CHAPTER 1

The Problem and the Literature Review

1.1 Background of the Study

Teaching is going through a momentum of great transformations in many

countries. The dynamic changes in the field of education are encouraging most

of the teachers to work more collaboratively in order to respond effectively to

those changes and achieve the highest standards of performance (Bicaj 2014).

Just as we need to differentiate instruction to accommodate varying

student needs, we need to personalize professional development to address

varying teacher needs (J. Marshal 2016). This study provides needs

assessment along with recommendations to help guide the professional

development of each teacher, department, school, or district.

It is not enough to demand high-quality education for young children; we

also must ensure that educators are provided with affordable high-quality

training and education opportunities. Early childhood educators dedicate their

life’s work to nurturing, educating and caring for young children. Only the most

effective teachers and staff can ensure children in their care have the early

experiences they need to be more likely to succeed in school, read on grade

level and graduate on time (Tavlas 2004).

The importance of understanding the qualities of early childhood

educators that contribute to optimal child learning and development has been

heightened in recent years with the passage of the No Child Left Behind Act of

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2001 (Public Law 107–110) and its complement in early childhood policy, Good

Start, Grow Smart. In this early childhood initiative, early learning guidelines

serve as a framework for practice and assessment, and individuals caring for

children are required to meet certain educational qualifications and receive

professional development to enhance their abilities to support young children's

learning. Indeed, the professional development of practicing early childhood

educators is considered critical to the quality of experiences afforded to children

(Martinez-Beck & Zaslow, 2006), (Sheridan et.al. 2009).

Consistently engaging in early childhood professional development is

important because once you have the appropriate skills and knowledge, you can

then provide a high-quality learning environment. This is accomplished by

applying developmentally appropriate theoretical concepts in the classroom with

the intent of nurturing the whole child and providing skill development

opportunities. Both beginning and veteran teachers can benefit from ongoing

and collaborative early childhood professional development to reinvigorate

creativity, encourage family engagement, stay up to date with emerging

technologies, learn new curriculum tools, and acquire additional resources to

support children with various learning styles, special needs, and cultural

backgrounds (Kaplan 2016).

High-quality professional development creates space for teachers to

share ideas and collaborate in their learning, often in job-embedded contexts

that relate new instructional strategies to teachers’ students and classrooms. By

working collaboratively, teachers can create communities that positively change

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the culture and instruction of their entire grade level, department, school, and/or

district. “Collaboration” can span a host of configurations—from one-on-one or

small group collaboration to school wide collaboration to collaboration with other

professionals beyond the school (Hammond et.al. 2017).

No matter how good pre-service training for teachers is, it cannot be

expected to prepare teachers for all the challenges they will face throughout

their careers. Education systems therefore seek to provide teachers with

opportunities for in-service professional development in order to maintain a high

standard of teaching and to retain a high-quality teacher workforce. As OECD’s

comparative review on teachers noted (OECD, 2005):

Effective professional development is on-going, includes training, practice and

feedback, and provides adequate time and follow-up support. Successful

programs involve teachers in learning activities that are similar to ones they will

use with their students, and encourage the development of teachers’ learning

communities. There is growing interest in developing schools as learning

organizations, and in ways for teachers to share their expertise and experience

more systematically.

Professional development opportunities for teachers have rarely been on

the basis of their real needs for learning the instructional skills. Very few people

in charge of administrative affairs might gain insights taken from teachers’

professional needs. Having student teachers required to take part in diverse

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professional development activities irrelevant to what they need would lead

them to view the opportunities merely as financial promoting courses rather than

mediums for in-service teaching empowerment (Khandehroo et. al. 2011)

Teachers’ view of what has helped or hindered their participation in

professional development is then examined, in the light of their reports of

unsatisfied demand and areas of greatest need. It reveals cross-country

variations in the level and types of support received by teachers to participate in

professional development and examine the relation between the support

received and the level of participation reported in the survey. School-level

policies and practices for induction and mentoring of new teachers are revealing

of the extent to which they differ among countries; this section looks at how

these practices co-exist with other professional development activities in

schools (Timperley et.al. 2007)

However, research has noted that many professional development

initiatives appear ineffective in supporting changes in teachers’ practices and

student learning. Accordingly, we set out to discover the features of effective

professional development. We define effective PD as structured professional

learning that results in changes to teacher practices and improvements in

student learning outcomes. (Hammond 2017)

Professional development is really a demand for educators who teaches

quality education in every student. Seminars and trainings really helps to

achieve every goal that they really want to achieve. That is why the researchers

chose to pursue the study in order to determine the needs of the daycare

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teachers in San Luis, Batangas. This assessment seeks to help them develop

their teaching skills to improve more in giving quality education for their learners

and their professional growth.

1.2 Significance of the Study

The purpose of this study was to determine the needs of daycare

teachers in San Luis, Batangas to further develop their teaching skills that

includes positive discipline, understanding their learners, planning and

preparations, strategies in teaching, and importance of communication between

school and stakeholders.

