional development, helps them build confidence and competence in their teaching
roles, ensuring they are well-prepared for their future careers. As Participant 7 said that:
“To overcome challenges related to soft skills during my internship, I employed strategies such as self-reflection, seeking feedback
from cooperating teachers and peers, practicing mindfulness and regulate my emotions and intentionally developing adaptability and
resilience through everyday experiences.” (FGD-07)
(To overcome soft skills challenges during my internship, I employed strategies such as self-reflection, seeking feedback from
cooperating teachers and peers, practicing mindfulness, and intentionally developing adaptability and resilience through everyday
experiences. A multifaceted approach to skill development is crucial for success.)
Enhancing Communication Skills. Communication proved to be one of the most essential skills developed during students’ internship
experiences. Many initially struggled with expressing their thoughts clearly, especially in professional or unfamiliar settings. However,
through daily interactions with colleagues, supervisors, and clients, students gradually became more articulate and confident in their
communication. They learned to listen actively, give and receive feedback, and adjust their tone and language depending on the
situation. These real-world experiences helped them move beyond classroom knowledge and develop practical communication skills
that are crucial in any work environment.
Communication Skills Development. This is the first code of the fifth probe issue. Internship experiences play a crucial role in
developing students' communication skills. Students improve their ability to express ideas clearly, engage in professional dialogue, and
respond appropriately in various workplace situations. Regular interaction with colleagues, supervisors, and clients strengthens both
verbal and non-verbal communication. Through these experiences, students learn to adjust their language to different audiences,
practice active listening, and communicate with greater clarity and confidence.
Similarly, participants expressed a growing awareness of how essential soft skills are in the teaching profession. They acknowledged
that qualities such as empathy, adaptability, patience, and effective communication play a crucial role in fostering a positive learning
environment. This realization has encouraged them to further develop these skills, not only for their own growth but also to model
them for their future students. As what Participant 5 said that:
“My internship helped me to see how important soft skills are in teaching. I became more aware of how I communicate, not just with
students but also with mentors and colleagues. I learned that being adaptable is necessary because every class is different and
unexpected situations happen all the time.” (FGD-05)

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(My internship highlighted the importance of soft skills in teaching. I gained a deeper understanding of my communication style, not
only with students but also with mentors and colleagues. I learned that adaptability is crucial because every class is unique, and
unexpected situations arise constantly.)
In addition, participants shared that learning to manage their emotions is a key part of becoming an effective teacher. By observing and
adopting practical strategies from their cooperating teachers, they are gradually learning how to stay composed in challenging
situations, maintain classroom control, and deliver lessons efficiently. This emotional growth contributes significantly to their
confidence and teaching effectiveness. As participant 1 said that:
“Emotional intelligence kay dili nimo na manage yung mga emotional intelligence, siguro ma crazy ka dira. Isa na sa amuang, last
week namin seminar, So, need nimo siyang i-build, kinahanglan nimo siyang i-neutralize, andamon ni mo imuhang emotional
intelligence, no? E manage nimo ang emotion, labi na karon nga, fourth year na, hindi pa jud ta hasa ka ayu, need pata sa training
ground pa.” (IDI-01)
(Emotional intelligence is crucial for managing students’ emotional states. During a recent seminar, we discussed the importance of
building emotional intelligence and the need to effectively address and manage students’ emotions. This is particularly relevant in the
later years of teaching, where emotional maturity and skillful handling of various emotional situations are essential.)
Consequently, participants recognized that success in the teaching profession goes beyond mastering content knowledge. They
emphasized that strong communication skills, effective problem-solving, and the ability to work collaboratively are equally important.
These soft skills enable them to connect with students, work well with colleagues, and navigate challenges—making them more
competent and well-rounded educators. As Participant 7 said that:
“During my internship, I gained essential soft skills such as effective communication, teamwork, adaptability, time management,
empathy and leadership, which will significantly enhance my teaching efficacy and student relationships in my future role as an
educator.” (FGD-07)
(My internship significantly enhanced my essential soft skills, including communication, teamwork, adaptability, and time
management. These skills will greatly improve my teaching effectiveness and student relationships in my future role as an educator.)
Self-Belief and Confidence. This is the second code of the fifth probe issue. Engaging in real-world tasks allows students to recognize
their capabilities and overcome initial doubts or insecurities. As they complete responsibilities, receive constructive feedback, and
adapt to professional settings, they begin to trust their skills and judgment. Each accomplishment reinforces their confidence, enabling
them to confidently take on challenges. This growing self-belief not only enhances their performance during the internship but also
prepares them to face future professional demands with a strong and positive mindset.
Similarly, participants shared that they are gradually building confidence in the teaching strategies they apply in the classroom. Through
continuous practice and observation, they are beginning to trust their instructional decisions and feel more assured in their ability to
facilitate learning. This growing self-belief empowers them to experiment with different approaches and respond more effectively to
student needs. As what Participant 1 said that:
“So, ako ang reflection sa role sa soft skills sa akong internship experience, guys. O, ito valuable ka yung naayit taas or ka nang fully
developed or believe mo na ito, may muna fully developed kayo. O, pamadjipag sugod sa teaching internship namun, no? Dapat ka na,
Jude. Ang role sa soft skills is very crucial kay we as pre-service teacher, future educator, we need to develop Jude, ang soft skills
important kayo siya sa pagtudlo o pagdeliver o information paki-dili lang sa student pati napod sa imuhang co-workmate, mga co-pre-
service teacher nino. It is very important role dyan as a future educator.” (IDI-01)
(My reflection on the role of soft skills during my internship is that they are invaluable. While I believe my skills were well-developed,
my teaching internship showed me that there’s always room for growth. As a pre-service teacher and future educator, developing
strong soft skills is crucial. These skills are essential for effective communication and information delivery to students, as well as for
collaboration with colleagues and co-teachers. It is a vital role for future educators.)
In addition, participants emphasized that managing a classroom was initially intimidating, but over time, they have developed greater
confidence in handling student behavior and maintaining a positive learning environment. They attribute this progress to mentorship,
consistent practice, and the implementation of proactive classroom management techniques learned during their internship. As
participant 7 said that:
“Whenever I felt unsure or lacked confidence, I reminded myself that growth comes from stepping outside my comfort zone. I actively
seek feeadback, observed how experienced professionals handled situations and practiced patience with myself. Each day, I made small
efforts to improve listening more attentively, managing my time wisely and pushing myself to communicate better, even when it felt
difficult.” (IDI-07)
(Whenever I felt uncertain or lacked confidence, I reminded myself that growth comes from stepping outside my comfort zone. I
observed how experienced professionals handled challenging situations and practiced patience with myself. Each day, I made small,
consistent efforts to improve my listening skills, manage my time effectively, and push myself to communicate clearly, even when it
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felt difficult.)
Moreover, participants expressed that effective communication is one of the most vital skills they are working to develop. They
acknowledged the importance of clear, respectful, and purposeful communication in fostering student understanding, building
relationships, and collaborating with colleagues. As their experience grows, so does their ability to express themselves with clarity and
confidence. As Participant 3 said that:
“One important soft skill I acquired during my internship is communication skills. These are necessary not just for being understood
but also for effectively conveying lessons to students. Strong communication skills extend beyond the classroom’s four walls and
involve engaging students in a clear and effective manner.” (IDI-03)
(A key soft skill I developed during my internship is strong communication. Effective communication is necessary not only for clear
instruction but also for building rapport with students. These skills extend far beyond the classroom and are vital for engaging students
in a clear and effective manner. Strong communication is the cornerstone of effective teaching.)
Further, participants recognized the need to adjust their language based on the audience they are addressing—whether students,
mentors, parents, or fellow teachers. They are learning to use age-appropriate, inclusive, and respectful language to ensure that their
message is understood and that positive interactions are maintained across different contexts in the school setting. As participant 3 said
that:
“During my internship, I gained communication skills especially with diverse learners unsaon sila pag communicate ug tarung na dili
ma lain, effective classroom management techniques jud especially sa pag set sa ilang mood to learn, patience of course kay lahi2 ang
students ug attitudes, adaptability, and strong problem-solving skills.” (FGD-03)
(My internship significantly improved my communication skills, particularly in working with diverse learners. I also learned effective
classroom management techniques and developed patience and understanding of students’ diverse attitudes and learning styles.)
Utilizing Support Systems and Feedback for Personal and Professional Growth. Support systems and constructive feedback play a vital
role in shaping students’ personal and professional development during internships. Guidance from mentors, encouragement from
peers, and structured feedback from supervisors provide students with the insight and motivation needed to improve their performance.
These support networks help students navigate challenges, build resilience, and stay focused on their goals. Regular feedback allows
them to reflect on their progress, make informed adjustments, and strengthen their skills.
Self-Reflection and Continuous Improvement. This is the first code of the sixth probe issue. Internship experiences encourage students
to engage in self-reflection as a tool for continuous improvement. By regularly evaluating their performance, behavior, and learning
progress, students become more aware of their strengths and areas that need development. This reflective process motivates them to
set personal goals, seek feedback, and apply what they learn to future tasks. Through consistent self-assessment and a willingness to
grow, students enhance their skills, adapt more effectively to challenges, and take greater ownership of their professional and personal
development.
Similarly, participants shared that they engage in regular self-reflection to recognize their areas of weakness and celebrate small
successes. They use self-encouragement as a tool to stay motivated and focused on their professional growth. This ongoing process of
self-awareness allows them to identify challenges, adjust their teaching practices, and commit to continuous improvement. As
Participant 3 said:
“To improve internship programs, I recommend incorporating more structured soft skills training, establishing strong mentorship
programs, and providing dedicated time for self-reflection and feedback to foster continuous growth para become effective teacher in
the future.” (FGD-03)
(To improve internship programs, I recommend incorporating more structured soft skills training, establishing strong mentorship
programs, and providing dedicated time for self-reflection and feedback to foster continuous growth and prepare effective teachers.)
In addition, participants emphasized the importance of consistent practice and actively seeking constructive feedback from their
supervisors. They view feedback as a valuable opportunity to enhance their teaching performance and gain insights from experienced
mentors. Through this cycle of practice and feedback, they are able to refine their teaching techniques and build confidence in their
instructional skills. As participant 3 said that:
“For future interns facing obstacles, remember that developing soft skills takes time jud abi nimo ug mao nana pero in the long run naa
pay daghan na need pa ma improve ug e discover. Regularly seek feedback, ask help with other interns and teachers dili dapat maulaw,
and dili ma discouraged make setbacks as motivation or himoon sya as foundation to continue.” (FGD-03)
(For future interns facing obstacles, remember that developing soft skills takes time. While initial progress may seem slow, persistent
effort will yield positive results. Regularly seek feedback, collaborate with others, and don’t let setbacks discourage you; use them as
opportunities for growth.)
Moreover, participants noted that self-reflection, paired with regular monitoring of their own progress, has helped them assess their
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growth throughout the internship. By setting personal goals, tracking achievements, and reflecting on their journey, they gain a clearer
understanding of their development as pre-service teachers and take ownership of their learning process. As Participant 1 said that:
“I employed strategies such as self-reflection as a way of assessing and monitoring my progress as a preservuce teacher and for me to
have a motivation para magpadayun. Naga observe sad ko sa colleagues kung unsa ilang strategies and techniques kay basi pwede nako
ni ma employ sa akong students.” (FGD-01)
(I used self-reflection and progress monitoring to assess my development as a pre-service teacher. I also observed my colleagues’
teaching strategies and techniques to identify areas for improvement and incorporate successful methods into my own teaching.)
Seeking Support and Feedback. This is the second code of the sixth probe issue. Actively seeking support and feedback is essential for
students' growth during internships. Students benefit from the guidance of mentors, supervisors, and peers, which helps them better
understand expectations and improve their performance. By asking questions, welcoming constructive criticism, and learning from
others' experiences, they develop greater self-awareness and adaptability. This openness to feedback fosters a mindset of continuous
learning and allows students to build stronger relationships within the workplace.
Similarly, participants shared that emotional and moral support from family, friends, and their faith plays a crucial role in helping them
maintain a positive mindset during challenging moments. This support system provides encouragement and motivation, enabling them
to stay resilient and focused on their goals despite setbacks or difficulties. As Participant 2 said:
“I overcome challenges through the helped of the people around me like my family, friends,and my faith to God that everything we do
now has a great outcome. Despite of the challenges I faced I stay positive, stay focus on the goal to achieve what I’m dreaming for.”
(IDI-02)
(I overcame challenges with the support of my family, friends, and my faith. My belief that our actions have positive consequences
helped me maintain a positive outlook and focus on my goals despite difficulties.)
In addition, participants emphasized the importance of actively seeking feedback and guidance from their advisers and colleagues.
They described how incorporating this input helps them identify areas for improvement and make meaningful changes in their teaching
practice, which leads to enhanced performance and professional growth. As participant 3 said that:
“I received significant support from my cooperating teachers or mentors. They consistently guided me, and I often sought their advice
on areas for improvement. Their insights were valuable, especially since they had more experience interacting with students, and I
aimed to apply their effective strategies in my practice.” (IDI-03)
(I received considerable support from my cooperating teachers and mentors. They consistently guided me, and I often sought their
advice on areas needing improvement. Their insights were particularly valuable given their extensive experience working with students.
I actively worked to incorporate their effective strategies into my teaching practice.)
Moreover, participants highlighted their efforts to practice clear and effective communication as part of their professional development.
They noted that by seeking regular feedback, they are able to refine their communication skills and ensure their ideas and instructions
are understood by students, mentors, and peers, fostering better collaboration and learning outcomes. As Participant 4 said that:
“Sa teaching, nag-request din na siya of soft skills like communication and time management. as well as problem solving and in
communication you can't get a good job or deliver your own lesson or you can't get a subject. So you need to keep your own
communication and in time management you can't use your time in one class […].” (IDI-04)
(In teaching, strong soft skills communication, problem-solving, and time management are vital. Without them, effective teaching and
career success are unlikely. Maintaining clear communication and effective time management is crucial for a productive class […])
Enhancing Soft Skills through Self-Reflection, Feedback, and Confidence Building. In the context of soft skills and student internship,
some experiences experienced by the students is the continuous self-improvement as well as build confidence and enhance interaction.
It was mentioned by the participants that focused on continuous improvement. To find effective methods for managing time and
balancing tasks, ensuring meeting deadlines. Concurrently, for worked to strengthen their skills to facilitate better learning. This
involved being proactive identifying areas where they needed to grow and developing strategies to address those specific needs.
Continuous Self-Improvement. This is the first code of the seventh probed issue. Participants recognized that effective teaching requires
more than just knowledge, it necessitates strong soft skills and the ability to connect with students on a personal level. It could be a
powerful tool to improve building skills and understanding. Maintaining composure under pressure is also vital. Intentional practice
and active listening are key to improving performance and building confidence.
Similarly, they highlighted when they sensed deficiencies in their soft skills, they will adapt various approaches by actively seeking
feedback and guidance. Through solicited constructive criticism, reflected on their mistakes, and implemented changes to enhance
performance. This iterative process of self-assessment and process was key to improvement. As Participant 5 said that:
“There were moments when I felt inadequate, questioning if I was truly ready for this experience. But instead of letting doubt hold me

