Sentiment analysis of pre-service teachers’ issues and concerns during internship

Jay C. Bansale; Las Johansen B. Caluza

doi:10.61251/ijoep.v3i1.312

Authors

Jay C. Bansale Faculty of Teacher Education, Visayas State University, Philippines https://orcid.org/0009-0004-3414-4894
Las Johansen B. Caluza College of Arts and Sciences, Leyte Normal University, Philippines https://orcid.org/0000-0003-4353-6916

DOI:

https://doi.org/10.61251/ijoep.v3i1.312

Keywords:

emotions, issues and challenges, practice teachers, teaching internship, sentiments

Abstract

Student internship is a crucial component of pre-service teachers’ preparation; however, it is often accompanied by challenges that influence both their professional development and well-being. In response to these realities, this study examined the issues, concerns, and emotional responses of pre-service teachers from the Faculty of Teacher Education of Visayas State University during their internship, employing a qualitative research design integrated with sentiment analysis. Reflection narratives were collected from 208 practice teachers enrolled during the first semester of Academic Year 2025-2026. Data were analyzed using Microsoft Excel with Copilot for thematic extraction and Orange 3 data mining software for sentiment classification. The analysis was guided by Plutchik’s Wheel of Emotions to identify dominant emotional patterns. Findings revealed seven major themes of concern: school facilities and learning environments, mentorship and supervisory relationships, academic workload, calamities and external disruptions, financial and logistical challenges, personal and emotional well-being, and self-fulfillment. Conversely, the sentiment analysis showed that while a considerable number of pre-service teachers demonstrated a neutral disposition reflecting their efforts to adapt professionally, negative emotions, especially fear, anger, and sadness, remained evident. These emotions were primarily associated with unsafe learning environments, heavy workload, unclear or inconsistent supervisory feedback, and uncertainties brought about by natural calamities. Although less dominant, positive emotions emerged through experiences of supportive mentoring that reinforce motivation. The findings underscore the importance of recognizing the emotional dimensions of pre-service teachers’ internship experiences. Addressing both structural and emotional challenges is essential for strengthening teacher education programs, enhancing mentoring practices, and fostering supportive learning environments that promote professional competence and well-being.

Author Biographies

Jay C. Bansale, Faculty of Teacher Education, Visayas State University, Philippines

Jay C. Bansale is an Assistant Professor of the Faculty of Teacher Education of Visayas State University. He Chairs the Social Studies Unit of the Department of Secondary Education. He was also the former head of the Continuing Professional Development Office of the university. He can be contacted at jay.bansale@vsu.edu.ph

Las Johansen B. Caluza, College of Arts and Sciences, Leyte Normal University, Philippines

Las Johansen B. Caluza is a graduate of Bachelor of Science in Computer Science, Master of Science in Information Technology, and Ph.D. Major in Technology Management. He is currently pursuing his 2nd doctoral degree the Doctor of Information Technology (DIT) focusing on Image Processing, Image Analytic Cryptography, Artificial Intelligence, Business Analytics, machine learning, software engineering, information systems, and ICT in Education. He also earned a professional education unit. His field of interest are Machine Learning, Data Analytics, Data Science, Data Mining, Text Mining, ICT Education, Technology Management, Image Processing, Cryptography, AI, and Business Analytics.

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