The development of teachers beyond their initial training can serve a

number of objectives (OECD, 1998) (The Professional Development Teachers

OECD 2009) including:

 to update individuals’ knowledge of a subject in light of recent advances

in the area;

 to update individuals’ skills, attitudes and approaches in light of the

development of new teaching techniques and objectives, new

circumstances and new educational research;

 to enable individuals to apply changes made to curricula or other aspects

of teaching practice;

 to enable schools to develop and apply new strategies concerning the

curriculum and other aspects of teaching practice;

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  to exchange information and expertise among teachers and others, e.g.

academics, industrialists; and

 to help weaker teachers become more effective.

This research was significant because the data and findings would be

added to the limited quantitative data. The findings might have significance for

the needs of daycare teachers for the improvement of their professional growth.

Through this, the process would be added relevant information for the future

references of finding good topics of workshop or trainings to conduct in the

particular area.

1.3 Review of Related Literature

Experiential learning in teacher professional development is not a novel

concept and its reported use has focused on the experience of teachers

developing their practice whilst in the classroom: experimenting, reflecting and

adapting new theories, practices and content they have been introduced to in

their own professional context. This process can be individual with reflection

used as a tool for self-direction (Minott, 2010) or shared through professional

development activities such as lesson study (Fernandez, 2002) and participation

in professional learning communities. However these types of professional

development activities cannot fully address the demands of initial professional

development in the context of radical national curriculum reform (Girvan et.al.

2016).

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 Teachers’ professional development as a path to dialogic teaching

defines the role of the teacher in a specific manner. To some extent, the teacher

has to make room for students to speak more and must attribute greater

epistemic weight to student talk than in the classic trans missive mode of

instruction. This does not mean, however, that the teacher steps back into the

role of a facilitator; dialogic teaching requires both student engagement and

teacher intervention (Alexander, 2006). This view is based on Vygotsky's

concept of the teacher as a competent adult who introduces the child to the

symbolic system of the given culture. According to Corden (2009), teachers

should not try to suppress their expert role, but as much as possible should use

their expertise to develop the child's expertise (Sedova et al. 2016).

Guskey (2002) identifies positive changes in student outcomes as one

motivating factor for teachers to change their own practice. While this may be

the ultimate long-term aim of professional development, we suggest that it

should be possible to demonstrate positive outcomes for students at the outset,

in order to engage this motivational factor early on (Girvan et. al. 2016).

Observing their own learners demonstrates to teachers not only what

approach could be used but more importantly they were able to observe the

outcomes for their own learners, addressing a key motivator for changing

practice (Guskey, 2002). While it is often taken for granted that good

professional development will lead to positive student outcomes, it is difficult to

track exactly how this occurs (Stoll et al., 2012). What we can be sure about is

that teachers are motivated by student outcomes (Darling-Hammond, 1998) and

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this paper demonstrates that observing positive student outcomes at the start of

CPD is a useful hook to initially engage teachers in the innovation and motivate

them to use it in their own classrooms (Connely et.al. 2016).

According to (Girvan et.al. 2016) three characteristics were identified of

schools which successfully supported staff to engage in ongoing development of

their practice: promoting open and collaborative learning amongst staff; time

made available; and consistent guidelines for teamwork. Teachers who gained a

lot from collaborating with others found that the initial professional development

activities provided them with a framework with which to talk about teaching. It

also helped to improve the dialogue between teachers and principals.

Examining professional development programs for teachers is notoriously

challenging, a process Joyce and Calhoun, (2010) have described as

“technically demanding” (p. 2). Whilst it is possible to draw general conclusions

from research about what elements support teacher change as a result of

professional development, drawing valid and reliable conclusions from such a

diverse literature base about what works is a more complex task (Saunders

2014).

According to Chien-Chin Chen 2018, professional development is a key

to reforms in teaching and learning. Recent research agrees that the following

characteristics of professional development are critical to improving teacher

effectiveness and increasing student achievement: (1) content focus, (2) active

learning, (3) coherence, (4) duration, and (5) collective participation. Studies

acknowledge these as critical components of effective professional

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development. Opportunities for teachers to engage in active learning also

influence the effectiveness of professional development. Active learning, as

opposed to passive learning typically characterized by lectures, can take a

number of forms, including teacher observation, followed by interactive

feedback; reviewing relevant student work; and leading discussions.

Teachers' professional development literature shows a range of insights

regarding views of learning (acquisition vs. constructivism), designs (fragmented

vs. ongoing and systematic), and opportunities (formal and informal, mandatory

and voluntary, serendipitous and planned). The lifelong curriculum of teachers'

professional development seems fragmented and incoherent.

