Table 1

Experiences and Coping Mechanisms of Students in Developing Soft Skills During

Internship
Probed Core Ideas Code/ Essential Supporting
Issues Category Themes Theory
Challenges in  Encountering Communication Addressing Sociocultural
Developing difficulties in Effectiveness Communication Theory
and Applying communicating with Gaps and (Vygotsky)
Soft Skills the school Enhancing
administration to Clarity in
understand student Interaction
and teacher
experiences. (IDI-1)
 Failing to articulate
ideas clearly and
concisely, leading to
misunderstandings in
a diverse
environment. (IDI-6)
 Expressing thoughts
unclearly during
meetings and facing
challenges in team
collaboration. (IDI-7)
 Facing challenges in
communicating with
diverse personalities.
(FGD 3)
 Having difficulty in
conveying ideas
effectively. (FGD 4)
 Balancing time and Time Maximizing Goal-Setting
multiple tasks during Management Productivity Theory
the internship. (IDI-3) and Task Through (Locke and
 Completing activities Prioritization Effective Time Latham)
within limited class Management
periods. (IDI-4) and Task
 Meeting deadlines Organization
while adapting to a
new setting. (IDI-7)
 Handling multiple
tasks efficiently.
(FGD 1)
 Completing tasks
ahead of deadlines
to avoid stress. (FGD
2)
 Managing time while
handling various
responsibilities.
(FGD 3)
 Improving time
management while
building confidence.
(FGD
  Handling unexpected
situations and
classroom dynamics
within a limited time.
(FGD 7)
 Building confidence Self-Confidence Strengthening Self-Efficacy
when teaching in Development in Self- Theory
front of students. Teaching and Confidence (Bandura)
(IDI-4) Communication and
 Speaking and Adaptability in
interacting with Teaching and
others. (FGD 4) Communication
 Gaining self-
confidence while
managing time and
communication.
(FGD 5)
 Delivering lessons
with confidence and
managing classroom
pressure (FGD 6)
 Adjusting to a new Adjustment and
environment and Emotional
managing pressure. Resilience
(IDI-7)
 Overcoming fear in
communicating with
others. (FGD 2)
 Adapting to diverse
student needs and
handling classroom
dynamics (FGD-7)
Influence of  Cultivating soft skills Personal and Fostering Constructivist
Internship like communication, Professional Professional Learning
Experience on collaboration, and Growth Development Theory
Soft Skills teamwork as
Development essential in teaching
for effective
interaction and
information sharing.
(IDI-1)
 Improving
communication and
leadership skills to
build rapport with
students through
practical teaching
experience. (IDI-3)
 Mastering essential
soft skills like
communication
through hands-on
teaching experience.
(IDI-4)
 Boosting confidence
and enhancing
communication skills
through real-world
teaching
experiences. (FGD-
1)
 Improving
communication and
adaptability skills
through exposure to
real-world classroom
challenges. (FGD-2)
 Enhancing
communication,
giving constructive
feedback, and
improving time
management
through prioritization
and meeting
deadlines. (FGD-3)
 Strengthening
communication and
adaptability skills
through handling
classroom
challenges. (FGD-4)
 Understanding the
importance of
adaptability and
refining
communication with
students, mentors,
and colleagues.
(FGD-5)
 Enhancing
communication,
