Instructional Competence of Kindergarten Teachers in City School of Tanauan: Basis for Proposed Action Plan in Classroom instruction

Abstract

INTRODUCTION

Instructional competencies play a vital role in attaining better and quality education. As facilitators of learning, teachers must know more about the different facets of learning styles. This study would like to know the instructional competencies of kindergarten teachers and to create an action plan for the enhancement of their competencies. It attempted to assess the instructional competence of kindergarten teachers in the Tanauan City Division and their profiles.

METHODS

The descriptive method of research was used to gather information existing conditions. The study used 118 kindergarten teachers in Tanauan City Division. The questionnaires measure their instructional competence of teachers as perceived by them.

RESULTS

It was found that teachers are mostly married females belonging to the 26-30-year age bracket with bachelor degrees, with 1-5 years of teaching experience. The teachers have excellent performance in teaching styles, classroom management, and evaluation skills as perceived by them.

DISCUSSIONS

This study would provide baseline information for school administration to develop programs that would enhance the capability and proficiency of teachers. Selecting appropriate teaching styles for specific type of students would give a better learning process and atmosphere. Continuing education for teachers would also give way to their professional growth as they pursue graduate studies. Effective evaluation skills would lead to fairness and justice among the group of students with high intellectual capabilities. Efficient and accurate results of evaluation will provide an honest response and feedback from students so that they will know what part of their skills needs more improvement and progress.