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back, I chose to learn from every situation. I adapted by observing, practicing and accepting that growth is a journey, not a destination.”
(IDI-05)
(There were times when self-doubt crept in, making me question my readiness. Instead of letting these feelings paralyze me, I chose to
learn from every situation. I adapted by observing, practicing, and accepting that growth is a journey, not a destination. This involved
a willingness to embrace challenges and learn from both successes and setbacks.)
Also, the participants believed that they find value in improving themselves to enhance their soft skills. They consistently guide and
often seek advice on areas needing improvement. Their insights were particularly valuable given their extensive experience working
with students. This implies a positive attitude towards this practice, which can enhance their motivation to improve. Also, learners
highlight the benefits of seeking feedback and advice. As Participant 9 said that:
“I always ask for feedback from my mentors, cooperating teacher, classmates, and friends on what I need to improve and how I can do
that.” (FGD-04)
(I regularly seek feedback from my mentors, cooperating teacher, and classmates to pinpoint areas needing improvement. Consistent
feedback is vital for my continuous growth.)
Enhance Performance Through Feedback. This is the second code of the seventh probed issue. Participants recognized that by receiving
constructive input from supervisors and mentors, students gain valuable insights into their strengths and areas for growth. This feedback
enables them to refine their skills, correct mistakes, and adopt better approaches to their tasks. Students who actively embrace feedback
demonstrate greater willingness to learn and adapt, which leads to noticeable improvements in their work quality and efficiency.
In connection, participant expressed their proactive approach in seeking feedback and engaging in meaningful discussions with mentors
and peers. They view these interactions as valuable opportunities to gain different perspectives and deepen their understanding of
effective teaching practices, which supports their continuous improvement. As Participant 6 said:
“To overcome soft skills challenges during my internship, I seek feedback and guidance from my adviser and colleagues. I learned to
receive feedback graciously, reflect on my mistakes and implement changes to improve my performance.” (IDI-06)
(During my internship, I actively sought feedback and guidance from my advisor and colleagues to overcome soft skills challenges. I
learned to accept feedback gracefully, reflect on my mistakes, and implement necessary changes to improve my performance.)
Additionally, participants also indicated that they highlighted their willingness to accept constructive criticism and use it to make
purposeful adjustments in their teaching methods. They recognize that implementing feedback is essential for professional growth and
improving classroom effectiveness. As Participant 4 stated:
“The support from my mentor included guidance and feedback. With my fellow interns, we worked together to improve our soft skills
and tackle related challenges.” (FGD-04)
(My mentor’s support included guidance and feedback. We worked together to improve our soft skills and address related challenges.
This collaborative approach fostered mutual learning and growth.)
In line with this, participants reported that regularly requesting feedback from various sources—mentors, cooperating teachers, and
peers—helps them identify strengths and areas for growth. This multi-source feedback encourages a well-rounded development and
builds confidence in their teaching abilities. As Participant 7 stated:
“I received valuable support from my teachers, mentors, and fellow interns, including constructive feedback, guidance, and
encouragement, which helped me address soft skill challenges, such as communication and time management, and develop strategies
for improvement.” (FGD-07)
(I received valuable support from teachers, mentors, and fellow interns, including constructive feedback, guidance, and encouragement.
This support helped me address soft skill challenges, such as communication and time management, and develop strategies for
improvement.)
Build Confidence and Enhance Interaction. This is the third code of the seventh probed issue. Participants recognized that having an
open mind and a willingness to learn can build strong confidence and interact with others. Soft skills are not just career tools but
essential elements of a fulfilling and meaningful work experience which will contribute to success on their future career. This focused
approach will lead to significant improvement.
In connection, participant response indicates that they are improving themselves through reflecting, monitoring and assessing progress
and techniques to identify areas for improvement and incorporate successful methods to have a motivation to continue setting specific
goals for enhancing their soft skills. For continuous self-assessment and goal setting are crucial for growth. As Participant 6 said:
“The strategies I used include reflecting on my experiences to find areas I need to improve and setting goals for how to enhance my
soft skills.” (IDI-06)

