Implementation of the Virtual internship Program: A case of Araling Panlipunan Junior High School Teachers at Zone IV, Division of Zambales S.Y. 2020-2021

The study aimed to conduct a situational assessment of the “Virtual Internship” program implemented by CHED/DepEd during the New Normal among selected secondary schools in Zone IV, Division of Zambales for School Year 2020–2021. Utilizing a descriptive research design, the study gathered data through questionnaires from 69 cooperating teachers and 41 student interns. The objective was to examine the perceptions of both groups regarding the implementation of the virtual internship program. Findings revealed no significant difference between the perceptions of cooperating teachers and student interns on the overall implementation of the program. However, among cooperating teachers, significant differences in perception were noted when grouped by age and years of teaching experience—particularly in areas such as Classroom-based Action Research, Teaching-Learning Assessment, Pedagogical Relevance, and Mentoring. Additionally, years of teaching experience influenced their views on the utilization of virtual teaching strategies. On the other hand, preservice teachers showed no significant differences in perception when grouped by age or sex. The results suggest that demographic and professional background can influence how cooperating teachers perceive the effectiveness of virtual internships, while preservice teachers tend to have a more uniform view. These findings are valuable for academic institutions and policymakers in evaluating and enhancing virtual internship models. The study provides insights into how future internship programs—especially in times of disruption—can be improved to support the educational and professional development of both student interns and their mentors