KORING Preorals

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Instructional Challenges of kindergarten Teachers in Olongapo City
INTRODUCTION
Background of the Study
Kindergarten teachers have been found to play an important role in further

developing children’s school readiness with the passage of the American Recovery and
Reinvestment Act of 2009 or the No Child Left Behind Act (NCLBA). As a result,
research focusing on factors that predict school readiness for later success became
increasingly and most important. (Liew, 2011).
A positive consideration on kindergarten readiness were discovered by Hatcher

(2012) in a qualitative undertaking in the northeastern and southwestern United States
involving 13 teachers and 16 parents into beliefs and perceptions about kindergarten
readiness. All 13 teachers who participated in the study responded that readiness for
kindergarten was being able follow a routine which include waiting in line, following
directions, and waiting their turn. They also stated that it was important for kindergarten
students to be able to focus on the task at hand, show the ability to work in large groups,
and know how to take directives from teachers.
Prior to the enactment of NCLBA, Moore (2010) found out that in Utah, the
challenges of 55 kindergarten teachers indicated that two main issues, the disparity
between their developmentally appropriate beliefs and practices in the classroom, and
concerns about children's kindergarten readiness and transition to school. About 56% of
teachers felt a struggle in implementing their developmentally appropriate beliefs about
education, for a variety of reasons: large class sizes, district and state mandates, and lack
of resources, particularly time. Furthermore, 53% of educators conveyed concerns
regarding children's school readiness and their transition to kindergarten. These teachers
articulated transition activities they engaged in and communicated the influence of
preschool, both positive and negative, on their incoming kindergarteners. Three other
concerns and challenges were also delineated: limited teaching time; feelings that
kindergarten curriculum is becoming too academic, particularly that curricular
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expectations have been raised and an emphasis placed on literacy; and issues surrounding
parental involvement, both in and out of school.
In Ankara, it was revealed by a selected 223 teachers that challenges in

kindergarten teaching ranges to evaluation and physical facilities followed by the ones
related to planning science and math activities, organizing field trips, providing parent
involvement and inclusion aside form problems related to physical facilities experienced
by preschool teachers working in public kindergartens were significantly differed
compared to teachers working in private preschools. (Erden, 2010).
Another study of Dalli (2011) that located in New Zealand discusses elements of
the teacher’s professional practice that contributed to the curriculum: her understanding
that curriculum planning required relational involvement and being part of the children’s
life within the kindergarten community; that professional practice required teamwork and
attunement to one’s colleagues; and that acting professionally was about being fully
present and ‘bringing everything together’. It argues that behind the apparent ‘trivia’ of
the teacher’s day there were layers of activity that maintained a fabric of connections that
sustained the open possibilities. In this way, the teacher’s role as a curriculum planner
emerges as a finely balanced role that is creative and agentic rather than prescribed by
narrow curriculum goals.
Tan (2017) study that Singapore complete 1 year of preschool before entering
primary school. However, preschool education (PSE) is not compulsory and is provided
primarily by the private sector. Taking the national agenda for reforming PSE at the start
of the twenty-first century as the point of departure, this paper describes and discusses the
policies and strategies that have been introduced and implemented for preschool quality
enhancement in the past 15 years. Three major waves of preschool policy reviews were
undertaken in 2000, 2008, and 2012 attesting to the seriousness the government attaches
to improving PSE for encouraging a strong start for every child. The key
recommendations of these reviews were related to uplifting teacher, center, and program
quality, and enhancing the affordability and accessibility of PSE. Opportunities and
challenges associated with implementing recommendations for quality enhancement are
discussed and suggestions to further enhance PSE in Singapore are explored.
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According to the Brofenbrenner (2005) since teachers are human beings, they are
also being affected by many factors and these factors are interrelated each other. For him,
sometimes there are things out of teachers’ control. The problems faced by teachers
during curriculum implementation, individual teachers will always not be the responsible
for. To illustrate, in the study, conducted by Wai-Yum (2003), it was aimed to find out
the problems of early childhood teachers experienced in the process of top-down
curriculum reform at a local kindergarten in Hong Kong. It was discovered that teachers
were not always the source of the problem. Sometimes, the problems occurred as a result
of external factors such as frequent supervision and intervention of the principal into the
classroom teaching, the lack of getting answers from principals regarding the new
curriculum reform, lack of support and encouragement from the administrators and
parents.
Antonio & Zuniga (2017) conducted a study aimed to determine the motivational
needs and performance of the kindergarten teachers of the Division of Olongapo City for
the school year 2016-2017.The respondent of the study consisted of 25 kindergarten
teachers. The study proved that there’s no significant relationship between motivational
needs and teaching performance of the kindergarten Teachers. Base on the foregoing
findings and conclusions, the following recommendations: 1.) Provide equipment the
kindergarten teachers can use in their teaching and learning techniques; 2.) The
administrators should aid, support, benefits and opportunities for self-development in
form of trainings: 3.) There should be additional incentives to be given to the teachers
who will be rated Outstanding in their performance so the teachers will be encouraged
and motivated to do their job.
Theoretical Framework of the Study
The Yerkes – Dodson Law suggests that performance and arousal are directly
related. In simpler terms, increase in arousal to a certain level can help to boost
performance. Once the arousal crosses the optimal level, performance of the individual
starts to diminish. The level of difficulty of the task is also another factor influencing the
performance of an individual. The skill level of an individual also effects his/her
performance on the given task. A highly trained individual, confident in his skill, is more
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likely to cope well in high pressure situations, as the person would be able to rely on his
well-rehearsed responses. Self-discipline and professionalism should help avoid
performance issues. Training, improvement of the required skill and experience can help
avoid performance issues.
Conceptual Framework
Instructional Challenges for kindergarten Teachers aided with Training Program

that provide and can ease the work of a teacher during teaching- learning process. The
need for kindergarten Teachers to upgrade themselves is very important. Since they are
the foundation of knowledge, skills and attitude of the kindergarten children, it is
necessary that they perform well in their job. Hence, the Administrators should provide
the needs of the kindergarten Teachers to attain goals and other necessities through their
works as much as possible .If they could achieve the needs for their teaching learning
process, Physical facilities, Instructional materials and the support of their
Administrators, Thus though descriptive analysis of this condition it is an opportunity to
offer a training program that suits the needed skills for them to cope up and their
performance will be correctly strengthened and the accomplishment of the institutional
goals and objective will be fully realized.
Antonio and Zuniga (2017) recognize the value of motivational needs among their
teaching staff as a basic ingredient in achieving efficacy and effectiveness in the teaching
learning process. A good teaching staff that is cooperative and committed to their tasks
presupposes positive outcomes. The extend of commitment the teachers make is largely
dependent upon the administrator’s leadership behavior. The basic challenge imposed on
him is on how he could stimulate the teachers to release their potentialities which could
result to efficiency and effectiveness.
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Figure 1: Paradigm of the Study

