Kyle Aris Dayvid D. Roño

DOI: 10.26480/ess.02.2023.87.90

ABSTRACT
The study aimed to investigate the levels of nationalism and national identity among pre-service teachers at San Pablo Colleges. Employing a descriptive-quantitative research design with a correlational component, the research explored the relationships between these constructs. The participant pool consisted of 60 pre-service teachers from the College of Education at San Pablo Colleges. To assess nationalism levels, the researchers adopted a questionnaire. Both questionnaires underwent rigorous face and content validity checks to ensure their appropriateness for the context. Data analysis involved calculating averages or means to ascertain the pre-service teachers’ levels of nationalism and understanding of national identity. Additionally, Pearson Product-Moment Correlation was employed to explore potential correlations between the two constructs. The findings revealed that the pre-service teachers exhibited high levels of nationalism and a strong understanding of national identity. This suggests that they possess the capacity to effectively integrate concepts of nationalism and national identity into the teaching-learning process. In conclusion, this study sheds light on the levels of nationalism and national identity among pre-service teachers at San Pablo Colleges. This research contributes to a deeper understanding of how pre-service teachers perceive and engage with these crucial concepts, paving the way for more informed and culturally sensitive educational practices.

KEYWORDS
Nationalism, National Identity, Pre-service Teachers