The Validity of Individual Performance Commitment and Review in Predicting Performance of Kindergarten Pupils: A Basis For Action Plan

Abstract

This study was conducted to determine the validity of individual performance commitment and review in predicting the performance of kindergarten pupils in the Division of Quezon. It employed a descriptive type of research. The instrument in gathering the data was taken from the RPMS Manual and the Kindergarten Curriculum of 2012. Data collected from the 54 respondents were analyzed and interpreted with the use of percentage, weighted mean, standard deviation, and simultaneous equations of correlations usingmultiple regression analysis. Most of the respondents comprised of female, young adults, graduates of Bachelor in Elementary Education and have attended seminars/training sessions related to Early Childhood Education. Findings of the study revealed that the rating of teachers consistently demonstrated in terms of core behavioral competencies and core skills. It was also found out that kindergarten pupils are very satisfactory in terms of the six developmental domains in the kindergarten curriculum. Innovation and accountability were the competencies that can predict the performance of kindergarten pupils. On the proposed action plan, the level of acceptability was rated highly acceptable in terms of content, clarity, appeal to the target user, and originality of presentation. With the above findings, the following are recommended: Encourage kinder teachers to grow professionally through attending graduate studies and training sessions/seminars. Strengthen the men advocacy in the teaching profession. Empower the teacher to develop all the competencies and core skills needed in teaching and enrichment of the six developmental domains in the kindergarten curriculum.