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Research Question
This study aimed to examine perceptions of teacher’s readiness for school who
had different training experiences and who are within different school contexts.
This study will attempt to find out difficulties in teaching instruction among kindergarten
teachers of Olongapo City.
Specifically, this study will seek to answer the following queries:
1. What is the profile of the teachers handling kindergarten classes in Olongapo

City.
a. Sex
b. Years of handling kindergarten classes
c. Numbers of trainings and seminars attended.
2.What is the extent of instructional challenges of kindergarten teachers
Along
a. Teaching learning process

b. Physical facilities
c. Instructional materials
d. Administrative support
3. What training program can be developed to enhance teaching in the kindergarten

teachers.
Significance of The Study

The Study will focus on teaching instruction among kindergarten teachers in
Olongapo City. Moreover, the result of the study will be beneficial to the following:
Future Researchers. The finding of the study will serve as a reference material and a
guide for future researchers who wish to conduct the same experimental study related to
Teaching Instruction of kindergarten Teachers.
Department of Education. This study will furnish facts on the Teaching Instruction
among Kindergarten Teachers. It also helps them to think programs, seminars or projects
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to encourage teachers to develop, train or study more suited to their needs to their
teaching.
Early Child Education Teachers. The result of the study will help the teachers to
develop their teaching instruction, that will help them to increase the skills and training
that is necessary to their developmental needs.
Kindergarten Pupils. The result of the study will give the pupils the support of high-
quality program that provide developmentally appropriate activities, endorsed by ECE
program.
METHODOLOGY
Research Design
The descriptive survey of research was utilized in this study to gather the
necessary data and information. Significantly, descriptive is designed to assess a test at
one certain point in time without trying to make presumption (NEDARC,2016). It
involves descriptive individuals, groups or situations or collection of data that will give
an interpretation.
According to Alberto et al (2011), descriptive method is also known
as statistical research, it describes data and characteristics about the population
or phenomenon being studied. This research method is used for frequencies, mean
and other statistical calculation. Often, the best approach prior to writing
descriptive research, is conducting a survey investigation. The characteristics of
this method were used a tool to determine the instructional challenges of kindergarten
teachers.
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Locale of the Study
Territorial Map of the Division of Olongapo City

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Respondents of the study
Complete enumeration was used for this study, where all members of the whole
population are measured. A complete enumeration-based survey is often preferred for
certain types of data, solely because it is expected that it will provide complete statistical
coverage over space and time. However, The Respondents to the full survey represented
26 schools in the Olongapo City. In this study, due to the absences of 4 teachers:71
teachers out of 75 teachers whose response were analyzed for the study. For
demographic information please refer to appendices A, table 1.
Research Instrument
A questioner-checklist served as the research instrument. The questioner consists
of 5 parts. The questioner was used when I was in college in statistic and it was validated
under of Cronbach’s Alpha which is measured of internal consistency, that is how closely
related a set of items are as a group. It is considered to be a measure of scale reliability.
A “high reliability” value for alpha does not imply that the measure is unidimensional. If,
in addition to measuring internal consistency, that provided evidence that the scale in
question is unidimensional, additional analyses can be performed under through a dry-run
or pilot testing to the kindergarten teachers of Sta-Rita Elementary School and Balic-
Balic Elementary School last June 3,2019 that are not included in the actual respondents
the result is 0.86 which is a " high reliability”.
Part 1 Contains the needed data about the teacher profile which included such as
sex, years of handling kindergarten classes and numbers of trainings attended.
Part 2 Deals with the teaching learning process of the teacher. Management of
their time in kindergarten classes, Preparation of lessons in handling kindergarten classes.
Management of classroom discipline of pupils in kindergarten levels. Organization of
lessons to be used in teaching pupils with different learning abilities and preparedness.
Mastery of different subject matters handled in kindergarten levels.
Part 3 Deals with the Physicals Facilities of the School, Classroom and
environment.
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Part 4 Concerning with the Instructional materials to be use for kindergarten level,
its availability, if its effective for the retention for learning, Preparation of instructional
materials that cater to the needs of the pupils in a kindergarten level.
Part 5 Administrative Support in dealing with the issues and challenges, support
for the professional development and curriculum planning for kindergarten teachers.
Table 2 Blue Print

Instructional Challenges Question Total Questions
Teaching-Learning Items 1-3 13%
Process
Physical Facilities Items 1-5 21.75%
Instructional Materials Items 1-5 21.75%
Administrative Support Items 1-5 21.75%
23 100%
Table 3 Interpretation Scale

WEIGHT SCALE DESCRIPTION
1.00-1.79 1 Not Difficult
1.80-2.79 2 Moderately Difficult
2.80-3.79 3 Difficult
3.80-4.79 4 Very Difficult
4.80-5.79 5 Extremely Difficult
Data Gathering Procedure

The Researcher sent a letter of permission to Mrs. Bernadette F. Tamayo the
School Superintended of Olongapo City. After receiving the permission from the
authorities. The researcher arranged a schedule for the distribution and retrieval of
questioner from the teacher-respondents. The researcher personally administered the
distribution of the questioner to the 71 kindergarten Teachers in School Year 2019-2020.
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Analysis of Data
The data collected were analyzed based on the problem identified into the data
matrix. They were computerized-processed using the" Statistical Package for Social
Science (SPSS) version 20.
1. Frequency was used to determine the teacher's profile of the respondents.
2. Average Mean was used to determine the extent of Instructional Challenges of the
Kindergarten Teachers.
3.T-test the two populations are statistically different from each other. It is used whether
the you want to compare the means of two group.
RESULT AND DISCUSSION