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(My strategies included reflecting on my experiences to identify areas for improvement and setting goals for enhancing my soft skills.
Regular self-assessment and goal setting is essential for continuous growth.)
In congruence, participants also indicate that showing interest in volunteering has a big impact as a person in building confidence. It
implies a recognition of the importance of confidence through interacting with others in their personal or professional context. Also,
they choose to face their fears than to stay what they are like being an introvert turn to extrovert it helps them to become more productive
and confident.
“When I noticed that I lacked confidence in speaking, I volunteered to present more often to get used to public speaking.” (FGD-05)
(Upon realizing my lack of confidence in speaking, I started volunteering more frequently for presentations to become more
comfortable with speaking.)
Furthermore, participants shared that they actively employ various strategies to ensure they are well-prepared for class discussions. By
being prepared, they aim to contribute confidently and meaningfully during discussions, which enhances their learning experience and
classroom engagement. As Participant 1 stated:
“I made sure that I can employ different strategies in order for me na dili matulala in the middle of the discussion.” (FGD-01)
(I ensured I could use various strategies to avoid being caught off guard during discussions. Preparation and adaptability are key to
effective communication.)
Perceived Impact of Internship on Enhancing Soft Skills Among Education Students.
Displayed in Table 5 are the responses of the participants regarding their perceived impact of internships on enhancing soft skills. There
are four essential themes which are drawn out from the in-depth and focus group discussion of the participants for the second question.
The essential themes consisted of codes based on the issues being probed which are summarized in the table.
Table 5. Perceived Impact of Internship on Enhancing Soft Skills Among Education Students
Probed Issues Core Ideas Code/ Category Essential Themes Supporting Theory
Gained Soft Gaining communication skills to effectively convey Enhance Holistic Skill Experiential Learning
Skills for Future lessons and engage students. Communication Development for Theory (Kurt Lewin,
Teaching Learning that clear and concise communication, not Skills Effective 1940)
just fluency, is key. Teaching
Improved communication skills for working with
diverse learners.
Communicating ideas clearly and becoming more
passionate about teaching.
Delivering lessons clearly and handling unexpected
situations with confidence.
Developing time management strategies to handle Adaptability and
multiple activities. Time
Acquiring adaptability to cope with different Management
environments and challenges.
Gaining adaptability to adjust to changes and
unexpected demands.
Gaining communication, classroom management, and Skill
problem-solving skills. Development
Learning patience, leadership, and adaptability to for Effective
connect with students., Teaching
Acquiring effective communication, teamwork, time
management, empathy, and leadership.
Influence of the Gaining confidence and problem-solving skills Confidence Developing Soft Experiential Learning
Internship through diverse interactions and task management. Building Skills Through Theory (Jean Piaget,
Environment on Building confidence and competence by overcoming Internship 1950)
the Development challenges in workplace culture and time Experiences
of Soft Skills management.
Building confidence through a supportive mentor and
encouraging school culture.
Learning classroom management and self-control Classroom
from cooperating teachers. Management
Improving empathy, adaptability, and trust-building and
through mentor guidance and classroom management. Professionalism
Enhancing professionalism, patience, and empathy
through feedback and student interactions.
Enhancing soft skills through collaboration and Collaborative

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observation of different teaching strategies. Learning and

Refining collaboration skills through a supportive Communication
environment and supervisor guidance. Skills
Improving collaboration and communication skills
through the mentor’s teaching style.
Perceive Engaging in continuous self-improvement and Continuous Growth-oriented Constructivist
Strategies to committing to learning. Learning Learning and Learning Theory
Overcome Soft Embracing the learning process, seeking support, and Mindset Resilience (Piaget (1970 &
Skills Challenges persevering through challenges. Vygotsky, 1978)
Being open to learning and seeking help when
struggling with soft skills.
Consistently seeking guidance and being open to
learning for skill enhancement.
Practicing communication and leadership skills Skill
through active participation and attending seminars. Enhancement
Applying strategies and viewing teaching experiences through Practice
as opportunities for gradual improvement.
Practicing soft skills, managing time effectively, and
adapting to unexpected situations.
Making persistent efforts, collaborating with others,
and seeking feedback for gradual development.
Practicing active listening, observing experienced
teachers, and seeking mentorship.
Seeking feedback and guidance from mentors for Feedback-driven
continuous improvement. Growth and
Maintaining a positive attitude and using challenges Resilience
as motivation for improvement.
Embracing challenges, accepting constructive
criticism, and practicing continuously.
Developing resilience, self-reflection, and openly
communicating to enhance soft skills
Perceived Ways Enhancing soft skills through seminar workshops and Skills Enhancing Soft Experiential Learning
to Improve real-world teaching experiences led by experts. Enhancement Skills through Theory (David Kolb,
Internship Enhancing soft skills through teaching materials and Through Training and 1984)
Programs for Soft workshops. Workshops and Mentorship
Skills Equipping pre-service teachers with essential skills Training
Development through seminars and workshops.
Improving internship programs through structured
soft skills training, mentorship, and self-reflection.
Providing focused seminars and workshops to
develop essential soft skills.
Building soft skills through communication
workshops, mentorship, and feedback sessions.
Reinforcing soft skills through well-timed and Practical
effective in-campus demonstrations. Exposure for
Developing soft skills by engaging in diverse teaching Soft Skills
activities beyond the classroom. Development
Improving practical skills through increased in-
campus demonstrations and integrating online
learning components.
Strengthening confidence and adaptability through
hands-on experiences and interactive workshops.
Strengthening soft skills through mentorship, Mentorship and
feedback, and reflective journaling. Reflective
Fostering holistic growth by providing meaningful Practice for
tasks, feedback, and a supportive environment. Continuous
Improving internship programs through structured Improvement
soft skills training, mentorship, and self-reflection.
Enhancing soft skill development through
mentorship, feedback, diverse placements, and
reflective journaling.

Holistic Skill Development for Effective Teaching. Based on the information given by the participants, through hands-on practice,
student interns enhance not only their instructional abilities but also their classroom management, communication, adaptability, and
problem-solving skills. They learn to plan lessons, engage diverse learners, and respond to real-time challenges with confidence and
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creativity. Exposure to real classroom environments allows them to integrate theory with practice, fostering both professional
competence and personal growth. This comprehensive skill development equips future educators to create meaningful, student-centered
learning experiences.
Enhance Communication Skills. This is the first code of the first issues probed. When interns deploy in the field, they experience a lot
of challenges in all aspects of their life as student-teachers. Interns should gain more skills, most likely in communication, and accept
responsibilities of teaching. These actions not only improve personal but also professional to contribute an effective learning
environment.
Similarly, the participants expressed that they are gradually developing their communication skills to deliver lessons more effectively
and maintain student engagement. They emphasized that the ability to clearly explain concepts, give instructions, and interact with
learners is essential to successful teaching and classroom management. As participant 3 said that:
“One important soft skill I acquired during my internship is communication skills. These are necessary not just for being understood
but also for effectively conveying lessons to students. Strong communication skills extend beyond the classroom’s four walls and
involve engaging students in a clear and effective manner.” (IDI-03)
(A key soft skill I developed during my internship is strong communication. Effective communication is necessary not only for clear
instruction but also for building rapport with students. These skills extend far beyond the classroom and are vital for engaging students
in a clear and effective manner. Strong communication is the cornerstone of effective teaching.)
Moreover, participants noted that while fluency in speaking is helpful, the ability to communicate clearly and concisely is more critical
in the classroom. They recognized that simplifying language and being direct helps avoid confusion, ensuring that students understand
the lesson content regardless of their language proficiency. As Participant 4 said that:
“Sa communication, na learn nako nga, dili lang siya as in nga, ka nang pure English o pas-pas ang imuhang pagka-deliver, but hinay-
hinay lang. Stay calm kaya diha nimo ma-express ang imuhang ideas and thoughts kaya need na clear ang mga words dili e fast ang
deliver. And of course, ang time management labi na ng time management nga need kaayo gani handle ang mga activities nga mag-
consume ug time that I need to find a strategy. So, I had to adjust it when I was able to adjust it. I had to adjust it on specific times so
that the next activity may be utilized. It's better than time.” (IDI-04)
(Regarding communication, I learned that it’s not just about speaking pure English fluently; clear and concise delivery is key.
Maintaining composure allows for the effective expression of ideas and thoughts. Precise word choice and a measured delivery are
crucial. Effective time management is also essential for handling multiple activities and adjusting to unexpected demands. I developed
a strategy to allocate time effectively, ensuring that each activity receives adequate attention.)
Furthermore, participants shared that they are learning to deliver lessons with greater clarity while also developing the confidence to
manage unexpected situations during instruction. Whether facing sudden changes in student behavior, technical issues, or shifts in
lesson flow, they emphasized the importance of staying composed and adaptable to maintain effective teaching and a positive learning
environment. As Participant 6 said that:
“The specific soft skills that I gained during my internship that I believe will be valuable in my future role as an educator include
communication skills, adaptability, and patience. I learned how to deliver lessons more clearly, adjust to different student learning
styles, and handle unexpected situations with confidence.” (IDI-06)
(The most valuable soft skills I acquired during my internship are communication, adaptability, and patience. These skills enabled me
to deliver lessons more effectively, adapt to different learning styles, and manage unexpected situations with confidence.)
Adaptability and Time Management. This is the second code of the first issue probed. This contributes to gained soft skills in teaching
by immersing oneself in adapting to a new environment and diverse peers. The exposure allows interns to encounter a wide range of
adaptability and resilience, enhancing soft skills. Being cultivated greater patience and empathy, which are crucial for working
effectively with students. This is a valuable strategy for enhancing soft skills in teaching through internships.
With regards to that, the participants expressed that managing several responsibilities during their internship has pushed them to develop
effective time management strategies. By organizing tasks, setting priorities, and creating schedules, they are learning to balance
teaching duties, paperwork, and personal commitments, allowing them to work more efficiently and reduce stress. As Participant 4
said:
“So, ako yun gina atubang ng teaching internship, it's because in the near future, pag mong-apply na to sa Deped, magamit na to na to
ang skills, or na improved soft skills like communication or time management. In the near future, wala ka balo, basig nausab na po ang
curriculum, mga usab na po ang adjustment sa time, labi na sa time management, gamit kayo na inig, na napoy changes sa kanang time
schedule.” (IDI-04)
(The teaching internship provided opportunities to develop essential soft skills such as communication, time management, and
curriculum management. These skills are crucial for navigating the demands of teaching. The ability to adapt to changing circumstances

