Abstract : Teaching internships serve as a critical bridge between teacher education programs and classroom practice. However, pre-service teachers assigned to regional and resource-limited schools often encounter unique challenges that may shape their career trajectories. This narrative inquiry explored the internship-related challenges faced by pre-service science teachers in Masbate secondary schools, examined how these challenges influenced their intention to become science teachers, and drew implications for improving science teacher education programs.Using Clandinin and Connelly’s (2000) narrative inquiry approach, semi-structured interviews were conducted with seven pre-service science teachers who completed their teaching internships in Masbate secondary schools. Data were analyzed using a four-phase three-dimensional narrative framework (personal, social, temporal). Three major categories of challenges emerged: pedagogical and resource-related challenges (lack of laboratory equipment, frequent power interruptions, limited teaching aids), stakeholder-related challenges (student apathy, reading comprehension difficulties, variable mentor support), and contextual challenges (large class sizes, hybrid learning modalities, post-disaster infrastructure damage). Despite these difficulties, six of seven participants expressed continued intention to become science teachers, citing love of science, fulfillment from student learning, and mentor support as sustaining factors. One participant reconsidered the profession due to financial pressures and employment system concerns. Internship challenges do not automatically deter pre-service science teachers from the profession. Self-efficacy gained from overcoming challenges, passion for science, and supportive mentoring relationships play crucial protective roles. Systemic barriers, particularly employment corruption and financial instability, weakened career intention even when internships were successful.
M. et al. (Sat,) studied this question.