The present study determined the instructional material regarding teaching in
Kindergarten issues with regards to Teaching-Learning Process, Physical Facilities,
Instructional Materials and Administrative Support. Research or Studies give raw data
that cannot be taken for granted. This maybe a positive or negative feedback.
The results obtained were put through statistical analysis and presented in this
tables. For the better understanding the results were divided and presented under
following four domains.
Table 4 shows that out of 85 teacher, 81 kindergarten teachers in Olongapo City
participated in the survey and 91.4% or 74 teachers are female although 8.6% or 7 are
male.
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Table 4
Profile of the teachers handling kindergarten classes in Olongapo City
Sex Frequency Percent
male 7 8.6
female 74 91.4
Total 81 100.0
Years of Handling Kindergarten Classes Frequency Percent
0-4 years 38 46.9
5-9 years 35 43.2
10-14 years 6 7.4
15 years above 2 2.5
Total 81 100.0
Numbers of trainings attended Frequency Percent
1-5 trainings 14 17.3
6-10 trainings 18 22.2
11-15 trainings 10 12.3
16 training and above 39 48.1
Total 81 100.0
There are more female kindergarten teachers than male teachers in handling
Kindergarten Classes
The data signifies that the most their years of experience from 0-4years are the
biggest number of 38 respondents or 46.9% followed of 5-9 years composed of
respondents or 43.2%. While 6 respondents or 7.4% for 10-14years and last 2
respondents or 2.5% are in 15 years above in handling kindergarten classes.
Most of the respondents (39 or 48.1%) have attended 16 trainings and above
followed by (18 or 22.2%) respondents attended 6-20 trainings. The next one was 1-5
trainings that was attended (14-17.3%) respondents. The least one is 11-15 trainings that
were attended by (10 or 12.3%) respondents.
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Table 5.a. Presents the overall weighted mean score for Teaching Learning
Process was 2.67 and a description of "Moderate Difficult" level.
Table 5.a. Extent of instructional challenges of kindergarten teachers along teaching

learning process
Teaching learning process Std. Mean Interp. Rank
Deviation
Moderatel 5
1. Management of time in teaching
1.321 2.41 y
kindergarten classes.
Difficult
Moderatel 4
2. Preparation of lessons in handling
1.201 2.60 y
Difficult
3. Management of classroom 1
discipline of pupils in kindergarten 1.127 2.93 Difficult
levels.
4. Organization of lessons to be uses Moderatel 2
in teaching pupils with different 1.110 2.77 y
learning abilities and preparedness. Difficult
5. Mastery of different subject Moderatel 3
matters handled in kindergarten 1.249 2.63 y
levels. Difficult
Moderatel
Average Mean 1.056 2.67 y
Difficult
4.80-5.79- Extremely Difficult 3.80-4.79-Very Difficult 2.80-3.79 Difficult 1.80-2.79-Moderate Difficult
1.00-1.79- Not Difficult
The highest three are the item number 3 "Management of classroom discipline of
pupils in kindergarten levels" was at Difficult level (2.93). as well as the item number 4
"Organization of lessons to be uses in teaching pupils with different learning abilities and
preparedness." was at Moderate Difficult (2.77) It was followed by the item number 5 "
Mastery of different subject matters handled in kindergarten levels." (2.63). The least 2
item are item number 2 " Preparation of lessons in handling kindergarten classes." But
still Moderate Difficult (2.60) and the last is item number 1 " Management of time in
teaching kindergarten classes." (2.24) which has the lowest rating.
Classroom/behavior management is one of the most important things to
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master in your classroom. Having solid behavior management helps maintain

a positive classroom environment while enabling teachers and students to
accomplish learning. (Freibrun 2019)
Kindergarten and preschool teacher must teach children all classroom
expectations from the very beginning-from lining up, to sitting and listening, and writing.
So if teaching Kindergarten or preschool, how important it is to be patient, and don’t get
frustrated is progress is slow. The less time your pupils have been in school before, the
longer it will take. But setting up the procedures and expectations will have huge pay-offs
in the end.
(Quintina, 2011)
Teacher teach the basic knowledge, attitudes, and skills to young learners. They
provide time for children to discover and explore. They must master different subject
matter that have a purpose and that challenge children. (Garcia 2015)
Table 5.b.
Extent of instructional challenges of kindergarten teachers along Physical facilities
Physical facilities Std. Mean Interp. Rank
Deviation
1. Matching abilities of 5
facilities available for Moderately
1.054 2.63
learners in kindergarten Difficult
levels.
2. Utilization of multimedia to Moderately 4
1.216 2.65
maximize student learning. Difficult
3. Organization of desk and Moderately 3
1.214 2.67
chair necessary for teaching. Difficult
4. Absence of educational 1
learning centers for optimum Moderately
1.125 2.78
learning of kindergarten Difficult
pupils.
5. Providing a suitable 2
Moderately
condition inside the 1.147 2.69
Difficult
classroom
Moderately
Average Mean 1.031 2.68
Difficult
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It is shown on the table 5.b that the overall Physical Facilities of the respondents
is describe as " Moderate Difficult"(2.68) as supported by the three highest items number
3" Absence of educational learning centers for optimum learning of kindergarten pupils".
(2.78) describe as "Moderate Difficult''. It is followed item number 5 "Providing a
suitable condition inside the classroom"(2.69) describe as "Moderate Difficult". Followed
by item number 3 " Organization of desk and chair necessary for teaching. (2.67)
Moderate Difficult". The least are the item number 2" Utilization of multimedia to
maximize student learning."(2.63) which interpret as a "Moderate Difficult". Lastly, item
number 1" Matching abilities of facilities available for learners in kindergarten levels has
a lowest rating of (2.63) In programming for the preschool children, we consider several
factors regarding the pre-kindergarten child. We know that environmental factors greatly
influence the child’s quality of development. We know that the first five years of a child
are the most susceptible to environmental influences.
According to research, a benefit of multimedia learning is that it takes advantage
of the brain's ability to make connections between verbal and visual representations of
content, leading to a deeper understanding, which in turn supports the transfer of learning
to other situations. All of this is important in today’s 21st century classrooms, as we are
preparing students for a future where higher-level thinking, problem solving and
collaborative skills will be required. (Tabunan, 2012)
It appears that the physical facilities in the school setting go a long way to
motivate students to learn. Physical facilities in any school system range from the school
plant, that is the school buildings, classroom, library, laboratories, toilet facilities,
learning materials to other infrastructures that would likely motivate students towards
learning. Experience has shown that most of the physical facilities that are germane to
effective learning/academic performance of students appears not to be sufficient in our
public secondary schools today. Those available seem not to be of standard quality, some
seem to lack maintenance culture, while some are in dilapidated conditions. (Akomolafe,
2016)
Ajayi (2000), emphasized on the need for the availability of physical materials in
the school system in other to boost teachers’ job performance. This would, invariably,
enhance academic performance of students.
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Table 5.c
Extent of instructional challenges of kindergarten teachers along Instructional
materials
Instructional materials Std. Mean Interp. Rank
Deviatio
n
1. Making proper instructional Moderately 1.5
materials to be used for a 1.142 2.65 Difficult
kindergarten level.
2. Preparation for instructional Moderately 4
material that cater to the needs of 1.160 2.59 Difficult
pupils in a kindergarten level.
3. Instructional Material should Moderately 3
allow pupils to work 1.156 2.63 Difficult
independently.
4. Instructional Material should Moderately 5
contribute to greater retention of 1.139 2.58 Difficult
learning.
5. Instructional Material contributes Moderately 1.5
1.164 2.65
in effective teaching and learning. Difficult
Moderately
Difficult
Table 5.c. represent the overall weighted mean score for Instructional Materials
was 2.62 which describe as "Moderate Difficult" The highest three(3) items identified as
Moderately Difficult are" Making proper instructional materials to be used for a
kindergarten level" and " Instructional Material contributes in effective teaching and
learning with the same mean of 2.65. followed by the three lowest mean are "
Instructional Material should allow pupils to work independently." with the mean of
2.63." Preparation for instructional material that cater to the needs of pupils in a
kindergarten level." That has 2.59 mean and lastly the lowest is "Instructional Material
should contribute to greater retention of learning.''2.58 mean.
Gems Kindergarten in Garhoud, (2019) they emphasized that "Children are exposed to
Information and Communication Technology from an early age. PowerPoint
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presentations and overhead projectors are used as teaching aids. These ICT facilities
enable to create a sense of interest in students as they see and learn.
The role of instructional materials is to glue information into learner's mind as