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and manage time effectively is vital for success in the field.)

In line with this, the participants shared that adjusting to new teaching environments and unexpected challenges has strengthened their
adaptability. They have learned to quickly assess and respond to different classroom settings, student behaviors, and institutional
expectations, helping them remain effective in a variety of teaching contexts. As Participant 5 said:
“I was able to apply my soft skills in practical ways, such as managing a classroom, adjusting my teaching methods, and resolving
conflicts. Teaching in a real classroom setting allowed me to practice adaptability, critical thinking, and teamwork in ways that I
wouldn’t have experienced in a theoretical setting.” (FGD-05)
(The internship allowed me to apply soft skills in practical ways, such as managing a classroom, adapting my teaching methods, and
resolving conflicts. This hands-on experience provided invaluable practice in adaptability, conflict resolution, and classroom
management.)
Further, the participants emphasized the importance of being flexible when facing sudden changes or increased demands during their
internship. Whether it's last-minute task assignments, altered schedules, or unplanned classroom situations, they are gradually
developing the ability to adapt without losing focus or confidence. As Participant 6 said:
“The specific soft skills that I gained during my internship that I believe will be valuable in my future role as an educator include
communication skills, adaptability, and patience. I learned how to deliver lessons more clearly, adjust to different student learning
styles, and handle unexpected situations with confidence.” (IDI-06)
(The most valuable soft skills I acquired during my internship are communication, adaptability, and patience. These skills enabled me
to deliver lessons more effectively, adapt to different learning styles, and manage unexpected situations with confidence.)
Skill Development for Effective Teaching. This is the third code of the first issue probed. Through direct classroom involvement,
student interns strengthen their lesson planning, instructional delivery, classroom management, and communication abilities. They gain
practical experience in addressing diverse learning needs, managing student behavior, and creating an engaging learning environment.
These experiences allow interns to apply educational theories in real-life settings, promoting both confidence and competence.
Similarly, the participants shared that their internship experience has allowed them to develop essential teaching skills, particularly in
communication, classroom management, and problem-solving. These competencies are helping them create a more organized and
responsive learning environment, where they can address challenges and meet student needs effectively. As Participant 3 said:
“My internship provided countless chances to put my classroom management skills to the test jud like lahi ra ang theory sa real
classroom experience jud like ikaw najud ang mag tudlo and also adjust my teaching style to meet diverse learning needs all in real-
world scenarios.” (FGD-03)
(My internship provided ample opportunities to apply classroom management theories and strategies in a real-world setting. This
practical experience allowed me to adapt my teaching style to meet diverse learning needs and refine my classroom management skills.)
In line with this, the participants emphasized that teaching has taught them the importance of patience, strong leadership, and being
adaptable. These qualities enable them to build meaningful connections with their students, respond to various learning styles, and
guide classroom interactions with empathy and confidence. As Participant 5 said:
“I developed essential skills such as communication, leadership, adaptability, and problem-solving. I also improved my patience and
empathy, which are crucial when dealing with students.” (FGD-05)
(My internship helped me develop essential soft skills, including communication, leadership, adaptability, and problem-solving. I also
cultivated greater patience and empathy, which are crucial for working effectively with students.)
Further, the participants noted that they are gaining a wide range of soft skills essential for professional growth. These include the
ability to communicate effectively, collaborate with peers, manage time wisely, show empathy, and take initiative as leaders—all of
which contribute to their development as well-rounded and competent future educators. As Participant 7 said:
“During my internship, I gained essential soft skills such as effective communication, teamwork, adaptability, time management,
empathy and leadership, which will significantly enhance my teaching efficacy and student relationships in my future role as an
educator.” (FGD-07)
(My internship significantly enhanced my essential soft skills, including communication, teamwork, adaptability, and time
management. These skills will greatly improve my teaching effectiveness and student relationships in my future role as an educator.)
Developing Soft Skills Through Internship Experiences. The development of soft skills will enhance through hands-on experiences. It
highlights the valuable opportunity internships offer for their personal and professional growth. In a real-world setting where
individuals can practice and refine their soft skills while working on projects and collaborating with colleagues. These experiences
contribute to the development of essential soft skills that are highly sought after by employers.

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Confidence Building. This is the first code of the second the second probed issue. Confidence building emphasizes the role of
internships in boosting an intern’s confidence to step outside of their comfort zone, take on new challenges and demonstrate their
abilities in practical settings. This exposure allows them to build confidence in their abilities, overcome self-doubt and develop a
stronger sense of self-efficacy.
In congruence, participants suggest that internship experiences help them see themselves as capable professionals, leading to a more
confident approach to future opportunities. They might express how it could help them realize their strengths and potential, giving them
the confidence to pursue their goals. As Participant 5 said that:
“If my soft skills are lacking, I will apply all my learnings on my own for me to grow as pre-service teacher. Also, adapting the advice,
strategies given by my cooperating teacher and having self-confidence to face all the challenges.” (IDI-05)
(If my soft skills were lacking, I applied all my learning to grow as a pre-service teacher. I adapted the advice and strategies provided
by my cooperating teacher and cultivated self-confidence to face challenges.)
Also, the participant indicates that giving them a chance and opportunities to excel and show their abilities make a real impact which
in turn builds confidence in working with others as well as opportunities for reflection, to take on challenges and seeing their
contribution through their internships. Stepping outside of one’s comfort zone is essential for growth. As Participant 6 said that:
“When I noticed that I lacked confidence in speaking, I grab the opportunity to present more often to get used to public speaking.”
(IDI-06)
(Recognizing my lack of confidence in public speaking, I choose to present more often to build my skills and confidence.)
Also, the participant shared that having a supportive mentor and being part of a positive school culture significantly contributed to their
growing confidence as pre-service teachers. The guidance, encouragement, and constructive feedback they received created a safe
space for learning, allowing them to take risks, improve their practice, and believe in their ability to succeed in the teaching profession.
As Participant 5 said:
“The school culture, my mentor’s teaching style, and student interactions played a big role in shaping my soft skills. A supportive
mentor and an encouraging environment helped me gain confidence.” (FGD-05)
(The school culture, my mentor’s teaching style, and student interactions played a crucial role in shaping my soft skills. The supportive
mentorship and encouraging environment boosted my confidence.)
Classroom Management and Professionalism. This is the second code of the second probed issue. Classroom management and
professionalism will gain practical experience that enhances ability to work effectively with others in an educational setting. It will
teach them and learn to adapt to different personalities, navigate challenging situations and maintain a professional demeanor, all of
which are vital for effective classroom management.
With regards to that, interns believe that being a pre-service teacher should use a variety of strategies and techniques in managing
classroom to make learning more interesting and effective. Students can benefit from these approaches as they provide practical and
engaging ways to learn. They believe that preparing techniques can help interns to improve their soft skills and boost their confidence
in managing classroom. Additionally, such strategies can make the internship process more enjoyable and memorable for student
interns. As Participant 6 said:
“My internship experiences allowed me to apply my soft skills in real-world settings by putting me in situations where I had to think
critically, manage a classroom, and communicate effectively. Each challenge I faced became an opportunity to strengthen my skills,
making me more prepared for my future career.” (FGD-06)
(My internship experiences provided opportunities to apply soft skills in real-world settings. I was challenged to think critically, manage
a classroom effectively, and communicate clearly. Each challenge served as a valuable learning experience, strengthening my skills
and preparing me for my future career.)
Moreover, this statement highlights the importance of applying their skills in a real-world setting to improve students' soft skills. By
incorporating internships programs and other engaging activities, interns can help themselves to actively use and practice how to
manage a classroom, which can enhance their soft skills. These activities can make learning more enjoyable and effective, helping
students develop their internships in a more dynamic and engaging way. As Participant 5 said that:
“I was able to apply my soft skills in practical ways, such as managing a classroom, adjusting my teaching methods, and resolving
conflicts. Teaching in a real classroom setting allowed me to practice adaptability, critical thinking, and teamwork in ways that I
wouldn’t have experienced in a theoretical setting.” (FGD-05)
(The internship allowed me to apply soft skills in practical ways, such as managing a classroom, adapting my teaching methods, and
resolving conflicts. This hands-on experience provided invaluable practice in adaptability, conflict resolution, and classroom
management.