teamwork, and
problem-solving
skills through
internship
experiences. (FGD-
7)
 Recognizing the Communication Enhancing Experiential
relevance and Skills Communication Learning
necessity of soft Development Skills Theory
skills for both
teachers and student
teachers. (IDI-2)
 Developing
emotional
management and
adopting new
strategies from
 cooperating teachers
to teach effectively
and efficiently. (IDI-
5)
 Cultivating a growth
mindset and
enhancing
adaptability and
resilience by
embracing
challenges and
seeking feedback.
(IDI-6)
 Realizing the value
of communication,
problem-solving, and
teamwork in
achieving success
beyond technical
knowledge. (IDI-7)
 Identifying areas for
improvement through
post-class
conferences and
enhancing soft skills.
(FGD-6)
Strategies for  Engaging in self- Self-Reflection Utilizing Social
Overcoming reflection and self- and Continuous Support Learning
Soft Skills encouragement to Improvement Systems and Theory
Challenges address Feedback for
shortcomings and Personal and
improve Professional
continuously. (IDI-1) Growth
 Practicing
consistently and
seeking feedback
from a supervisor.
(IDI-4)
 Using self-reflection
and progress
monitoring to assess
development as a
pre-service teacher.
(FGD-1)
 Reflecting on
experiences to
identify areas for
improvement and
setting goals for soft
skill enhancement.
(FGD-2)
 Reflecting on
experiences and
setting goals for
improvement. (FGD-
 4)
 Gaining support from Seeking
family, friends, and Support and
faith to maintain a Feedback
positive outlook. (IDI-
2)
 Seeking feedback
and guidance from
an adviser and
colleagues while
implementing
changes to improve
performance. (IDI-6)
 Observing
experienced
professionals and
actively seeking
feedback. (IDI-7)
 Practicing clear
communication while
actively seeking
feedback. (FGD-3)
Adaptation of  Analyzing Continuous Enhancing Soft Experiential
Approach in weaknesses and Self- Skills through Learning
Addressing implementing Improvement Self-Reflection, Theory
Soft Skills strategies for Feedback, and
Deficiencies continuous Confidence
improvement. (IDI-1) Building
 Focusing on daily
improvements and
time management
strategies. (IDI-3)
 Choosing to learn
from situations rather
than allowing self-
doubt to hold back.
(IDI-7)
 Reflecting, seeking
guidance, and
practicing new skills
to enhance
performance. (FGD-
7)
 Actively seeking Enhance
feedback and Performance
engaging in Through
discussions for Feedback
improvement. (IDI-4)
 Seeking feedback
and guidance,
implementing
changes based on
constructive
criticism. (IDI-6)
 Asking for feedback
from mentors,
cooperating
teachers, and peers
for improvement.
(FGD-2)
 Seeking feedback,
observing others,
and practicing
needed skills. (FGD-
3)
 Consistently asking
for feedback to
identify areas for
improvement. (FGD-
4)
 Challenging shyness Build
and introversion to Confidence and
improve interaction Enhance
with students. (IDI-2) Interaction
 Applying learnings,
adapting strategies
from cooperating
teachers, and
building self-
confidence. (IDI-5)
 Volunteering to
present more often
to overcome lack of
confidence in public
speaking. (FGD-5)
 Using strategies to
avoid being
unprepared during
discussions. (FGD-1)
Table 2
Perceived Impact of Internship on Enhancing Soft Skills Among Education Students