what is seen is understood more than what is heard. During the formative years, learners
add increasing qualities of knowledge to what is already learnt through explorations as
they grow and expand horizon on the quality of content mastered. (Wambui, 2013)
Table 5.d.
Extent of instructional challenges of kindergarten teachers along Administrative
support
Administrative support Std. Mean Interp. Rank
Deviation
1. Administrative support in dealing 1
with issues and challenges of Moderately
1.173 2.78
kindergarten teaching as an Difficult
innovative way of teaching.
2. Teaching as an innovative way of Moderately 2
1.195 2.65
teaching. Difficult
3. Administrator support for the 3
professional development Moderately
1.186 2.64
opportunities of kindergarten Difficult
teachers.
4. Administrative records involving Moderately 4
1.081 2.59
pupils in kindergarten classes. Difficult
5. Lack of effective curriculum 5
Moderately
planning to enhance kindergarten 1.105 2.58
Difficult
classes.
Moderately
Difficult
All of the interpretation in the Administrative support table 5.d are Moderately
Difficult with the average mean of 2.65. The 3 highest mean are " Administrative support
in dealing with issues and challenges of kindergarten teaching as an innovative way of
teaching." Which have 2.78 mean. Followed of "Teaching as an innovative way of
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teaching." 2.65 mean and lastly the " Administrator support for the professional
development opportunities of kindergarten teachers." 2.64.
There are two under the Administrative support that scored lowest but still
describe as a Moderately Difficult these were item number 4 and 5 "Administrative
records involving pupils in kindergarten classes." 2.59 mean and " Lack of effective
curriculum planning to enhance kindergarten classes. "2.59mean.
According to NAEYC (2005), there are standards for serving a good quality of
education. Therefore, there is the need for teachers to meet those standards especially,
when their role is related to curriculum implementation. However, knowledge in early
childhood curriculum is more challenging and heavier as greater responsibility creates on
the shoulders of the early childhood educators. It appears that despite what is planned and
documented in the early childhood curriculum, practices of teachers and events going on
in the classroom settings are not being realized. That notwithstanding the above, the
report of Curriculum Research and Development Division (2006) holds the rationale that,
early childhood curriculum has been enacted to meet the developmental needs of children
at the formative years and also to help children come out with tremendous potentials and
experiences covering various area of human experiences. However, it appears in their
report that the early childhood curriculum is not given the necessary recognition by pre-
school teachers. Besides personal elements of the teachers, environmental factors are
influential in curriculum implementation. Fishman, Gallagher, Penuel and Yamaguchi
(2007) found that allocating time for teachers to plan curriculum implementation and
providing technical support is a necessity for promoting program implementation. As
teachers recognize their importance in the design and administration of quality EC
programs, they will be of great assistance to school administrators in ensuring provision
of quality services to the children and families in their communities. Teachers and
administrators can forge a campaign to offer quality early childhood education and
intervention for prekindergarten populations.
The current data suggest that in Nebraska there exists administrative support for
Early Childhood programs, a recognition that young children and families are in need of
special quality services in the community and public schools, and an awareness that more
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can be done to coordinate school run Early Childhood efforts with those of various
community agencies. No one professional can assume full responsibility for all aspects of
quality EC programs, however. The findings in the present study raise questions
regarding the extent to which EC teachers perceive the quality of their Early Childhood
administration and their own roles in public school programs for infants, toddlers, and
preschool children. Future research is needed to clarify how kindergarten teachers may
differ from other EC program educators and how teachers in infant programs versus
teachers in preschool-age programs differ in their needs and perceived roles in
administering public school EC programs. Furthermore, the avenues and barriers to
productive EC teacher–administrator collaboration need to be explored in order to
identify strategies for advancing this necessary.
Table 6.
Summary of Means and Description of Instructional Challenges Kindergarten
Teachers in Olongapo City.
DOMAIN MEAN DESCRIPTION
Teaching Learning Process 2.67 Moderately Difficult
Physical Facilities 2.68 Moderately Difficult
Instructional Materials 2.62 Moderately Difficult
Administrative support 2.65 Moderately Difficult
TOTAL 2.65 Moderately Difficult
Table 6 indicates that the overall mean of the Instructional materials 2.65 with a
descriptive equivalent of " Moderately Difficult'' this mean not extreme or excessive they
experience in Instructional Challenges in teaching kindergarten. Specifically, table 6
shows that all domain have the same description of " Moderately Difficult'' the three
domain with the highest mean are Physical Facilities with the mean of 2.68, Teaching
Learning Process with the mean of 2.67 and lastly the Administrative support with the
mean of 2.65.Lastly the lowest domain is Instructional Materials with the mean of 2.62.
The result implies that the teacher -respondent though experience of Moderately Difficult
still need relevant trainings to equip the knowledge, attitudes, behaviors, and skills they
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require to perform their tasks as a kindergarten teachers effectively in
the classroom, school, and wider community.
Table 7.a
Significant difference in the instructional challenges of teachers along the
demographic variable of sex
Gender mean t Sig. Interp.