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Collaborative Learning and Communication Skills. This is the third code of the second issues probed. In developing essential skills
such as collaborative and communication skills. By working alongside colleagues and mentors, interns learn to effectively communicate
their ideas, listen attentively to feedback and contribute constructively to a group. Encountering diverse perspectives, building
consensus and cultivating valuable skills in collaboration and communication.
In connection, the participants believe that through internship program bring soft skills to life, going beyond theoretical knowledge
from textbooks. Internship experience ignited a deeper passion and commitment to teaching. It fostered a stronger sense of purpose
and dedication to their chosen profession. These real- world experiences instilled confidence and a belief in the ability to make a
difference. As Participant 7 said that:
“Internships are where soft skills come to life, beyond theories and textbooks, I learned how to handle unexpected situations, manage
a diverse group of students and work alongside expeienced educators. These experiences gave me the confidence to apply my skills in
real-world settings, knowing that I am capable of making a difference.” (IDI-07)
(Internships bring soft skills to life, going beyond theoretical knowledge from textbooks. I learned to handle unexpected situations,
manage diverse groups of students, and collaborate effectively with experienced educators. These real-world experiences instilled
confidence and a belief in my ability to make a difference.)
Moreover, the learners recognized that internships demand effective communication whether it is presenting ideas, asking clarifying
questions or giving and receiving feedback. This constant interaction helps interns refine their communication and collaborative skills,
preparing them for future careers. As participant 2 said:
“So, in developing your soft skills like communication, sa communication is pwede ka mag-practice always like mag-atubang ka sa
mirror, mag-mirror talk ka, magstory-story ka ka-gimuha. And, if ever na yung mga seminar is mag-attend, especially if mga
predeployment na seminar is daghan jud ka ma learned.” (IDI-02)
(To develop soft skills like communication you can practice consistently. For example, practice communication by engaging in regular
conversations and presentations. Attending seminars and workshops to gain insights from experts. Active participation in these
activities is crucial for improvement.)
Growth-oriented Learning and Resilience. In the context of soft skills and student internships, faced with unfamiliar tasks and real-
world demands, students develop resilience by learning to adapt, persist through difficulties, and recover from setbacks. This
environment promotes continuous improvement, where mistakes are seen as part of the learning process rather than failures. Through
guided support and reflective practice, students build the confidence and determination needed to navigate future professional
challenges.
Continuous Learning Mindset. This is the first code of the third probed issue. This might involve engaging in workshops, attending
conferences, simply observing and learning from others. It refers to creating an environment where everyone feels encouraged,
empowered and equipped to pursue soft skills development through offering opportunities to practice and an open communication and
feedback. It cultivates a growth mindset that embraces continuous learning as a fundamental aspect of personal and professional
development.
With regards to that, participants believed that continuous learning mindset are actively curious, open to new ideas, and committed to
seeking out opportunities for growth and improvement. They understand that soft skills are not static but rather require ongoing effort
and adaptation to thrive in a dynamic world for their future jobs in the academic field. As Participant 7 said that:
“Future interns should approach challenges with resilience, self-reflection and open communication, embracing failures as
opportunities for growth, seeking constructive feedback and staying adaptable to optimize soft skill development.” (FGD-07)
(Future interns should approach challenges with resilience, self-reflection, and open communication. View setbacks as opportunities
for growth; actively seek constructive feedback and adapt to optimize soft skill development. A growth mindset, coupled with a
willingness to learn from mistakes, is essential for continuous improvement.)
Moreover, the participants emphasize that this mindset encourages interns to see challenges as opportunities for learning, building
confidence and it helps them to face their fears to embrace feedback as a valuable tool for growth and constantly seek ways to refine
their skills and expand their knowledge base. The desire to be open to feedback, experiment with new approaches and proactively seek
advice for more improvement, interns can adapt to changing circumstances, embrace new challenges and continuously build their soft
skills. As Participant 6 said that:
“My advice to future interns is to embrace challenges as learning opportunities. Do not be afraid to make mistakes, take constructive
criticism positively, and always strive for improvement. Soft skills take time to develop, so patience and continuous practice are key.”
(FGD-06)
(My advice to future interns is to embrace challenges as learning opportunities. Don’t be afraid to make mistakes, view them as
opportunities for growth. Maintain a positive attitude, strive for continuous improvement, and remember that developing soft skills

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requires patience and consistent effort.)

Skill Enhancement through Practice. This is the second code of the third probed issue. Skill enhancement through practice is crucial as
it theoretical knowledge alone is insufficient for developing mastery of soft skills. Practice provides opportunities to apply knowledge
in real-world situations and build confidence in one’s abilities. Through consistent practice, interns solidify their understanding, identify
areas for improvement and develop greater proficiency in their soft skills.
With regards to that, participants suggest that soft skills can enhance step-by step or the process to achieve such skills. Remember that
growth is a journey, not a race. Give yourself grace, seek guidance, and trust that every challenge is an opportunity for learning and
development. Embrace perseverance; it shapes everyone into a stronger and more capable professional. As Participant 9 said that:
“For future interns facing obstacles, remember that developing soft skills takes time jud abi nimo ug mao nana pero in the long run naa
pay daghan na need pa ma improve ug e discover. Regularly seek feedback, ask help with other interns and teachers dili dapat maulaw,
and dili ma discouraged make setbacks as motivation or himoon sya as foundation to continue.” (IDI-07)
(For future interns facing obstacles, remember that developing soft skills takes time. While initial progress may seem slow, persistent
effort will yield positive results. Regularly seek feedback, collaborate with others, and don’t let setbacks discourage you; use them as
opportunities for growth.)
Also, the participant suggests that nurturing skills keep growing every day. Strive for continuous growth and nurturing of your skills.
This is not a one-time effort but a continuous process of improvement. Nurturing soft skills is an ongoing commitment. It requires
dedication and a willingness to learn and adapt. Having a foundational knowledge base and the right tools will provide a solid base for
the journey. As Participant 4 said that:
“So, for the future interns, I would advise them to develop their soft skills. They have to practice it. So, the first thing is important to
practice it. Kaya para inig- abot sa kanang field is master na sila and also time management. Importante po na siya nga ma-practice
nila. Kaya para inig-abot din to ah. And also, adaptable. Because we have to adapt.” (IDI-04)
(For future interns, I recommend focusing on developing their soft skills through consistent practice. Mastering communication is
crucial for success in the field. Effective time management is also vital, and interns should strive to avoid unnecessary stress.
Adaptability is essential because teachers often face unexpected situations and time constraints.)
Feedback-driven Growth and Resilience. This is the third code of the third probed issue. The critical role of feedback-driven growth
and resilience refers to actively seeking feedback from others, the ability to bounce back from setbacks and challenges, learn from
mistakes and continue pursuit growth. By incorporating feedback, providing a framework for understanding addressing improvements
as well as navigating challenges, adapting to changing circumstances and continuously improving their soft skills.
Similarly, participants suggest that proactive learning and seeking support are essential for overcoming challenges. Don’t be afraid to
ask questions or admit when you need help; it’s a sign of a dedicated learner. This process of learning from feedback helps interns to
build resilience by fostering a sense of self-awareness, adaptability and commitment to continuous growth. As Participant 5 said that:
“I encourage future interns to be open to feedback and practice active listening. Observing experienced teachers and seeking mentorship
can also help improve their soft skills.” (FGD-05)
(I encourage future interns to embrace feedback and practice active listening. Observing experienced teachers and seeking mentorship
can significantly improve soft skills.)
Moreover, participants suggest that feedback from trusted mentors, colleagues or supervisors can valuable insights into their blind spots
and areas where they can enhance their performance. This process of improvement fosters learning and growth, enabling interns to
become adaptable, resilient and more effective in their interactions with others. As Participant 6 said that:
“My internship experience helped me to apply and strengthen my soft skills in real-world settings. I developed a growth mindset,
became more adaptable, resilient and learned to prioritize tasks effectively.”(IDI- 06)
(My internship provided invaluable opportunities to apply and strengthen my soft skills in real-world settings. I developed a growth
mindset, becoming more adaptable and resilient and learned to prioritize tasks effectively.)
Enhancing Soft Skills through Continuous Learning and Support. In the context of soft skills and student internship, some experiences
experienced by the students is the continuous learning mindset, skill enhancement through practice as well as feedback-driven growth
and resilience. It was mentioned by the participants that a culture of continuous learning and providing ongoing support to interns in
their pursuit of developing essential soft skills. It involves actively seeking out new knowledge, experiences and perspectives that can
enhance one’s understanding.
Enhancing Soft Skills through Training and Mentorship. This is the first code of the fourth probe issue. Emphasizing the power of
structured learning and personalized guidance in developing crucial interpersonal and professional competence. This approach
recognizes that soft skills are not innate but rather developed through intentional effort and practice. It ensures a holistic development

