Implementation of Experiential Learning Courses in Public Teacher Education Institutions: Challenges and Perspectives of College Supervisors

Abstract

This study assessed the implementation of Experiential Learning Courses (ELC) in public Teacher Education Institutions (TEIs) in Metro Manila, Philippines.  It emphasizes the roles of TEI Deans and College Supervisors, as well as the challenges encountered during implementation. Utilizing a quantitative research design and proportionate, multi-stage sampling to ensure equal representation, the data were collected from a total of eighty-two (82) college supervisors through a validated questionnaire. Descriptive statistics were used to analyze the level of ELC implementation, while non-parametric inferential statistics, such as the Mann-Whitney U Test and the Kruskal-Wallis H Test, were applied to determine statistically significant differences. Findings revealed that ELC implementation was generally highly implemented, particularly in the areas of orientation, coordination, and monitoring. However, several key challenges were identified by college supervisors: late deployment, delays in document processing, limited time for school visits due to competing academic obligations, and insufficient logistical support. These challenges highlight the need to strengthen institutional support systems for college supervisors during ELC deployment.