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

| Peer-Reviewed

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

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

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), 2021. Published by Science Publishing Group

Keywords

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

References

[1]	D. L. Stufflebeam, “Cipp Evaluation Model Checklist,” 2007.
[2]	R. G. Berns and P. M. Erickson, “Contextual Teaching and Learning : Preparing Students for the New Economy,” ERIC, pp. 1–10, 2001.
[3]	Baker, E. D., Hope, L., & Karandjeff, K. (2009). Contextualized Teaching & Learning: A Promising Approach for Basic Skills Instruction. Research and Planning Group for California Community Colleges (RP Group).
[4]	W. C. Wisely, “Effectiveness of contextual approaches to developmental math in California community colleges,” Unpubl. Dr. Diss., 2009.
[5]	B. Moghaddas, “The effect of contextualization on the Iranian EFL learners performance in reading tasks,” Int. J. Educ. Sci. Res., vol. 3, no. 2, pp. 11–20, 2013.
[6]	D. Perin, “Facilitating student learning through contextualization: A review of evidence,” Community Coll. Rev., vol. 39, no. 3, pp. 268–295, 2011.
[7]	R. E. Mayer, Learning and Instruction. Upper Saddle River, NJ: Prentice-Hall, 2003.
[8]	R. Ellis, The Study of Second Language Acquisition, VII. Oxford, UK: Oxford University Press, 1994.
[9]	G. N. Baciles-Claud, “Teacher’s Preparedness in Teaching Kindergarten in the Schools Division of Meycauayan Bulacan,” 2020.
[10]	J. Bete, “Impact of contextualizing and localizing teaching- learning processes to students’ academic performance in social studies,” 2018.
[11]	A. F. Loniza, A. Saad, and M. Che Mustafa, “the Effectiveness of Digital Storytelling on Language Listening Comprehension of Kindergarten Pupils,” Int. J. Multimed. Its Appl., vol. 10, no. 6, pp. 131–141, 2018, doi: 10.5121/ijma.2018.10611.
[12]	J. Conklin and G. F. Hayhoe, Qualitative research in technical communication, 1st Editio. Routledge, 2010.
[13]	S. A. McLeod, “Qualitative vs. quantitative research,” Simply Psychol., 2019, [Online]. Available: https://www.simplypsychology.org/qualitative-quantitative.html.
[14]	A. Mcgill-Franzen, R. L. Allington, L. Yokoi, and G. Brooks, “Putting books in the classroom seems necessary but not sufficient,” J. Educ. Res., vol. 93, no. 2, pp. 67–74, 1999.
[15]	M. Resnick, “All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten,” in 6th ACM SIGCHI Conference on Creativity and Cognition, 2007, pp. 1–6.
[16]	Dowhower, S. L., & Beagle, K. G. (1998). The print environment in kindergartens: A study of conventional and holistic teachers and their classrooms in three settings. Literacy Research and Instruction, 37 (3), 161-190.
[17]	E. L. Carver, K. L. Price, and D. M. Wilken, “Increasing student ability to transfer knowledge through the use of multiple intelligences,” ERIC, 2000.
[18]	H. Eshach and M. N. Fried, “Should science be taught in early childhood?,” J. Sci. Educ. Technol., vol. 14, no. 3, pp. 315–336, 2005.
[19]	E. Z. F. Liu, Z. Yi-Chin, and S. M. Yuan, “Assessing higher-order thinking using a networked portfolio system with peer assessment,” Int. J. Instr. Media, vol. 31, no. 2, 2004.
[20]	R. Lam, “Writing portfolio assessment in practice: Systemic Issues Language,” Lang. Arts, vol. 68, no. 8, pp. 629–640, 2019.
[21]	J. A. Ross and P. Gray, “Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy, School Effectiveness and School Improvement,” An Int. J. Res. Policy Pract., vol. 17, no. 2, pp. 179–199, 2006, doi: 10.1080/09243450600565795.
[22]	F. P. Geijsel, P. J. Sleegers, R. D. Stoel, and Kruger, “The effect of teacher psychological and school organizational and leadership factors on teachers’ professional learning in Dutch schools,” Elem. Sch. J., vol. 109, no. 4, pp. 406–427, 2009.
[23]	J. E. Boberg, “High school principal transformational leadership behaviors and teacher extra effort during educational reform: The mediating role of teacher agency beliefs,” ERIC, 2013.
[24]	Iyengar, Kalpana, Walroth, Ellen (2016) Contextualization of Student’s Experiences and Topic Choice for the Interdisciplinary Inquiry Project in a Capstone Teacher Education Course Vol. 3 issue 1 Mar-June 2016 IJARET.
[25]	Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3 (2), 77-101.
[26]	De Lara, K. (2017). Contextualization and Localization: Acceptability of the Developed Activity Sheets in Science 5 Integrating Climate Change Adaptation. In Proc Proceedings of the International Conference on Climate Changem (pp. 20-24).

Cite This Article

Plain Text BibTeX RIS

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

Copy | Download

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

Copy | Download

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

Copy | Download

@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}
}

Copy | Download

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  -

Copy | Download

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

Download PDF

Sections

Plain Text BibTeX RIS

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

Copy | Download

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

Copy | Download

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

Copy | Download

@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}
}

Copy | Download

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  -

Copy | Download