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of soft skills, equipping interns with the confidence and competence to thrive in diverse professional contexts. Training and mentorship
to interns provides personal and professional support and feedback, helping them to internalize and apply their learning actual field.
Similarly, participants shared that attending seminar workshops facilitated by experienced educators, alongside their actual classroom
experiences, has significantly strengthened their soft skills. These activities helped them improve in areas such as communication,
adaptability, and professionalism—skills that are essential for their future roles as teachers. As Participant 2 said:
“So, in developing your soft skills like communication, leadership skills, time management is that mag, for example, sa communication
is pwede ka mag-practice sa inyong balay, like mag-atubang ka sa mirror, mag-mirror talk ka, mag-story-story ka ka-gimuha. Okay,
sama sa ako ang ginahin mo, mawag sa na ako ang ginahin mo if ever na ay mga, na ako'y ano, mga demonstration na may tabo. soon.
So nag-practice ako sa balay. And also, if ever na yung mga seminar is mag-attend, kaya ang seminar dili na siya, ingon na basta-basta
lang na naglingkodra-modra kay kanana seminar, especially if mga pre-deployment na seminar is daganju kay magmatunan, especially
ang mga speaker kay mga how-jud or mga expert na-jud.” (IDI-02)
(To develop soft skills like communication and leadership, practice consistently. For example, practice communication by engaging
in regular conversations and presentations. Attend seminars and workshops to gain insights from experts. Active participation in these
activities is crucial for improvement.)
In line with this, participants emphasized the value of using teaching materials and attending workshops designed to develop their soft
skills. Through these resources, they learned practical strategies for improving classroom interaction, teamwork, and critical thinking,
all of which are important for effective teaching. As Participant 1 said:
“Siguro kay kanang mag provide silag materials for teaching, maghatag silag mga workshop na maka enhance sa soft skills sa student
teachers.” (FGD-01)
(I recommend providing teaching materials and workshops to enhance soft skills for student teachers.)
In congruence, participants acknowledged that seminars and workshops play a crucial role in preparing them for the demands of the
teaching profession. These structured learning opportunities provided them with tools and insights that fostered the growth of essential
soft skills, empowering them to navigate both academic and interpersonal challenges confidently. As Participant 5 said:
“So as an intern students may be the recommendation what i have for improving the design and implementation of internship program
where maybe all the internship do have orientation workshop or seminar on how they are going to do in the specific area also for them
to be prepared.” (IDI-05)
(To improve the design and implementation of internship programs, I recommend incorporating orientation workshops or seminars.
These sessions should clearly outline the internship’s goals, expectations, and specific tasks. This preparation will ensure that interns
are well-equipped and confident in their abilities.)
Practical Exposure for Soft Skills Development. This is the second code of the fourth issues probed. It highlights the importance of
hands- on experiences in solidifying and applying newly acquired soft skills. This practical exposure allows interns to test their skills,
identify areas for improvement and receive constructive feedback, ultimately leading to a more confident and effective application of
soft skills in their future teaching field.
With regards to that, the participants report the practical experience before entering the actual teaching field, allowing for the
development of essential skills. This preparation is crucial for success in a real-world teaching environment. It provided a platform to
refine essential soft skills in an authentic educational setting, enhancing their preparedness for a successful teaching career. As
Participant 3 said:
“My internship experiences allowed me to balance and adapt various soft skills. Whether it was communication, leadership, or
teamwork, I had to apply these skills in real-world situations to be effective with my students during the teaching-learning process.”
(IDI-03)
(My internship experience helped me balance and adapt various soft skills communication, leadership and teamwork in real-world
situations. This practical application was essential for effectively interacting with my students during the teaching and learning process.)
Moreover, participants believe that this aspect underscores the importance of hands-on experience in fostering soft skills development.
Practical exposure allows interns to apply theoretical knowledge gained through training and mentorship in real world situations to
develop a deeper understanding of how soft skills transfer into tangible outcomes, enhancing overall readiness in for professional
success. As Participant 5 said that:
“In teaching campus, it's very collaborative by the help and guidance of our cooperative teacher. our internship experience will be
valuable in applying soft skills in a real world setting this feel as internship a sense of accomplishment, so it develops us to clear career
vision in the future question.” (IDI-05)
(The collaborative nature of the teaching campus, with the support and guidance of our cooperating teacher, made our internship

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experience invaluable in applying soft skills in a real-world setting. This helped us develop a clear career vision.)
In congruence, the participants shared that engaging in hands-on teaching experiences and participating in interactive workshops
significantly enhanced their confidence and adaptability. These practical learning opportunities allowed them to apply theoretical
knowledge in real classroom settings, adjust to varying situations, and build self-assurance in their teaching abilities. As Participant 6
said:
“To improve internship programs, I would recommend more mentorship opportunities, structured feedback sessions, and interactive
training workshops focused on soft skills. Providing interns with more hands-on experiences and real-time problem-solving activities
would help them build confidence and adaptability in a professional setting.” (FGD-06)
(To improve internship programs, I recommend more training opportunities, structured feedback sessions, and interactive workshops
focused on soft skills. Providing interns with hands-on experiences and real-time problem-solving activities would help them build
confidence and adaptability in a professional setting.)
Mentorship and Reflective Practice for Continuous Improvement. This is the third and last code. Mentorship provides a safe space for
interns to receive feedback. Reflective practice encourages interns to analyze their experiences and develop strategies for on-going
growth. By continuously refining their soft skill, leading to greater effectiveness and professional development. As Participant 7 said
that:
“Internship programs should focus not only on technical skills but also on mentorship and real-world experience. Providing interns
with more opportunities to engage in meaningful tasks, receive constructive feedback qnd develop their confidence will help them
transition smoothly into their professional roles. A supportive learning environment makes all the difference in preparing future
educators for the challenges ahead.” (IDI-07)
(Internship programs should focus not only on technical skills but also on providing mentorship and real-world experience. Meaningful
tasks, constructive feedback, and a supportive learning environment are crucial for helping interns’ transition smoothly into their
professional roles. This holistic approach prepares future educators for the challenges ahead.)
In addition, the participant recognizes the importance of seeking feedback beyond formal classroom settings to enhance their soft skills.
They believe that incorporating more internship settings and programs will enhance their soft skills and can provide a seminar for
engaging with the soft skills in a more practical and immersive way. By actively participating in such activities, interns can broaden
their exposure to internship and improve their soft skills in various contexts. As Participant 7 said that:
“To enhance soft skill development, internship programs should incorporate structured mentorship, regular feedback sessions, diverse
placement opportunities, reflective journaling and explicit soft skill training, tailored to education students' specific needs.” (FGD-07)
(To enhance soft skill development, internship programs should incorporate structured mentorship, regular feedback sessions, diverse
placement opportunities, reflective journaling, and explicit soft skill training tailored to the specific needs of education students.)
Furthermore, participants recognize implementing interactive seminars and workshops for interns to enhance soft skills. It emphasizes
the importance of attending with seminars and workshops focused on soft skills to ensure they have the essential skills for teaching to
provide pre-service teachers readiness, these sessions should clearly outline the internship’s goals, expectations, and specific tasks.
This preparation will ensure that interns are well-equipped and confident in their abilities. As Participant 4 said that:
“I recommend that pre-service teachers be provided with seminars and workshops focused on soft skills to make sure they have the
essential skills they need.” (FGD-04)
(I recommend that pre-service teachers receive seminars and workshops focused on soft skills to ensure they possess the essential skills
needed for teaching.)
Data Integration of the Salient Quantitative and Qualitative Findings. The current study, which examines the connection between
soft skills and student internship among fourth year students at a local college, utilizes a mixed methods approach through a convergent
study. The fifth research question addresses the corroboration of findings from both the quantitative and qualitative phases. Table 5
presents the key findings from both phases, with the first column outlining the focal aspects of the study. The second and third columns
display the quantitative and qualitative findings, respectively. Quantitative results typically reflect indicators with the highest means,
while the qualitative findings consist of identified responses that either confirm or disconfirm the quantitative data. The fourth column
indicates the nature of the data integration, while the fifth column presents the axiological implications derived from the data presented
in the preceding columns.
Soft Skills. In the quantitative phase, under the indicator of communication skills, the specific item was rated by the participants as
very highly adjusting my communication style to different situations and audiences. This result relates to the qualitative findings, which
are categorized as adjustment and emotional resilience, specifically in the core idea adjusting to a new environment and managing
pressure. under the essential theme of strengthening self-confidence and adaptability in teaching and communication. It is safe then to
say that the qualitative merges with the quantitative. This underscores the importance of communication as a moral and professional