male 2.26 -1.074 .608 NS
Teaching-Learning Process
female 2.70 -.944
male 2.26 -1.134 NS
Physical Facilities .809
female 2.72 -1.079
male 2.09 -1.406 .427 NS
Instructional Materials
female 2.67 -1.695
male 2.23 -1.094 .265 NS
Administrative Support
female 2.689 -1.466
Table 7.a revealed the difference in the level of instructional materials according
to the gender. The application of t-test set at 0.05 level of significance, it shows that all of
the items have a computed significance of above 0.05 level of significance (. 0.05 level of
significance) and therefore, all of the items had no significant.
It is well known that the share of women in the teaching force is growing.
According to the latest Education Indicators in Focus brief, the average share of female
teachers across OECD countries increased from 61% in 2005 to 65% in 2010 and to 68%
in 2014, in all education levels combined. Around 82% of primary school teachers and
63% of secondary school teachers are women. Some policy makers see this trend as a
cause for concern, citing, among other things, that the lack of male teachers and role
models might play a role in the decline of learning outcomes among young boys. But it
seems fair to say that few people would be concerned about a similarly skewed gender
imbalance in other professions if it benefited men.
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Table 7.b.
significant difference in the instructional challenges of teachers along the
demographic variable of years of handling kindergarten classes
Years of Handling Kindergarten Mean F Sig. Interp
.
0-4 years 2.84 NS
Teaching-Learning 5-9 years 2.48 .52
.757
Process 10-14 years 2.73 2
15 years above 2.40
0-4 years 2.87 NS
5-9 years 2.50 .46
10-14 years 2.50 0
15 years above 2.70
0-4 years 2.71 NS
Instructional 5-9 years 2.55 .91
.173
Materials 10-14 years 2.47 4
15 years above 2.60
0-4 years 2.82 NS
Administrative 5-9 years 2.47 .55
.697
Support 10-14 years 2.70 7
15 years above 2.40
The table 7.b present the significant differences between the teachers' years of
teaching in instructional materials of kindergarten teachers in Olongapo City. It shows
that all significant are above 0.05 stating that there is no significant difference in the level
of Instructional challenges according to the length of teaching experience is rejected.
With the result, it affirms the study of Manlongat (2010) and Lalas (2011) who assumed
that the length of teaching experience dictates the sufficiency of trainings needed in
coping with the rigidities and strains of the teaching profession.
Based on our review of 30 studies published within the last 15 years that analyze
the effect of teaching experience on student outcomes in the United States and met our
methodological criteria, we find that: 1. Teaching experience is positively associated with
student achievement gains throughout a teacher’s career. Gains in teacher effectiveness
associated with experience are most steep in teachers’ initial years, but continue to be
significant as teachers reach the second, and often third, decades of their careers. 2. As
teachers gain experience, their students not only learn more, as measured by standardized
tests, they are also more likely to do better on other measures of success, such as school
22
attendance. 3. Teachers’ effectiveness increases at a greater rate when they teach in a

supportive and collegial working environment, and when they accumulate experience in
the same grade level, subject, or district. 4. More experienced teachers support greater
student learning for their colleagues and the school as a whole, as well as for their own
students. (Kiny and Podolsky 2016)
Table 7.c.
Significant difference in the instructional challenges of kindergarten teachers along
the demographic variable of numbers of seminars/ training
Number of Trainings Mean F Sig. Interp.
1-5 trainings 2.40
6-10 trainings 2.75 .73
Teaching-Learning Process .574
11-15 trainings 3.02 0 NS
16 training and above 2.61
1-5 trainings 2.53
6-10 trainings 2.79 .59 NS
11-15 trainings 2.98 1
1-5 trainings 2.39
6-10 trainings 2.78 1.2
Instructional Materials .301
1-5 trainings 2.61
6-10 trainings 2.75 1.2
Administrative Support .292
In table 7.c, present the significant differences according to number of trainings
and seminars attended of kindergarten teachers. It shows all the items have a computed
significant of above 0.05 level of significant. The Instructional Challenges of
kindergarten teachers along the demographic variable of numbers of seminars/ training
shows in all Interpretation that there is No significant
Philippines which are formally known as the republic of the Philippines is a

nation which offers a varied range of teacher training programs to upgrade teaching skills
of aspiring teacher.
Support for beginning teachers is often uneven and inadequate. Even if well
prepared, new teachers often are assigned to the most challenging schools and classes
with little supervision and support. Nearly half of all teachers leave the profession in their
23
first five years, so more attention must be paid to providing them with early and adequate
support, especially if they are assigned to demanding school environments. Mentoring
and coaching from veteran colleagues is critical to the successful development of a new
teacher. Great induction programs create opportunities for novice teachers to learn from
best practices and analyze and reflect on their teaching. It is critical for veteran teachers
to have ongoing and regular opportunities to learn from each other. Ongoing professional
development keeps teachers up-to-date on new research on how children learn, emerging
technology tools for the classroom, new curriculum resources, and more. The best
professional development is ongoing, experiential, collaborative, and connected to and
derived from working with students and understanding their culture. (Edutopia, 2008)
24
25
THE PROPOSED TEACHERS' ENHANCEMENT PROGRAM FOR THE TECHNOLOGY SUPPORTED
TEACHER PROFESSIONAL DEVELOPMENT IN EARLY LANGUAGE, LITERACY, AND NUMERACY
FOR KINDERGARTEN TEACHERS (ELLN) WITH THE INTEGRATION OF MULTI-MEDIA IN
OLONGAPO CITY.
I. RATIONALE
THIS PROPOSED TEACHERS' ENHANCEMENT PROGRAM FOR THE TECHNOLOGY

