Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 4 (2025)

Teaching Dynamics, Public Speaking Anxiety, and Language Proficiency of Student Interns in Capiz

Sharmaine L. Lava

Discipline: Teacher Training

 

Abstract:

This mixed-method research aimed to evaluate the teaching dynamics, public speaking anxiety, and language proficiency of student interns in Capiz during the Academic Year 2023-2024. A sample of 300 student in-terns, drawn from a total population of 1,137 across various teacher ed-ucation programs, participated in the study. Additionally, nine teacher mentors, an internship supervisor, and nine student interns from Higher Education Institutions in Capiz were involved in the qualitative compo-nent. Data collection employed a researcher-constructed questionnaire and focus group discussion guide, addressing variables such as teaching dynamics, public speaking anxiety, and language proficiency. Statistical tools used included mean, standard deviation, ANOVA, and Pearson cor-relation coefficient, with an alpha level set at .05. The findings revealed that student interns demonstrated a "very high" level of teaching dy-namics, excelling in classroom authority, communication, interaction, and expertise while showing a "high" level of assessment knowledge. Significantly, public speaking anxiety was “moderate” across behavioral and emotional components. The interns exhibited "very high" language proficiency, particularly in writing, with "high" vocabulary, grammar, and reading comprehension levels. There were no significant differ-ences in public speaking anxiety across teaching dynamics or language proficiency levels. However, a significant relationship was found be-tween teaching dynamics and both public speaking anxiety and lan-guage proficiency. No significant relationship was found between lan-guage proficiency and public speaking anxiety. These findings suggest that while student interns' teaching dynamics and language proficiency are strong, addressing public speaking anxiety remains essential to fur-ther enhance their overall teaching effectiveness.



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