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responsibility—highlighting the value participants place on being responsive, empathetic, and context-sensitive educators. Thus, the
qualitative findings enrich the quantitative results by revealing the underlying values that guide and give meaning to the development
of communication-related soft skills.
Table 6. Joint Display of Salient Quantitative and Qualitative Findings
Aspect Or Quantitative Findings Qualitative Findings Nature Of Data Axiological Implications
Focal Point Integration
Soft Skills of On Table 2 the indicator On the Table 5 under the theme of Merging- The very high rating for
Student communication skills with an strengthening self-confidence and converging communication skills that fourth-
Interns overall mean of 4.34 adaptability in teaching and year education students
specifically in the item communication in the category of emphasize the importance of
number 4- adjusting my adjustment adapting communication to
communication style to and emotional resilience different situations and audiences
different situations and specifically, the core idea 3- for effective teaching. This
audiences. adapting diverse student needs implies a strong belief in the value
(4.30; very high) and handling classroom of versatile communication skills
dynamics. for future educators.
On Table 2 the indicator On the Table 6 under the theme of Merging- The very high rating for
communication skills with an holistic development for effective converging communication skills that fourth-
overall mean of 4.34 teaching in the category of year education students it aligns
specifically in the item enhance communication skills with emphasis on confidence
number 1- presenting my specifically the core idea 4- building and adaptability,
ideas and thoughts to others communicating ideas clearly and suggesting that this skill is crucial
without hesitation. becoming more passionate about for effective teaching, it enables
(4.35; very high) teaching. educators to connect with diverse
learners.
On the Table 2 the indicator On the Table 5 under the theme of Merging- The very high rating for
communication skills with an enhancing soft skills through self- converging communication skills that fourth-
overall mean of 4.34 reflection, feedback and year education students reflect the
specifically in the item confidence building in the importance of mastering public
number 5-mastering my category of build confidence and speaking skills, indicating a belief
public speaking skills through enhance interaction specifically in the significance of confident
internship experiences. (4.32; the core idea 3- volunteering to public communication for future
very high) present more often to overcome teachers on how to respond to
lack of confidence in public varying classroom situations
speaking. confidently.
On the Table 2 the indicator On the Table 6 under the theme of Merging- The high rating for teamwork that
teamwork with an overall developing soft skills through converging fourth-year education students
average of 4.26 specifically in internship experiences in the highlight reflects the recognition
the item number 1- category of classroom that collaboration during
collaborating effectively with management and professionalism internship settings enhances
diverse teams in internship specifically the core idea 3- professional growth, fosters
settings. (4.20; high) enhancing professionalism, shared problem-solving, and
patience, and empathy through prepares future educators to work
feedback and student interactions. effectively within school
communities.
On the Table 2 the indicator On the Table 6 under the theme of Merging- The high rating for teamwork
teamwork with an overall developing soft skills through converging indicates that fourth-year
average of 4.26 specifically in internship experiences in the education students believe that
the item number 1- category of collaborative learning collaboration is essential for
collaborating effectively with and communication skills delivering quality education,
diverse teams in internship specifically the core idea 1- sharing ideas, and building a
settings. (4.20; high) enhancing soft skills through supportive professional
collaboration and observation of environment, all of which
different teaching strategies. contribute to their overall
effectiveness as future teachers.
On the Table 2 the indicator On the Table 5 under the theme of Merging- The high rating for recognizing
teamwork with an overall fostering professional converging the value of teamwork and active
average of 4.26 specifically in development in the category of participation in internship projects
the item number 2- personal and professional growth that fourth-year education
recognizing the value of specifically the core idea 1- students indicate a strong value of
teamwork and active cultivating soft skills like teamwork and active participation
participation in internship communication, collaboration in professional settings, these
projects. (4.25; high) and teamwork as essential in skills are crucial for fostering a
teaching for effective interaction collaborative teaching

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and information sharing. environment.

On the Table 2 the indicator On the Table 6 under the theme of Merging- The very high rating for
problem solving skills with an growth-oriented learning and converging approaching challenges with a
overall average mean of 4.24 resilience in the category of positive and persistent attitude
specifically in the number 1- continuous learning mindset that fourth-year education
approaching challenges with a specifically the core idea 2- students reflecting the power of
positive and persistent embracing the learning process, resilience and a growth mindset
attitude. (4.26; very high) seeking support, and persevering for overcoming challenges in
through challenges. teaching.

On the Table 2 the indicator On the Table 6 under the theme of Merging- The very high rating for problem-
problem solving skills with an growth-oriented learning and converging solving specifically in the
overall average mean of 4.24 resilience in the category of skill generating multiple solutions and
specifically in the number 4- enhancement through practice consider different perspectives
generating multiple solutions specifically the core idea 2- that fourth-year education
and consider different applying strategies and viewing students that acquiring problem-
perspectives. (4.34; very high) teaching experiences as solving skills involves ongoing
opportunities for gradual learning and support from peers.
improvement
On the Table 2 the indicator On the Table 6 under the theme of Merging- The very high rating for
problem solving skills with an holistic skill development for converging generating multiple solutions and
overall average mean of 4.24 effective teaching in the category consider different perspectives
specifically in the number 4- of adaptability and time that fourth-year education
generating multiple solutions management specifically the core students need to develop their
and consider different idea 2- acquiring adaptability to problem-solving abilities to
perspectives. (4.34; very high) cope with different environments analyze real-world classroom
and challenges. issues. that is directly related to
effective teaching.
On the Table 2 the indicator On the Table 6 under the theme of Merging- The very high rating for
critical thinking skills with an holistic skill development for converging understanding how language
overall average mean of 4.42 effective teaching in the category conveys ideas in internship setting
specifically in the item of enhance communication skills that fourth-year education
number 5-understanding how specifically the core idea 2- students underscore the critical
language conveys ideas in learning that clear and concise importance of it, the power of
internship setting. (4.44; very communication, not just fluency, constructive feedback and
high) is key. construct ideas promptly.
On the Table 2 the indicator On the Table 5 under the theme of Merging- The very high rating for receiving
competence of the supervisors enhancing communication skills converging clear feedback from teachers on
with an overall average mean in the category of communication my internship performance that
of 4.46 specifically in the item skills development specifically fourth-year education students
number 1-receiving clear the core idea 2- developing reflect the value of clear direction
feedback from teachers on my emotional management and and achievable targets.
internship performance. (4.39; adopting new strategies from
very high) cooperating teachers to teach
effectively and efficiently.

On the Table 2 the indicator On the Table 5 under the theme of Merging- The very high rating for being
competence of the supervisors enhancing soft skills through self- converging given realistic goals and
with an overall average mean reflection, feedback and expectations by my teachers that
of 4.46 specifically in the item confidence building in the fourth-year education students
number 2-being given realistic category of enhance performance reflect on their progress, receive
goals and expectations by my through feedback specifically the feedback and build confidence.
teachers. (4.46; very high core idea 2- seeking feedback and
guidance, implementing changes
based on constructive criticism.
On the Table 2 the indicator On the Table 5 under the theme of Merging- The very high rating for receiving
competence of the supervisors utilizing support systems and converging guidance and support from my
with an overall average mean feedback for personal and teachers that fourth-year
of 4.46 specifically in the item professional growth in the education students highlight the
number 3- receiving guidance category of seeking support and critical role of guidance and
and support from my teachers. feedback specifically the core supervisory support is vital for
(4.54; very high idea 2- seeking feedback and navigating the complexities of the
guidance from adviser and profession and developing
colleagues while implementing effective pedagogical practices in
changes to improve performance. shaping aspiring teachers'

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professional identities and skills.

On the Table 2 the indicator On the Table 6 under the theme of Merging- The very high rating for
competence of the supervisors developing soft skills through converging experiencing a welcoming
with an overall average mean internship experience in the internship environment that
of 4.46 specifically in the item category of confidence building fourth-year education students
number 4-experiencing a specifically the core idea 3- underscore the value of a
welcoming internship building confidence through a welcoming and supporting
environment. (4.41; very supportive mentor and internship environment for
high) encouraging school culture. promoting student improvement.
On the Table 2 the indicator On the Table 5 under the theme of Merging- The very high rating for believing
assessment criteria with an utilizing support systems and converging the evaluation process will help
overall average mean of 4.55 feedback for personal and me identify my strengths and
specifically in the item professional growth in the areas for growth that fourth-year
number 4-believing the category of self-reflection and education students highlight the
evaluation process will help continuous improvement importance of assessment as a tool
me identify my strengths and specifically the core idea 4- for identifying strengths and areas
areas for growth. (4.59; very reflecting on experiences to for improvement.
high) identify areas for improvement
and setting goals for soft skill
enhancement.
On the Table 2 the indicator On the Table 5 under the theme of Merging- The very high rating for learning
person role fitness with an fostering converging valuable skills that are relevant to
overall average mean of 4.48 professional development in the my teaching field that fourth-year
specifically in the item category of personal and education students acquiring
number 2- learning valuable professional growth skills that is relevant to the field of
skills that are relevant to my specifically the core idea 3- teaching.
teaching field. mastering essential soft skills like
(4.48; very high) communication through hands-on
teaching experience.
On the Table 2 the indicator On the Table 6 under the theme of Merging- The very high rating for learning
person rol e fitness with an developing soft skills through converging valuable skills that are relevant to
overall average mean of 4.48 internship experiences in the my teaching field that fourth-year
specifically in the item category of confidence building education students have the
number 3-gaining a better specifically the core idea 1- confidence in taking on
understanding of internship gaining confidence and problem- challenges for developing skills
dynamics and professional solving skills through diverse needed for teaching.
expectations. (4.43; very high) interactions and task
management.
On the Table 2 the indicator On the Table 5 under the theme of Merging- The very high rating for feeling
person role fitness with an maximizing productivity through converging confident about taking on new
overall average mean of 4.48 effective time management and challenges and responsibilities in
specifically in the item task organization in the category my internship that fourth-year
number 4-feeling confident of adaptability and handling education students treasure their
about taking on new situation specifically the core idea practical experience for
challenges and responsibilities 1- developing strategies for developing essential skills for
in my internship. (4.46; very handling challenging situations. teaching significantly enhances
high) students' self-efficacy and
readiness for future teaching
roles, thereby fostering their
professional growth and intrinsic
motivation.
On the Table 2 the indicator On the Table 6 under the theme of Merging- The very high rating for expecting
person role fitness with an enhancing soft skills through converging professional growth through the
overall average mean of 4.48 training and mentorship in the hands-on internship experience
specifically in the item category of practical exposure for that fourth-year education
number 5-expecting soft skills development students value their internship
professional growth through specifically the core idea 2- experiences as a means for future
the hands-on internship developing soft skills by engaging jobs by reinforcing soft skills in
experience. (4.45; very high) in diverse activities beyond the interactive and workshops for
classroom. professional growth.

