Phonological Competence of Kindergarten Teachers of Buhi District, Schools Division office of Camarines Sur

Abstract

INTRODUCTION

The 12-year basic education which is one of the features of the K to 12 Program makes Kindergarten compulsory in the basic education of a child. 'Every Child a Reader Program" is another educational reform in Philippine Education. This will not be realized without competent teachers in the Kindergarten to teach the necessary reading acquisition skills to make them prepared for later reading instruction.

METHODS

The researcher employed the descriptive-evaluative survey with a validated informal test as the primary data gathering instrument. The following statistical tools were used, frequency count, percentage technique, mean, Five-point Rating Scale and Chi-Square Test. This includes data gathering, preparation, and validation of the data gathering instruments and the administration of the informal test of phonological competencies, the analysis of the profile and results of the Informal Test of Phonological Competence. The results of the test were carefully analyzed and the levels of mastery in each area or skills were identified to be able to prepare the training design by the needs of the Kindergarten teachers along the skills in Phonological Awareness and Phonics.

RESULTS

On the phonological competencies of the respondents, majority of the respondents were on Moderately Competent Level (47%). Only 37 % are on the competent level and 16% is on the fairly competent level along with the skills on Phonological Awareness and Phonics. The mastery levels of Kindergarten Teachers along the skills in PA and Phonics are as follows: Highly Mastered Skills are determining the number of syllables (92%), production of short and long vowel sounds( 98%) and production of consonant sounds( 95%) and identification of two words in a contraction and the letters omitted (86%) , Moderately Mastered Skills; knowledge of terms used in PA and phonics(56%), recognition of number of speech sounds in words (47%) , recognition of non-consonant cluster( 51%), recognition of non-consonant digraphs (47%) and recognition of non-diphthong words( 51%); and Mastered Skills are reading words with digraphs gh and ph( 77%) and reading words with silent letters( 79%).

DISCUSSIONS

In light of the findings, the following conclusions were drawn:

The majority of the Kindergarten teachers are on the competent and fairly competent levels along with the skills in PA and Phonics, thus, they need to gain more knowledge and understanding in the areas or skills along PA and Phonics Instruction.