Epistemological Beliefs, Academic Performance and Teaching Competence of Pre-Service Teachers

This study aimed to examine the interplay of epistemological beliefs, academic performance and teaching competence of pre-service teachers. Specifically, it determined the pre-service teachers’ beliefs on the nature of knowledge and learning, their academic performance along general education, professional education and major subjects, and their teaching competence along the domains of the National Competency-Based Teacher Standards. Descriptive correlational research design was employed in the study. The study revealed that the pre-service teachers hold mature epistemological beliefs, have satisfactory academic performance, and are competent in teaching. Specialization of pre- service teachers spells out differences in epistemological beliefs and academic performance and significant variations in their academic performance were also attributed to their program. Correlations indicated that pre-service teachers with mature epistemological beliefs have better academic performance and regression showed that factors of epistemological beliefs, except for quick learning predicted the academic performance and teaching competence of pre-service teachers.

Keywords: epistemological beliefs, academic performance, teaching competence, pre-service teachers, Teacher Education Institutions