SUPPORTED TEACHER PROFESSIONAL DEVELOPMENT IN EARLY LANGUAGE, LITERACY, AND
NUMERACY FOR KINDERGARTEN TEACHERS (ELLN) WITH THE INTEGRATION OF MULTIMEDIA IN
OLONGAPO CITY is designed in order to address the teachers' need to sustain their Instructional
challenges in all four (4) areas. The results of their Instructional Challenges using the Perceptions
on the Level of Difficulty, show that all areas are given Moderately Difficult. Therefore, the
hierarchy of the teachers' level of difficulty of their Instructional Challenges which are Teaching-
Learning Process, Physical Facilities, Instructional Materials and Administrative Support, needs
to be strengthened by this program. ELLN with the integration of Multi-Media is a blended course
on early literacy and numeracy instruction for Kindergarten teachers. It is a Teacher Professional
Development (TPD) initiative in support of the Department of Education’s Early Language,
Literacy, and Numeracy (ELLN).
II. STATEMENT OF PURPOSE
In DepEd Order No. 12, Series of 2015, the Department recognizes that the
foundation of learning is in a child's early language, literacy, and numeracy skills. These
skills, according to DepEd, do not develop naturally, and thus require careful planning
and instruction. There is thus, a need, for children to have access to age-appropriate and
culturally-sensitive materials to help them develop the habits of reading, speaking,
writing, and counting.
Multimedia is the multi dimensions of media, which can be an amalgamation of

text, sound effects, light, animated figures, still images, videos and interactive content
forms. Multimedia is simply multiple forms of media integrated together. Multimedia is
simply multiple forms of media integrated together, i.e. the collection of audios, sounds,
text, graphics etc. which develop in programs. Multimedia increased independence,
26
decision making, and consolidation of children’s prior knowledge, critical literacy and
specific number and language concepts in the students. Multimedia plays a very
important role in assisting students in learning processes. In present investigation to
identify the role of different types multimedia devices and their positive influence in
early childhood education.
OBJECTIVE
• Apply the principles of early language, literacy, and numeracy development in teaching-
learning process.
• Discuss the components of balanced literacy and numeracy instruction
• Plan and implement with the use of multimedia in balanced literacy and numeracy instruction
for Kindergarten learners.
Achieving these objectives should enable to develop reading and writing skills, critical thinking,
and problem-solving skills in kindergarten learners.
27
TRAINING PROGRAM
Learning Topic Training Implementors Trainor's Budget Time Competencies

Outcomes Strategies Frame
Teaching- Foundation Hands-on Principal Under the P 50.00 for April___ Each
Learning s of Early of an School supervision snacks/Teac day 1 participant
Process Language interactive Administrators of Master her should be
and multimedia Teachers innovative,
Literacy courseware creative and
Developme effective in the
nt and teaching-
Instruction learning
Lesson process.
LUNCH BREAK P 50.00 for

LUNCH/Teac
her
Module 2 - Lesson 1: Hands on Principal ICT P 50.00 for April___ Faculty shall
Literature- Children’s Training School Coordinato snacks/Teac day 2 demonstrate
Based Literature and Administrators r her the use of
Instruction in the Presentatio multimedia to
with the kindergarte n in teaching
integration n learning
of Classroom process.
technology Lesson 2:
literature in
the use of
multimedia
DAY 2
Module 3 - Lesson 1: Brainstormi Principal Master P 50.00 for Participant will

Developing Teaching ng and School Teachers snacks/Teac be motivated
Skills Language presentatio Administrators her to manage of
through Lesson 2: n. their time
Explicit of Teaching using their
multimedia Phonics instructional
using audio materials that
should
contribute to
greater
retention of
learning.
LUNCH BREAK P 50.00 for

LUNCH/Teac
her
28
Module 4 - Lesson 1: Learning Principal Master P 50.00 for These
Assessing Assessing Based- on School Teachers snacks/Teac assessment
Reading Reading problem. Administrators her s provide
Performanc Performanc teachers
e. e Using with the
Classroom- information
Based needed to
Assessment develop
Tools appropriate
lessons and
improve
instruction
for all
students
CONCLUSIONS
Despite of the intensive and purpose preparation in the part of the Department of
Education, Teachers felt the needs of more trainings and professional development.
Teachers are showing interest to be train more on the four areas particularly the lowest
mean the Instructions Materials that should contributes in effective teaching and learning
process, Teaching Learning Process that organization of the lessons to use in teaching
pupils with different learning abilities and preparedness.
In conclusion, various studies have been conducted focusing on the problems of

kindergarten teachers regarding the instructional challenges. In order to achieve the high-
quality standards in early childhood education, problems of kindergarten teachers should
continue to be analyzed well and realistic practical solutions should also be offered to
increase effectiveness in curriculum implementation. In this context the present study is
expected to make a contribution to the literature by analyzing the problems of teachers in
detail and taking the ideas of preschool teachers regarding the possible solutions.
RECOMMENDATIONS
As the result of this study the following are recommended.

1. The kindergarten teacher need to pursue their professional education to be more
productive.
2. The school should provide budget for the Physical Facilities especially in Instructional
Material and utilization of Media like television or audio that can use for Instructional
29
material or speaker that will help the children gives more opportunity to understand the
lesson.
3.The School Administration shall provide trainings and seminars to receive update for
the curriculum planning and refresh the abilities of the kindergarten teachers.
4.The proposed Teacher Enhancement Program will be given apply as continuous

program of Olongapo City Schools.
30
REFERENCES
. Journals and Periodicals
Akomolafe, D. C. (2016). The Impact of Physical Facilities on Students’ Level of

