Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines

Cristie Ann Labandero Jaca; Janna Luz Lopez-Baroman

doi:doi:10.11648/j.ijeedu.20211004.15

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Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines

Cristie Ann Labandero Jaca, Janna Luz Lopez-Baroman

Published in International Journal of Elementary Education (Volume 10, Issue 4)

Received: 26 September 2021 Accepted: 13 October 2021 Published: 21 October 2021

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Abstract

The implementation of the Kindergarten curriculum received varied feedback from stakeholders. This study determined and analyzed the extent of readiness in the implementation of the kindergarten curriculum and the challenges encountered by teachers in public elementary schools in the Division of Cebu City, Philippines. It employed the mixed method using the quantitative–qualitative technique. The study was conducted in the Department of Education (DepEd) Cebu City Division, with Kindergarten teachers and school heads who answered the adapted instrument on contextualizing the Kindergarten curriculum. The gathered data were treated using descriptive and inferential statistics supported by thematic analysis. The study revealed that teachers are always ready for the implementation of the Kindergarten curriculum. Further, the study finds a significant relationship between age, educational qualification, and years of teaching experience of teachers in the use of available materials. Furthermore, there is a significant difference in the school environment when grouped by its clustered district. The study concluded that the implementation of the contextualized Kindergarten curriculum based on the availability of instructional materials, forms of learning, the evaluation method of learners, and the school environment were always made available for teachers to use. After the school heads’ answers were transcribed, coded, categorized, and analyzed, three themes emerged: preparation time, development of instructional materials, and the need for teacher training. Their expressed challenges are categorized into Language Difficulties, Preparation Time, and Instructional Materials Development.

Published in	International Journal of Elementary Education (Volume 10, Issue 4)
DOI	10.11648/j.ijeedu.20211004.15
Page(s)	134-144
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Contextualization, Early Childhood Education, Extent of Readiness, Kindergarten Curriculum

References

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APA Style

Cristie Ann Labandero Jaca, Janna Luz Lopez-Baroman. (2021). Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines. International Journal of Elementary Education, 10(4), 134-144. https://doi.org/10.11648/j.ijeedu.20211004.15

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Cristie Ann Labandero Jaca; Janna Luz Lopez-Baroman. Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines. Int. J. Elem. Educ. 2021, 10(4), 134-144. doi: 10.11648/j.ijeedu.20211004.15

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AMA Style

Cristie Ann Labandero Jaca, Janna Luz Lopez-Baroman. Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines. Int J Elem Educ. 2021;10(4):134-144. doi: 10.11648/j.ijeedu.20211004.15

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@article{10.11648/j.ijeedu.20211004.15,
  author = {Cristie Ann Labandero Jaca and Janna Luz Lopez-Baroman},
  title = {Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {4},
  pages = {134-144},
  doi = {10.11648/j.ijeedu.20211004.15},
  url = {https://doi.org/10.11648/j.ijeedu.20211004.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211004.15},
  abstract = {The implementation of the Kindergarten curriculum received varied feedback from stakeholders. This study determined and analyzed the extent of readiness in the implementation of the kindergarten curriculum and the challenges encountered by teachers in public elementary schools in the Division of Cebu City, Philippines. It employed the mixed method using the quantitative–qualitative technique. The study was conducted in the Department of Education (DepEd) Cebu City Division, with Kindergarten teachers and school heads who answered the adapted instrument on contextualizing the Kindergarten curriculum. The gathered data were treated using descriptive and inferential statistics supported by thematic analysis. The study revealed that teachers are always ready for the implementation of the Kindergarten curriculum. Further, the study finds a significant relationship between age, educational qualification, and years of teaching experience of teachers in the use of available materials. Furthermore, there is a significant difference in the school environment when grouped by its clustered district. The study concluded that the implementation of the contextualized Kindergarten curriculum based on the availability of instructional materials, forms of learning, the evaluation method of learners, and the school environment were always made available for teachers to use. After the school heads’ answers were transcribed, coded, categorized, and analyzed, three themes emerged: preparation time, development of instructional materials, and the need for teacher training. Their expressed challenges are categorized into Language Difficulties, Preparation Time, and Instructional Materials Development.},
 year = {2021}
}

