Assessing the Teaching Efficiency Levels of Pre-Service English Teachers: An AI-Enhanced Multi-Dimensional Pedagogical Evaluation at Cotabato State University

Abstract

How well we prepare future teachers directly shapes the strength of our schools. This study examines the hands-on classroom performance of graduating student teachers from the Bachelor of Secondary Education (BSED) Major in English program at Cotabato State University. Through closely examining their teaching demonstrations, it aims to understand the core strengths and identify where they need more support. Using a descriptive quantitative research design, this study examined student-teacher performance across six foundational areas: Personality, Lesson Planning, Content Knowledge, Teaching Methods, Classroom Management, and Questioning Skills. The data comes from detailed evaluations completed by experienced Cooperating Teachers (CTs) over a full term, scored on a 5-point scale from 1.00 (Poor) to 5.00 (Excellent). The results show a highly capable group, with every single pedagogical domain scoring a descriptive rating of "Very Good." Content Mastery and Classroom Management topped the list, both averaging 4.30. Teaching Methods closely followed at 4.29, while Teacher’s Personality scored 4.28, showing that these student teachers present themselves professionally, connect well with students, and use clear, expressive voices. Instructional Questioning Skills (4.23) and Lesson Planning (4.11) also showed strong performance, proving that the candidates can encourage deeper thinking and match their lessons to meaningful assessments. With an overall Grand Mean of 4.25, the study confirms that Cotabato State University's pre-service educators are highly adaptable and well-prepared for real classrooms. However, the slightly lower score in lesson planning highlights a clear opportunity for teacher training programs to spend more time on flexible lesson design and practical strategies for unpredictable classroom situations.