Probed Core Ideas Code/ Essential Supporting

Issues Category Themes Theory
Gained Soft  Gaining communication Enhance Enhancing Soft Experiential
Skills for skills to effectively Communication Skills for Learning
Future convey lessons and Skills Effective Theory
Teaching engage students. (IDI- Teaching
2)
 Learning that clear and
concise
communication, not
just fluency, is key.
(IDI-4)
 Improved
communication skills
for working with diverse
learners. (FGD-3)
 Communicating ideas
clearly and becoming
more passionate about
teaching. (FGD-1)
 Delivering lessons
clearly and handling
unexpected situations
with confidence. (FGD-
6)
 Developing time Adaptability and
management strategies Time
to handle multiple Management
activities. (IDI-4)
 Acquiring adaptability
to cope with different
environments and
challenges. (FGD-2)
 Gaining adaptability to
adjust to changes and
unexpected demands.
(FGD-4)
 Gaining Essential
communication, Teaching Skills
classroom
management, and
problem-solving skills.
(IDI-6)
 Learning patience,
leadership, and
adaptability to connect
with students. (IDI-7)
 Acquiring effective
communication,
teamwork, time
 management,
empathy, and
leadership. (FGD-7)
Influence of  Gaining confidence Confidence Developing Experiential
the Internship and problem-solving Building Soft Skills Learning
Environment skills through diverse Through Theory
on the interactions and task Internship
Development management. (IDI-1) Experiences
of Soft Skills  Building confidence
and competence by
overcoming challenges
in workplace culture
and time management.
(IDI-5)
 Building confidence
through a supportive
mentor and
encouraging school
culture. (FGD-5)
 Learning classroom Classroom
management and self- Management
control from and
cooperating teachers. Professionalism
(IDI-2)
 Improving empathy,
adaptability, and trust-
building through
mentor guidance and
classroom
management. (IDI-7)
 Enhancing
professionalism,
patience, and empathy
through feedback and
student interactions.
(FGD-6)
 Enhancing soft skills Collaborative
through collaboration Learning and
and observation of Communication
different teaching Skills
strategies. (IDI-3)
 Refining collaboration
skills through a
supportive environment
and supervisor
guidance. (FGD-2)
 Improving collaboration
and communication
skills through the
mentor’s teaching
style. (FGD-4)
Perceive  IDI-1: Engaging in Continuous Enhancing Soft Experiential
Strategies to continuous self- Learning Skills through Learning
Overcome Soft improvement and Mindset Continuous Theory
 Skills committing to learning. Learning and
Challenges  IDI-7: Embracing the Support.
learning process,
seeking support, and
persevering through
challenges.
 FGD-2: Being open to
learning and seeking
help when struggling
with soft skills.
 FGD-4: Consistently
seeking guidance and
being open to learning
for skill enhancement.
 IDI-2: Practicing Skill
communication and Enhancement
leadership skills through
through active Practice
participation and
attending seminars.
 IDI-3: Applying
strategies and viewing
teaching experiences
as opportunities for
gradual improvement.
 IDI-4: Practicing soft
skills, managing time
effectively, and
adapting to unexpected
situations.
 FGD-3: Making
persistent efforts,
collaborating with
others, and seeking
feedback for gradual
development.
 FGD-5: Practicing
active listening,
observing experienced
teachers, and seeking
mentorship.
 IDI-6: Seeking Feedback-
feedback and guidance driven Growth
from mentors for and Resilience
continuous
improvement.
 FGD-1: Maintaining a
positive attitude and
using challenges as
motivation for
improvement.
 FGD-6: Embracing
challenges, accepting
constructive criticism,
and practicing
 continuously.
 FGD-7: Developing
resilience, self-
reflection, and openly
communicating to
enhance soft skills
Perceived  DI-1: Enhancing soft Skills Enhancing Soft Experiential
Ways to skills through seminar Enhancement Skills through Learning
Improve workshops and real- Through Training and Theory
Internship world teaching Workshops and Mentorship
Programs for experiences led by Training
Soft Skills experts.
Development  FGD-1: Enhancing soft
skills through teaching
materials and
workshops.
 FGD-2: Equipping pre-
service teachers with
essential skills through
seminars and
workshops.
 FGD-3: Improving
internship programs
through structured soft
skills training,
mentorship, and self-
reflection.
 FGD-4: Providing
focused seminars and
workshops to develop
essential soft skills.
 FGD-5: Building soft
skills through
communication
workshops,
mentorship, and
feedback sessions.
 IDI-2: Reinforcing soft Practical
skills through well- Exposure for
timed and effective in- Soft Skills
campus Development
demonstrations.
 IDI-3: Developing soft
skills by engaging in
diverse teaching
activities beyond the
classroom.
 IDI-4: Improving
practical skills through
increased in-campus
demonstrations and
integrating online
learning components.
 FGD-6: Strengthening
confidence and
 adaptability through
hands-on experiences
and interactive
workshops.
 IDI-6: Strengthening Mentorship and
soft skills through Reflective
mentorship, feedback, Practice for
and reflective Continuous
journaling. Improvement
 IDI-7: Fostering holistic
growth by providing
meaningful tasks,
feedback, and a
supportive
environment.
 FGD-3: Improving
internship programs
through structured soft
skills training,
mentorship, and self-
reflection.
 FGD-7: Enhancing soft
skill development
through mentorship,
feedback, diverse
placements, and
reflective journaling.

