Academic Performance of BEEd Pre-Service Teachers and Its Relationship in Teaching Effectiveness

Teaching is a vital part of attaining knowledge; however, academic recognition also contributes to the performance of a teacher. This study investigated the teaching effectiveness of Bachelor of Elementary Education (BEEd) pre-service teachers, in relates to academic recognition. This study used a quantitative research design, specifically, descriptive-correlation research design. Respondents were 16 randomly selected from the population of 4th year BEEd students accommodating an equal number of with and without academic recognitions. Data were gathered through document analyzation of GPA scores and direct observation of teaching with a standardized evaluation form focused on essential teaching competencies. The study used an evaluation tool that measured the different domains of teaching effectiveness and descriptive statistics and the Chi-Square Test were used to test for the significance of academic status and teaching effectiveness. The result revealed that there is no connection between academic recognition and teaching effectiveness. This implies that simply academic recognition doesn’t affect the teaching effectiveness of BEEd pre-service teachers.