Perception of Teacher Education Students Towards the Shifting of Class Schedules

This study explored the perceptions of first-year Teacher Education students at Biliran Province State University regarding the shifting class schedule, focusing on academic performance, well-being, social interaction, and satisfaction. Guided by an embedded mixed-methods research design, the study primarily analyzed quantitative survey data, while integrating qualitative insights from students’ open-ended responses to provide deeper context and understanding. Findings indicated generally positive perceptions of the shifting schedule. Morning shift students reported slightly higher satisfaction and academic engagement, while afternoon shift students valued improved rest and flexible time management. Notably, female students encountered more challenges during the afternoon shift, particularly in maintaining focus and engaging in peer interactions. The thematic analysis highlighted four key themes: flexibility and time management, sleep and well-being, institutional and logistical challenges, and student-led suggestions. These themes contextualized the numerical data and revealed systemic gaps in classroom availability and schedule communication. The study recommends adjustments to shift start times, a more equitable distribution of facilities, responsiveness in scheduling to meet student needs, and clearer administrative procedures would address these concerns. It contributes to current educational discourse by showing how shift-based systems can be optimized to balance institutional efficiency with learner well-being—particularly in teacher education contexts where future educators are shaped not just by instruction, but also by the structural experiences of their academic environments.