Challenging Prospective Elementary Teachers to Mitigate Academic Procrastination

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Andrian A. Dela Cruz, Michelle Melinda B. Alzate


                Prospective elementary teachers face and encounter academic procrastination during the entire course of study. This study determined ways to mitigate procrastination among prospective elementary teachers of the selected Teacher Education Institutions (TEIs) in the Philippines. The qualitative research design using thematic analysis analyzed the activities, reasons, and challenges in procrastination.  Generated responses revealed that school-related activities and home responsibilities were the activities that they frequently procrastinate. External, internal/personal, school, and family factors are reasons that triggered them to procrastinate while school and behavior-related issues are the challenges they encountered. Task and behavior management  are ways to mitigate the encountered procrastination.

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