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TY  - JOUR
T1  - Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines
AU  - Cristie Ann Labandero Jaca
AU  - Janna Luz Lopez-Baroman
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N1  - https://doi.org/10.11648/j.ijeedu.20211004.15
DO  - 10.11648/j.ijeedu.20211004.15
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 134
EP  - 144
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211004.15
AB  - The implementation of the Kindergarten curriculum received varied feedback from stakeholders. This study determined and analyzed the extent of readiness in the implementation of the kindergarten curriculum and the challenges encountered by teachers in public elementary schools in the Division of Cebu City, Philippines. It employed the mixed method using the quantitative–qualitative technique. The study was conducted in the Department of Education (DepEd) Cebu City Division, with Kindergarten teachers and school heads who answered the adapted instrument on contextualizing the Kindergarten curriculum. The gathered data were treated using descriptive and inferential statistics supported by thematic analysis. The study revealed that teachers are always ready for the implementation of the Kindergarten curriculum. Further, the study finds a significant relationship between age, educational qualification, and years of teaching experience of teachers in the use of available materials. Furthermore, there is a significant difference in the school environment when grouped by its clustered district. The study concluded that the implementation of the contextualized Kindergarten curriculum based on the availability of instructional materials, forms of learning, the evaluation method of learners, and the school environment were always made available for teachers to use. After the school heads’ answers were transcribed, coded, categorized, and analyzed, three themes emerged: preparation time, development of instructional materials, and the need for teacher training. Their expressed challenges are categorized into Language Difficulties, Preparation Time, and Instructional Materials Development.
VL  - 10
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Author Information

Cristie Ann Labandero Jaca

College of Education, Cebu Technological University, Cebu City, Philippines
Janna Luz Lopez-Baroman

College of Education, Cebu Technological University, Cebu City, Philippines

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Cristie Ann Labandero Jaca, Janna Luz Lopez-Baroman. (2021). Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines. International Journal of Elementary Education, 10(4), 134-144. https://doi.org/10.11648/j.ijeedu.20211004.15

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ACS Style

Cristie Ann Labandero Jaca; Janna Luz Lopez-Baroman. Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines. Int. J. Elem. Educ. 2021, 10(4), 134-144. doi: 10.11648/j.ijeedu.20211004.15

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AMA Style

Cristie Ann Labandero Jaca, Janna Luz Lopez-Baroman. Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines. Int J Elem Educ. 2021;10(4):134-144. doi: 10.11648/j.ijeedu.20211004.15

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@article{10.11648/j.ijeedu.20211004.15,
  author = {Cristie Ann Labandero Jaca and Janna Luz Lopez-Baroman},
  title = {Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {4},
  pages = {134-144},
  doi = {10.11648/j.ijeedu.20211004.15},
  url = {https://doi.org/10.11648/j.ijeedu.20211004.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211004.15},
  abstract = {The implementation of the Kindergarten curriculum received varied feedback from stakeholders. This study determined and analyzed the extent of readiness in the implementation of the kindergarten curriculum and the challenges encountered by teachers in public elementary schools in the Division of Cebu City, Philippines. It employed the mixed method using the quantitative–qualitative technique. The study was conducted in the Department of Education (DepEd) Cebu City Division, with Kindergarten teachers and school heads who answered the adapted instrument on contextualizing the Kindergarten curriculum. The gathered data were treated using descriptive and inferential statistics supported by thematic analysis. The study revealed that teachers are always ready for the implementation of the Kindergarten curriculum. Further, the study finds a significant relationship between age, educational qualification, and years of teaching experience of teachers in the use of available materials. Furthermore, there is a significant difference in the school environment when grouped by its clustered district. The study concluded that the implementation of the contextualized Kindergarten curriculum based on the availability of instructional materials, forms of learning, the evaluation method of learners, and the school environment were always made available for teachers to use. After the school heads’ answers were transcribed, coded, categorized, and analyzed, three themes emerged: preparation time, development of instructional materials, and the need for teacher training. Their expressed challenges are categorized into Language Difficulties, Preparation Time, and Instructional Materials Development.},
 year = {2021}
}

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TY  - JOUR
T1  - Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines
AU  - Cristie Ann Labandero Jaca
AU  - Janna Luz Lopez-Baroman
Y1  - 2021/10/21
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211004.15
DO  - 10.11648/j.ijeedu.20211004.15
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 134
EP  - 144
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211004.15
AB  - The implementation of the Kindergarten curriculum received varied feedback from stakeholders. This study determined and analyzed the extent of readiness in the implementation of the kindergarten curriculum and the challenges encountered by teachers in public elementary schools in the Division of Cebu City, Philippines. It employed the mixed method using the quantitative–qualitative technique. The study was conducted in the Department of Education (DepEd) Cebu City Division, with Kindergarten teachers and school heads who answered the adapted instrument on contextualizing the Kindergarten curriculum. The gathered data were treated using descriptive and inferential statistics supported by thematic analysis. The study revealed that teachers are always ready for the implementation of the Kindergarten curriculum. Further, the study finds a significant relationship between age, educational qualification, and years of teaching experience of teachers in the use of available materials. Furthermore, there is a significant difference in the school environment when grouped by its clustered district. The study concluded that the implementation of the contextualized Kindergarten curriculum based on the availability of instructional materials, forms of learning, the evaluation method of learners, and the school environment were always made available for teachers to use. After the school heads’ answers were transcribed, coded, categorized, and analyzed, three themes emerged: preparation time, development of instructional materials, and the need for teacher training. Their expressed challenges are categorized into Language Difficulties, Preparation Time, and Instructional Materials Development.
VL  - 10
IS  - 4
ER  -

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