Table 3
Joint Display of Salient Quantitative and Qualitative Findings

ASPECT QUANTITATIVE QUALITATIVE NATURE OF AXIOLOGICAL

OR FINDINGS FINDINGS DATA IMPLICATIONS
FOCAL INTEGRATION
POINT
Soft Skills On the Table 2.1 Merging- The very high
of Student category of converging rating for
Interns adjustment and communication
emotional skills that
resilience under fourth-year
the theme of education
strengthening students
On the Table 2 the self-confidence emphasizes the
indicator and adaptability importance of
communication skills in teaching and adapting
with an overall mean communication communication
of 4.34 specifically in to different
the item number 4- situations and
adjusting my audiences for
communication style effective
to different situations teaching. This
and audiences. implies a strong
(4.30;very high) belief in the
value of
versatile
communication
skills for future
educators.
On the Table 2.1 Merging- The very high
category of converging rating for
enhance communication
communication skills that
skills under the fourth-year
theme of education
enhancing soft students it
skills for effective alings with
teaching emphasis on
confidence
building and
adptability,
suggesting that
this skill are
crucial for
effective
teaching
On the Table 2.1 Merging- The very high
On the Table 2 the category of build converging rating for
indicator confidence and communication
communication skills enhance skills that
with an overall mean interacion under fourth-year
of 4.34 specifically in the theme of education
the item number 5- enhancing soft students
mastering my public skills through reflects the
speaking skills self-reflection, importance of
through internship feedback and mastering
experiences. confidence public speaking
(4.32;very high) building skills,indicating
 aa belief in the
significace of
confident public
communication
for future
teachers.
On the Table 2 the On the Table 2.1 Merging- The high rating
indicator teamwork category of converging for teamwork
with an overall classroom that fourth-year
average of 4.26 management education
specifically in the and students
item number 1- professionalism highlights the
collaborating under the theme value of
effectively with of developing collaboration in
diverse teams in soft skills through internship
internship settings. internship settings.
(4.20;high) experiences
On the Table 2.1 Merging- The high rating
category of converging for teamwork
collaborative that fourth-year
learning and education
communication students this
skills under the indicates a
On the Table 2 the theme of strong belief in
indicator teamwork developing soft the importance
with an overall skills through of teamwork for
average of 4.26 internship effective
specifically in the teaching and
item number 2- professional
recognizing the success.
value of teamwork On the Table 2.1 Merging- The high rating
and active category of converging for recognizing
participation in personal and the value of
internship projects. professional teamwork and
(4.25;high) growth under the active
theme of participation in
fostering internship
professional projects that
development fourth-year
education
students
indicates a
strong value of
teamwork and
active
participation in
professional
settings, these
skills are crucial
for fostering a
collaborative
teaching
environment.
On the Table 2.1 Merging- The very high
 category of converging rating for
continuous approaching
learning mindset challenges with
On the Table 2 the under the theme a positive and
indicator problem of enhancing soft persistent
solving skills with an skills through attitude that
overall average continuous fourth-year
mean of 4.24 learning and education
specifically in the support. students
number 1- reflecting the
approaching poweer of
challenges with a resilience and a
positive and growth mindset
persistent attitude. for overcoming
(4.26; very high) challenges in
teaching.
On the Table 2.1 Merging- The very high
category of converging rating for
feedback-driven approaching
growth and challenges with
resilience under a positive and
the theme of persistent
enhancing soft attitude that
skills through fourth-year
continuous education
learning and students that
support the internship
effectively
prepares
student
teachers to
handle the
complex
challenges of in
the classroom.
Merging- The very high
On the Table 2.1 converging rating for
category of skill generating
enhancement multiple
through practice solutions and
under the theme consider
of enhancing soft different
On the Table 2 the skills through perspectives
indicator problem continuous that fourth-year
solving skills with an learning and education
overall average support students that
mean of 4.24 acquiring
specifically in the problem-solving
number 4- skills involves
generating multiple ongoing
solutions and learning and
consider different support from
perspectives. peers.
(4.34;very high) On the Table 2.1 Merging- The very high
rating for
 category of converging generating
adaptability and multiple
time solutions and
managament consider
under the theme different
of enhancing soft perspectives
skills for effective that fourth-year
teaching education
students need to
develop their
problem-solving
abilities to
analyze real-
world
classroom
issues. that is
directly related to
effective
teaching.
On the Table 2 the On the Table 2.1 Merging- The very high
indicator critical category of converging rating for
thinking skills with enhance understanding
an overall average communication how language
mean of 4.42 skills under the conveys ideas
specifically in the theme of in internship
item number 5- enhancing soft setting that
understanding how skills for effective fourth-year
language conveys teaching education
ideas in internship students
setting.(4.44;very underscores the
high) critical
importance of it,
the power of
constructive
feedback and
construct ideas
promptly.
Perceived On the Table 2 the On the Table 2.1 Merging- The very high
Impact of indicator category of converging rating for
Student competence of the communication receiving clear
Internship supervisors with an skills feedback from
on Soft overall avearage development teachers on my
Skills mean of 4.46 under the theme internship
specifically in the of enhancing performance
item number 1- communication that fourth-year
receiving clear skills education
feedback from students
teachers on my reflects the
internship value of clear
performance. direction and
(4.39;very high) achievable
targets.
On the Table 2 the On the Table 2.1 Merging- The very high
indicator category of converging rating for being
competence of the enhance given realistic
supervisors with an performance goals and
overall avearage through feedback expectations by
mean of 4.46 under the theme my teachers
specifically in the of enhancing soft that fourth-year
item number 2-being skills through education
given realistic goals self-relfection, students
and expectations by feedback and reflects on their
my teachers. confidence progress,
(4.46;very high) building receive
feedback and
build
confidence.
On the Table 2.1 Merging- The very high
category of converging rating for being
confidence given realistic
building under goals and
the theme expectations by
developing soft my teachers
skills through that fourth-year
internship education
experiences students
emphasizes the
importance of
clear
expectations
and realistic
goals set by
supervisors in
supporting
student
development

