{'fraction_non_alphanumeric': 0.021248339973439574, 'fraction_numerical': 0.0026560424966799467, 'mean_word_length': 5.580786026200873, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Perceived Performance of Cooperating Schools: Gearing Towards Future Policies

Part of providing quality education is the quest to continually improve one’s service delivery since competition is now the essence of time. In the academic field, inputs in the life of pre-service teachers are considered to be of utmost significance. These include the cooperating teachers as well as the cooperating officials who may directly or indirectly influence the future would-be-teachers, the learners who may inspire them more and the learning environment that may significantly affect their desire to enter the world of teaching upon completion of the internship.  This study determined the performance of the cooperating schools as perceived by the selected elementary and secondary education students enrolled during the second semester of the calendar year 2019 in one of the higher education institutions in the Philippines offering a teacher-education program. Employing the quantitative (descriptive) research design, the results revealed that the cooperating schools’ over-all performance was excellent. However, the performance rank of the indicated factors along the cooperating schools’ selected variables (i.e. cooperating teachers, cooperating officials, learners, and learning environment) vary. In general, among all the factors included in the four main elements in the cooperating school; the learning environment particularly on functional, medical and dental facilities gained a very good rating. 