Motivation. In D. O. Adesua2. South Nigeria: Journal of Education and Practice .
Anus, I. M. (2017). Students And Teachers Related Factor Affecting the Academic
Performance of Grade 6. Olongapo City: Gordon College.
Arcadio, C. (2012). Teaching effectiveness of Sison Integrated School. Pangasinan .
Christine Marvin, B. L. (2003). Administrative Support and Challenges in Nebraska
Public School Early Childhood Programs: Preliminary Study . University of
Nebraska–Lincoln : Hammill Institute on Disabilities & SAGE Publications.
Dalli, C. (2011). A curriculum of open possibilities: New Zealand Kindergarten Teacher's
view of Professional Practice. An instructional research Journal, 229-243.
Deloitte, D. a. (2014). DATA USA:ABOUT. USA: D3plus.
Early,D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., et al.
(2007). Teachers’education, classroom quality, and young children’s academic
skills: results from seven studies of preschool programs. Child Development, 78,
558–580
Earthman, G. I., & Lemasters, L. K. (2009). Teacher attitudes about classroom
conditions. Journal of Educational Administration, 47 (3), 323-335.
Edutopia. (2008). Why is Teacher Development Important?

https://www.edutopia.org/profile/edutopia.
Erden, E. (2010). PROBLEMS THAT PRESCHOOL TEACHERS FACE IN THE
CURRICULUM. MIDDLE EAST TECHNICAL UNIVERSITY, iv.
Freibrun, M. (2019). Minds in Bloom. https://minds-in-bloom.com/positive-behavior-

management-strategies/.
Freibrun, M. (2019). Positive Behavior Management Strategies for the Primary
Classroom. Minds in Bloom.
Garcia, Maria Theresa Tipon (2015) "Status of Preschool Education Program of
Olongapo City, Unpublished Master's Thesis, of Gordon College ,Olongapo City.
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Hatcher, B., Nuner, J., & Paulsel, J. (2012). Kindergarten readiness and preschools:
Teachers' and parents' beliefs within and across programs. Early Childhood
Research and Practice, 14(2). Retrieved June 9, 2013,
Karen E. Johnson, P. R. (2011). Research on Second Language Teacher Education.
Latoya, M. (2013). Kindergarten Teacher's Perception of and Expectations for School
Readiness. Philadelphia College of Ostteopathic.
Liew, J. (2011). Effortful control, executive functions, and education: bringing self.
Moore, R. J. (2010). Utah Kindergarten Teacher's Challenges and Concern About
Teaching Kindergarten. Logan,Utah United States: Utah State University.
NAEYC. (2005). NAEYC early childhood program standards and accreditation criteria:
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Podolsky, T. K. (2016). Does Teaching Experience Increase Teacher Effectiveness?

Learning Policy Institute: e Creative Commons Attribution-NonCommercial 4.0
International.
Polis, D. (2009). Kindergarten assessment: Development of a new measure. Ann Arbor, .
Quintina,Aurora Russ C.(2011) Motivational Needs and Teaching Performance of the
faculty of the kindergarten teacher Education in Olongapo City,"Unpublished
Master's Thesis, of Gordon College ,Olongapo City.
Salandan, G. (2009). Elements of Good Teaching . Quezon City: Lorimar Publishing,

INC.
Tabunan, Wilma R. 2007 "Status of Preschool Education Program of District II-A in
Olongapo City. Master's Thesis, Gordon College, Olongapo City
Tan, C. T. (2017). Enchancing the Quality of Kindergarten Education in Singapore

:Policies and strategies in the 21st Century. International Journal of Child Care
and educational Policy, 22.
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School. Northeastern Tenesse.
Zuniga, A. &. (2017). Perceived Benifits of Kindergarten Teachers Toward Thier
Performance. Olongapo City: Gordon College.
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Websites
Chan, L. (2014). Early Childhood Education in Hong Kong and its Challenges.
Hongkong:
https://www.tandfonline.com/doi/abs/10.1080/0300443022000022387.
Freibrun, M. (2019). Positive Behavior Management Strategies for the Primary
Classroom. Minds in Bloom,
https://minds-in-bloom.com/positive-behavior-management-strategies/
Gems Kindergarten Starter in Garhoud, Dubai United States of Emerates
https://www.gemskgs.com/about-us/our-team/
Germantown,Crossing MD. (2019) Optimal Learning Centers and Schoool. Gaithersburg,

Germantown, Silver Spring and Rockville, Montgomery County, Maryland.
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Ntumi, S. (2016). Challenges Pre-School Teachers Face in the Implementation of the

Early Childhood Curriculum in the Cape Coast Metropolis. Journal of Education
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2020134_0.pdf.
33
APPENDICES A
Table 1 List of Public School in Olongapo City Including Numbers of Teachers
Name of School No. of Teacher-Respondent(N)
.Amelia Heights Elem.School 2
Asinan Elem.School 3
Banicain Elem.School 5
Bangal Elem.School 2
Baretto 1 Elem.School 4
Baretto 2 Elem.School 2
Boton Elem.School 3
East Bajac Bajac Elem.School 3
Gordon Heights 1 Elem.School 3
Gordon Heights 2 Elem.School 4
Ilalim Elem.School 1
Iram 1 Elem.School 2
Iram 2 Elem.School 1
.James L. Elem.School 2
Kalalake Elem.School 5
Mabayuhan Elem.School 4
New Cabalan Elem.School 4
Nelie Brown Elem.School 2
Old Cabalan Elem.School 4
Olongapo City Elem.School 9
Seria Soriano 1 Elem.School 3
Seria Soriano 2 Elem.School 1
SPED Elem.School 1
Sibol Elem.School 1
Tabacuhan Elem.School 4
Tapinac Elem.School 1
Total 75
34
APPENDICES B
35
APPENDICES C
36
APPENDICES D
QUESTIONNAIRE ON INSTRUCTIONAL CHALLENGES OF
KINDERGARTEN TEACHERS IN OLONGAPO CITY.
Part I. Personal Information
1. .Direction: Please check and answer the response that applies to you.
A. Sex
______Male
______Female
B. Years of Handling Kindergarten Classes
______0-4 years ______10-14 years
______5-9 years ______15 years and above
C. Number of Trainings Attended
______1-2 ______4-5
______3-4 ______6 and above
Part II.This is for the Teachers perceptions on the level of difficulty in teaching
kindergarten classes.General Direction: Please recall your teaching practices, specifically
the difficulties you experienced in teaching/ handling kindergarten classes. Put a check (/) mark
on the appropriate column opposite each situation that will reflect your judgment as in the
following.
Scale Description
5 Extremely Difficult
4 Very Difficult
3 Difficult
2 Moderately Difficult
1 Not Difficult
Statement 5 4 3 2 1
A. Teaching-Learning Process
1.Management of time in teaching kindergarten classes
2.Preparation of lessons in handling kindergarten
classes
3.Management of classroom discipline of pupils in
kindergarten levels
4.Organization of lessons to be used in teaching pupils
with different learning abilities and preparedness
37
5.Mastery of different subject matters handled in
kindergarten levels.
B. Physical Facilities
1.Matching abilities of facilities to the abilities for
learners in kindergarten levels.
2.Utilization of multimedia to maximize student
learning.
3.Organization of desks and chairs necessary for
teaching.
4.Absence of educational learning centers for the
optimum learning of kindergarten pupils
5.Providing a suitable condition inside the classroom
that can have a significant impact on the performance
and comfort level for kindergarten pupils.
C. Instructional Materials
1.Making proper instructional materials to be used for
kindergarten level.
2.Preparation of instructional materials that cater to the
needs of the pupils in a kindergarten level.
3.Instructional material should allow pupils to work
independently.
4. Instructional Material should contribute to greater
retention of learning.
5. Instructional Material contribute in effective
teaching and learning.
D. Administrative Support
1. Administrative support in dealing with issues
and challenges of kindergarten teaching.
2. Administrator knowledge on kindergarten
teaching as an innovative way of teaching.
3. Administrator support for the professional
development opportunities of kindergarten
teachers.
4. Administrative records involving pupils in
5. Lack of effective curriculum planning to
enhance kindergarten classes.
38
CURRICULUM VITAE
KORINA G. LACANDOLA
#1657 Balic-Balic sta. Rita Olongapo City
Cp. #:0946-528-4025
Anikor.laandola@gmail.com
PERSONAL DATA:
AGE : 24
BIRTH DAY : November 21, 1994
PRESENT ADRESS : 1657 Balic-Balic Sta. Rita Olongapo City
HEIGHT : 5.4FT
RRELIGION : Seventh Day Adventist/ SDA-
STATUS : Single
WEIGHT : 45 kgs.
EDUCATIONAL BACKGROUND:
* MASTER DEGREE: Northern Luzon Adventist College- Currently taking

