Research

Abstract

This study was primarily conducted to assess the status of the Kindergarten instruction in Enrile West District for the school year 2017-2018 as a basis for policy development. This applied research sought to get the status of the Kindergarten Regular Teachers and their teaching performance relative to the performance of their pupils. The statistical tools used were frequency count, percentage distribution, weighted mean and chi square. Results reveal that majority of the kindergarten teachers have ages ranging from 30 to 45 years old, female, finished Bachelor in Elementary Education, finished their master’s degree, have adequate experiences in handling kindergarten classes as evidenced by their years of teaching (6-10 years), and most of them attended district and division level trainings and seminars. As reflected in the Individual Performance Commitment Review Form (IPCRF), most of the kindergarten teachers’ teaching performance were rated “Outstanding”. The kindergarten pupils have “Average Development” level in the seven domains of the Early Childhood Care and Development (ECCD) Checklist. The most common problems encountered by teachers in kindergarten instruction were: parents’ lack of follow up to their children’s lessons at home and the poor study habits of kindergarten pupils. The educational preparation and the rich experiences of kindergarten teachers in teaching which are further enriched by their substantial exposure from trainings and pursuit of graduate studies are good indicators of their preparedness and competence in handling kindergarten classes. All these learning derived from academic and professional experiences when translated to actual teaching. Results of the study served as bases in the formulation of policies for the district and forged recommendations for school administrators and teachers, all geared for the furtherance of the status of kindergarten instruction.