Competency Level of Teachers and Performance of Kindergarten Pupils: Basis for a Proposed Training Program

Abstract

INTRODUCTION

Kindergarten is changing and parents are feeling pressured to prepare their children for their first school experience. But while some may fret that reading and doing addition are prerequisites for kindergarten these days, a child will likely possess many of the skills needed to be successful as he/she begins school. In our new K-12 curriculum, it is compulsory and mandatory that 5-year-old children should be sent to a Kindergarten class in a public school. This law was enacted by the virtue of Republic Act 10157, commonly known as "Kindergarten Education Act" implemented during the school year 2011-2012

METHODS

The study made use of descriptive research design. This technique gathers information on the prevailing or existing condition in the environment. It also explores the causes of a particular phenomenon by the use of a survey questionnaire to generate the data and get answers to specific questions raised at the onset of the study.

RESULTS

The problems encountered by the teachers are classified into two main concerns: the disparity between the children's developmentally appropriate beliefs and practices in the classroom and the concerns about children's readiness and transition to school. A proposed action plan is developed to improve and enhance the performance of Kindergarten pupils.

DISCUSSIONS

The results demonstrate that pupils' developmental needs must be carefully guarded so that children’s transition from home to school will be smooth and so that they may have the positive impression that it is good to be in school just like in their respective homes. The kindergarten teachers must enhance their teaching skills based on pedagogical approaches. Developing instructional materials that fit the specific learning concern of the pupils must also be performed.