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In the quantitative phase, under the indicator of teamwork, the specific item was rated by the participants as high recognizing the value
of teamwork and active participation in internship projects. This result relates to the qualitative findings, which is categorized as
collaborative learning and communication skills, specifically in the core idea enhancing soft skills through collaboration and
observation of different teaching meaning to the development of communication-related soft skills.
In the quantitative phase, under the indicator of teamwork, the specific item was rated by the participants as high recognizing the value
of teamwork and active participation in internship projects. This result relates to the qualitative findings, which is categorized as
collaborative learning and communication skills, specifically in the core idea enhancing soft skills through collaboration and
observation of different teaching strategies, under the essential theme of developing soft skills through internship. This highlights the
value participants attribute to collective effort, shared learning, and mutual support—ethical dimensions that are foundational to
effective educational practice. The qualitative insights enrich the quantitative outcomes by revealing that teamwork is not only practiced
but also deeply valued as a means of personal and professional growth. Hence, it can be concluded that the qualitative and quantitative
findings converge meaningfully.
Furthermore, in the quantitative phase, under the indicator of problem-solving skills, the specific item was rated by the participants as
very highly approaching challenges with a positive and persistent attitude. This result relates to the qualitative findings, which is
categorized as continuous learning mindset, specifically in the core idea engaging in continuous self-improvement and committing to
learning, under the essential theme of enhancing soft skills through continuous learning and support. Thus, this can be seen that the
quantitative and qualitative merges. Moreover, in the quantitative phase, under the indicator of critical thinking skills, the specific item
was rated by the participants as very high understanding how language conveys ideas in internship setting. This result relates to the
qualitative findings, which is categorized as enhancing communication skills, specifically in the core idea learning that clear and concise
communication, not just fluency, is key, under the essential theme of enhancing soft skills for effective teaching. This can be viewed
as both quantitative and qualitative mergers.
Student Internship. In the quantitative phase, under the indicator of competence of the supervisors, the specific item was rated by the
participants as very high experiencing a welcoming internship environment. This result relates to the experiencing a welcoming
internship environment. This result relates to the qualitative findings, which is categorized as mentorship and reflective practice for
continuous improvement, specifically in the core idea fostering holistic growth by pro-ding meaningful tasks, feedback, and a
supportive environment under the essential theme of enhancing soft skills through training and mentorship. It is safe then to say that
the qualitative merges with the quantitative.
In addition, in the quantitative phase, under the indicator of assessment criteria, the specific item was rated by the participants as very
high believing the evaluation process will help me identify my strengths and areas for growth. This result relates to the qualitative
findings, which is categorized as self-reflection and continuous improvement, specifically in the core idea using self-reflection and
progress monitoring to assess development as a pre-service teacher, under the essential theme of utilizing support systems and feedback
for personal and professional growth. Hence, this can be seen that the qualitative merges with the quantitative.
Similarly, in the quantitative phase, under the indicator of person role fitness, the specific item was rated by the participants as very
high seeing how my internship tasks align with my career aspirations. This result relates to the qualitative findings, which is categorized
as enhance communication skills, specifically in the core idea gaining communication skills to effectively convey lessons and engage
students, under the essential theme of enhancing soft skills for effective teaching. This can be viewed as quantitative and qualitative
mergers.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
First level of soft skills among fourth-year education students is very high, with critical thinking skills being the most evident. The
study revealed that students constantly apply analytical and evaluative thinking, followed by high levels of communication skills,
teamwork, and problem-solving skills. This indicates that students recognize the importance of these competencies and actively utilize
them in their academic and internship experiences.
Second, the level of internship experiences among students is also very high, particularly in terms of competence of supervisors,
assessment criteria, and person role fitness. Students perceive their internship programs as structured, supportive, and effective in
providing real-world learning opportunities. This suggests that internship programs successfully facilitate professional development by
offering guidance, assessment frameworks, and role alignment.
Third, the study found no significant relationship between soft skills and internship performance among students, as indicated by the
Mean, R-Value, and P- Value. This led to the acceptance of the null hypothesis, suggesting that while soft skills are essential, they may
not be the primary determinant of success in internships. This qualitative analysis from in-depth interviews (IDI) and focus group
discussions (FGD) provided students lived experiences with soft skills during intern- ships. While the statistical results showed no
significant correlation, students emphasized the importance of soft skills in navigating internship challenges. The following themes
emerged: communication barriers and growth, maximizing productivity through effective time management and task organization,

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strengthening self-confidence and adaptability in teaching and communication, fostering professional development, enhancing
communication skills, utilizing support systems and feedback for personal and professional growth, and enhancing soft skills through
self-reflection, feedback, and confidence building.
Fourth, from the participants' responses, other themes are identified which show the perceived impact of internship on enhancing soft
skills among education students with regard to the effectiveness of soft skills on their student internship. The following are the themes:
holistic skill development for effective teaching, developing soft skills through internship experiences, growth-oriented learning and
resilience, and enhancing soft skills through training and mentorship.
Lastly, to comprehensively assess the impact of soft skills on the student internship of fourth-year education students, the responses
were analyzed thematically to validate the qualitative findings of the study. The results from both phases were integrated according to
the planned approach. The quantitative results provided insights into the levels of soft skills (SS) and student internship (SI) among
participants, which were then cross-referenced with the qualitative data. Both sets of findings converged, confirming that language
exposure significantly influences students' language competence across various dimensions. This alignment highlights the consistency
of the findings and strengthens the study's overall validity.
Based on the findings of the study, the following recommendations were being drawn:
Since the level of soft skills among student interns reveals that, among the key indicators, problem-solving skills had the lowest mean,
this suggests that students struggle with effectively analyzing workplace challenges, identifying root causes, and formulating
appropriate solutions. Instead, they may rely more on routine procedures rather than applying critical thinking to new and unfamiliar
situations. This lack of problem-solving ability could limit their adaptability in professional settings, reducing their effectiveness in
handling complex tasks. To address this issue, internship coordinators and educators can integrate structured training that emphasizes
real-world problem-solving. Workplace simulations, case study analyses, and collaborative decision-making exercises can help
students strengthen their analytical skills. Additionally, fostering a learning environment that encourages creative thinking and risk-
taking may build their confidence in addressing workplace challenges. Providing more opportunities for hands-on learning experiences
can enhance their ability to think critically and independently.
Moreover, the qualitative phase of the study explored students lived experiences and coping mechanisms in utilizing soft skills during
their internships. The findings suggest that exposure to diverse workplace interactions helps students develop essential communication
and teamwork skills. Actively engaging with colleagues, mentors, and supervisors allows interns to gain practical experience in
professional collaboration. However, some students struggle with adjusting to different workplace dynamics, managing conflicts, and
navigating professional expectations. These challenges highlight the need for preparatory training that focuses on interpersonal skills
and adaptability. To overcome these obstacles, students can participate in role-playing exercises, peer mentorship programs, and
networking activities before and during their internships. Encouraging open discussions on workplace challenges and strategies for
conflict resolution can further equip students with the necessary tools to succeed in professional settings.
Consequently, the perspectives shared by students on the effectiveness of soft skills in their internship experiences provide valuable
insights into their professional growth and development. Acknowledging the importance of communication, teamwork, and problem-
solving in real-world applications emphasizes the need for a well-rounded internship program that fosters these competencies. By
implementing structured reflection activities, such as journaling and self-assessment reports, students can evaluate their progress and
identify areas for improvement. Involving supervisors and mentors in providing constructive feedback can enhance students'
understanding of workplace expectations and performance standards. Strengthening the link between academic learning and internship
experiences ensures that students are well-equipped with both technical and soft skills, making them more prepared for their future
careers. Incorporating digital tools into internship programs can help interns develop essential skills such as remote communication,
time management, and professional etiquette in virtual work environments. Utilizing gamified learning experiences and real-time
feedback mechanisms can sustain engagement and motivation, making soft skills training both effective and enjoyable.
Lastly, utilizing academic and professional development resources can support students in refining their soft skills and internship
performance. Workshops on leadership, critical thinking, and conflict resolution can provide additional reinforcement, allowing
students to continuously improve their abilities. The use of career development platforms and networking opportunities can further
expose students to industry expectations and best practices. By integrating these strategies, students can develop a more effective and
meaningful approach to internship success while also enhancing their employability and long-term professional growth.
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Affiliations and Corresponding Information
Judyl A. Camo
Kapalong College of Agriculture Sciences and Technology – Philippines
Evelyn G. Erellana
Kapalong College of Agriculture Sciences and Technology – Philippines

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