Pre-Service Teachers' Perceptions of the Internship Program and Its Contribution to Program Learning Outcomes

Background: Teaching Internship (EDUC 401) provides pre-service teachers with experiential learning opportunities intended to support the attainment of program learning outcomes (PLOs). Examining students’ perceptions after completing their practicum provides evidence of the internship’s contribution to their academic and professional preparation. Objective: This study examined respondents’ perceptions of the Teaching Internship course (EDUC 401) and its contribution to the attainment of eight PLOs based on CHED Memorandum Order (CMO) No. 75, s. 2017. Methods: The study involved students who had completed their practicum during AY 2025–2026. Data were collected through a Google Forms survey administered from April to June 2026 following ethics clearance from the Bulacan State University Ethics Review Committee. Respondents voluntarily provided demographic information and rated the extent to which experiential learning contributed to each PLO. Proportions, means, and standard deviations were computed for the eight outcomes. Results: Overall perceptions were positive, with a mean rating of 4.091 (SD = 1.212) across the eight PLOs. Technology use in facilitating language learning and teaching received the highest rating (M = 4.242, SD = 1.226), while the remaining outcomes clustered closely around the overall mean. Most respondents agreed or strongly agreed that the internship contributed to the attainment of the desired learning competencies. Conclusion: The findings support the contribution of Teaching Internship to PLO attainment and provide evidence for continued attention to internship design, supervision, and curriculum alignment. The study recommends strengthening school-university partnerships, enhancing technology integration, and establishing systematic policies and practices for monitoring and documenting PLO attainment.