Masters of Arts in Education major in Elementary and
High School - 36 units onward/on-progress
*TERTIARY: Mondriaan Aura College

*Let Passer Bachelor in Elementary School
*SECONDARY: Olongapo City National Hight School (2010)

39
ACHIEVEMENTS/ RESPONSIBILITIES:
*Resource Speaker, Early Language, Literarcy, and Numerarcy(ELLN)

Balic-Balic Elementary School July 26,2019
* Won 1st placer as Coach in Kindergarten Division Level Festival of Talents
(Mathenik-Tangram) 2019
Coach in the Kindergarten Division Level Festival of Talents (Ballroom) 2019

*Passing the LICENSURE Examination for Teacher (LET) – March 2015
WORK EXPERIENCES:
* * Elementary Teacher in Balic-Balic Elementary School, Olongapo City.

(Kindergarten 2016-present)
* Elementary Teacher in Olongapo Adventist Elementary School, Olongapo City.

(Grades IV, V and VI – 2015-2016)
Instructional Challenges of Kindergarten Teachers in Olongapo City 40

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1

Instructional Challenges of kindergarten Teachers in Olongapo City

Background of the Study

Kindergarten teachers have been found to play an important role in further

A positive consideration on kindergarten readiness were discovered by Hatcher

In Ankara, it was revealed by a selected 223 teachers that challenges in

Theoretical Framework of the Study

Instructional Challenges for kindergarten Teachers aided with Training Program

Figure 1: Paradigm of the Study

Specifically, this study will seek to answer the following queries:

1. What is the profile of the teachers handling kindergarten classes in Olongapo

2.What is the extent of instructional challenges of kindergarten teachers

a. Teaching learning process

3. What training program can be developed to enhance teaching in the kindergarten

Significance of The Study

Territorial Map of the Division of Olongapo City

Table 2 Blue Print

Table 3 Interpretation Scale

Data Gathering Procedure

RESULT AND DISCUSSION

Table 5.a. Extent of instructional challenges of kindergarten teachers along teaching

master in your classroom. Having solid behavior management helps maintain

The role of instructional materials is to glue information into learner's mind as

Gender mean t Sig. Interp.

attendance. 3. Teachers’ effectiveness increases at a greater rate when they teach in a

Philippines which are formally known as the republic of the Philippines is a

THIS PROPOSED TEACHERS' ENHANCEMENT PROGRAM FOR THE TECHNOLOGY

II. STATEMENT OF PURPOSE

Multimedia is the multi dimensions of media, which can be an amalgamation of

Learning Topic Training Implementors Trainor's Budget Time Competencies

LUNCH BREAK P 50.00 for

Module 3 - Lesson 1: Brainstormi Principal Master P 50.00 for Participant will

LUNCH BREAK P 50.00 for

In conclusion, various studies have been conducted focusing on the problems of

As the result of this study the following are recommended.

4.The proposed Teacher Enhancement Program will be given apply as continuous

Akomolafe, D. C. (2016). The Impact of Physical Facilities on Students’ Level of

Edutopia. (2008). Why is Teacher Development Important?

Freibrun, M. (2019). Minds in Bloom. https://minds-in-bloom.com/positive-behavior-

Podolsky, T. K. (2016). Does Teaching Experience Increase Teacher Effectiveness?

Salandan, G. (2009). Elements of Good Teaching . Quezon City: Lorimar Publishing,

Tan, C. T. (2017). Enchancing the Quality of Kindergarten Education in Singapore

Germantown,Crossing MD. (2019) Optimal Learning Centers and Schoool. Gaithersburg,

Ntumi, S. (2016). Challenges Pre-School Teachers Face in the Implementation of the

* MASTER DEGREE: Northern Luzon Adventist College- Currently taking

*TERTIARY: Mondriaan Aura College

*SECONDARY: Olongapo City National Hight School (2010)

*Resource Speaker, Early Language, Literarcy, and Numerarcy(ELLN)

Coach in the Kindergarten Division Level Festival of Talents (Ballroom) 2019

* * Elementary Teacher in Balic-Balic Elementary School, Olongapo City.

* Elementary Teacher in Olongapo Adventist Elementary School, Olongapo City.

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