Abstract
The study aimed to determine the work readiness of student-teachers at Kapalong College of Agriculture, Sciences, and Technology (KCAST) based on the perspectives of critique teachers. It employed a mixed-methods approach using a convergent parallel design. The participants in the quantitative phase were determined through random sampling, comprising 96 critique teachers, while 14 critique teachers were purposively selected for the qualitative phase. A standardized survey questionnaire was used for the quantitative phase, while a researcher-made interview guide was utilized for the qualitative phase. The study revealed that student-teachers exhibited high levels of motivation, technical competence, and personal growth. However, critique teachers identified challenges in classroom management, lesson planning, and addressing diverse learners. Nine essential themes emerged from the lived experiences of critique teachers regarding student-teachers’ work readiness: Instructional Readiness Gaps, Pedagogical Readiness for 21st-Century Classrooms, Professional Teaching Competence, Holistic Program Effectiveness in Teacher Preparation, Multifaceted Assessment Approaches for Evaluation, Communication, Pedagogical Competence and Digital Fluency, Lacking Essential Domains of Teaching Preparedness, Sense of Responsibility and Pride as Mentor, and Curriculum and Instructional Development. Data integration of the salient quantitative and qualitative findings resulted in the convergence of variables and phenomena, reinforcing the need for strengthened mentorship programs, enhanced curriculum development, and targeted interventions to bridge the gap between theoretical knowledge and practical application in teaching.