On the Table 2.1 Merging- The very high

category of converging rating for
On the Table 2 the seeking support receiving
indicator and feedback guidance and
competence of the under the theme support from
supervisors with an of utilizing my teachers
overall average support systems that fourth-year
mean of 4.46 and feedback for education
specifically in the personal and students
item number 3- professional highlights the
receiving guidance growth critical role of
and support from my guidance and
teachers. (4.54;very support from
high supervisors in
fostering
student
professional
development
On the Table 2.1 Merging- The very high
category of converging rating for
communication receiving
skills dvelopment guidance and
 under the theme support from
of enhancing my teachers
communication that fourth-year
skills education
students
reflects the
importance of
mentorship and
support
systems for
growth and
development of
the interns.
On the Table 2.1 Merging- The very high
category of converging rating for
confidence experiencing a
buidling under welcoming
the theme of internship
On the Table 2 the developing soft environment
indicator skills through that fourth-year
competence of the internship education
supervisors with an experience students
overall average underscores the
mean of 4.46 value of a
specifically in the welcoming and
item number 4- supporting
experiencing a internship
welcoming environment for
internship promoting
environment. student
(4.41;very high) improvement.
On the Table 2.1 Merging- The very high
category of converging rating for
mentorship and experiencing a
reflective welcoming
practice for internship
continuous environment
improvement that fourth-year
under the theme education
of enhancing soft students can
skills through create a
training and positive and
mentorship encouraging
environment for
professional
growth.
On the Table 2 the On the Table 2.1 Merging- The very high
indicator category of self- converging rating for
assessment criteria reflection and believing the
with an overall continuous evaluation
average mean of improvement process will
4.55 specifically in under the theme help me identify
the item number 4- of utilizing my strengths
believing the support systems and areas for
evaluation process and feedback for growth that
will help me identify personal and fourth-year
my strengths and professional education
areas for growth. growth students
(4.59;very high) highlights the
importance of
assessment as
a tool for
identifying
strengths and
areas for
improvement.
On the Table 2 the On the Table 2.1 Merging- The very high
indicator person role category of converging rating for seeing
fitness with an enhance how my
overall arverage communication internship tasks
mean of 4.48 skills under the align with my
specifically in the theme of career
item number 1- enhancing soft aspirations that
seeing how my skills for effective fourth-year
internship tasks teaching education
align with my career students need
aspirations. (4.56 to know the
very high) alignment
between
intership tasks
and career
aspirations that
is relevant in
engaging
experiences
contribute to
meaningful
development.
On the Table 2.1 Merging- The very high
category of converging rating for
personal and learning
professional valuable skills
growth under the that are
theme of relevant to my
fostering teaching field
On the Table 2 the professional that fourth-year
indicator person role development education
fitness with an students
overall arverage acquiring skills
mean of 4.48 that is relevant
specifically in the to the field of
item number 2- teaching.
learning valuable On the Table 2.1 Merging- The very high
skills that are category of converging rating for
relevant to my confidence learning
teaching field. building under valuable skills
(4.48;very high) the theme of that are
developing soft relevant to my
 skills through teaching field
internship that fourth-year
experiences education
students have
the confidence
in taking on
challenges for
developing
skills needed
for teaching.
On the Table 2 the On the Table 2.1 Merging- The very high
indicator person role category of converging rating for feeling
fitness with an adaptability and confident about
overall arverage time taking on new
mean of 4.48 management challenges and
specifically in the under the theme responsibilities
item number 4- of enhancing soft in my internship
feeling confident skills for effective that fourth-year
about taking on new teaching education
challenges and students
responsibilities in my treasure their
internship. pratical
(4.46;very high) experience for
developing
essential skills
for teaching.
On the Table 2 the On the Table 2.1 The very high
indicator person role category of rating for
fitness with an practical expecting
overall arverage exposire for soft professional
mean of 4.48 skills growth through
specifically in the development the hands-on
item number 5- under the theme internship
expecting of enhancing soft experience that
professional growth skills through fourth-year
through the hands- training and education
on internship mentorship students value
experience. their internship
(4.45;very high) experiences as
a means for
future jobs.