Base from the research of Borko et.al. 2010, attention is increasing for

teacher learning and teacher professional development programs situated in the

workplace in contrast to off-site programs. These off-site activities entail

workshops, conference sessions, seminars, lectures, and other short-term

training events on subject-matter issues and topics such as cooperative

learning and classroom management. Design elements and conditions that can

enhance the effectiveness of these activities are longer duration, connection

with teachers' work context, focus on subject matter, and emphasis on analysis

and reflection (Smith and Gillespie, 2007). By identifying these design elements

and conditions, it is a small step toward recent on-site professional development

methods that are embedded in daily work in classrooms and schools. These

work-embedded methods include training within the school or local context, and

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creating ongoing professional communities, study circles, and inquiry groups. In

addition to this, workplace learning has brought about a shift:

• from a focus on individual teacher knowledge, skills, and teaching

competencies, including new instructional methods, to a focus on student

learning and specific teacher problems;

• from off-site to on-site activities;

• from single sessions or a short series to long-term and ongoing sessions; and

• from a focus on change as something that is done to teachers, and programs

that change teachers as passive participants, to change as a complex process

that involves learning with teachers as active learners.

A teacher’s professional knowledge refers to their subject-matter

knowledge, curricular knowledge, and pedagogical knowledge

(Collinson 1999). This professional knowledge is influenced by the

undergraduate degrees earned by a teacher, the college attended, graduate

studies undertaken, and opportunities to engage with on-the job training,

commonly referred to as professional development (Collinson 1999;

Rice 2003; Wayne and Youngs 2003; Burroughs 2019).

Although work by Desimone et al. (2002, 2013) suggested that

professional development may influence the quality of instruction, most

researchers found that teachers’ professional development experiences

showed only limited associations with their effectiveness, although middle- and

high-school mathematics teachers who undertook more content-focused

training may be the exception (Blomeke et al. 2016; Harris and Sass 2011). In

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their meta-analysis of the effects of professional development on student

achievement, Blank and De Las Alas (2009) found that 16 studies reported

significant and positive relationships between professional development and

student achievement. For mathematics, the average effect size of studies

using a pre-post assessment design was 0.21 standard deviations.

1.4 Theoretical Framework

In this section the researchers considered views of learning, identifying

their needs for their professional growth. To fully assess the needs of the

daycare teachers of San Luis, Batangas, it is vital to understand the importance

of assessment. The alignment (Biggs, 1996; Biggs and Tang, 1997) of

assessment with learning, teaching and content knowledge is a basis for claims

for the validity of assessments, but the relationship is not straightforward and

cannot be taken for granted (James 2012).

This behaviorist view of learning was expanded by Thorndike (1911,

1931), who developed a systematic learning theory incorporating the

consequences of behavior in the form of how they were reinforced. Thorndike

argued that the consequences of past behavior must have an effect on future

behavior and that recognizing and strengthening the stimulus-response

connection is the essence of learning. From this proposition Thorndike (1911)

developed his ‘Law of Effect’, which stated that behaviors that were rewarded

tended to recur, while behaviors that were punished or not rewarded tended to

weaken. Later, Thorndike (1931) refined his ‘Law of Effect’ to reflect the fact that

he found that punishment did not weaken the stimulus-response connection,

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rather it lead subjects to avoid the situation or initiated feelings of anxiety or

fear. This discovery’s significance for learning was summarized by Thorndike

himself as “we may increase our confidence in positive rather than negative

learning and teaching” (Thorndike, 1931) (Glaserfield 2005).

Constructivism is basically a theory which is based on observation and

scientific study, about how people learn. It says that people construct their own

understanding and knowledge of the world, through experiencing things and

reflecting on those experiences (Bereiter, 1994). When we encounter something

new, we have to reconcile it with our previous ideas and experience, maybe

changing what we believe, or maybe discarding the new information as

irrelevant. In any case, we are active creators of our own knowledge. To do this,

we must ask questions, explore, and assess what we know. In the classroom,

the constructivist view of learning can point towards a number of different

teaching practices. In the most general sense, it usually means encouraging

students to use active techniques (experiments, real-world problem solving) to

create more knowledge and then to reflect on and talk about what they are

doing and how their understanding is changing. The teacher makes sure he/she

understands the students' preexisting conceptions, and guides the activity to

address them and then build on them (Oliver, 2000; Olusegun 2015).

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1.5 Statement of the Problem

The purpose of this study was to determine the needs of daycare

teachers in San Luis Batangas. Context is defined as actual learning

communities, leadership, and resources; process is defined as data-driven

practices, evaluation, research-based decisions, design, learning, and

collaboration; and content is defined as equity, quality teaching, and family

involvement.

The focus of this study was to improve and support the professional

growth and development of daycare teachers in San Luis, Batangas.

Professional development in early childhood programs refers to number of

experiences that promote education, training, and development opportunities for

early childhood practitioners who do or will work with young children aged birth

to 8 years and their families. In this vein, professional development applies to a

full range of activities that attempt to increase the knowledge base, skill set, or

attitudinal perspectives brought to bear as a practitioner engages in home-

visiting, parent education, child care, preschool education and/or kindergarten to

third-grade teaching, or educational support services (Harvard Family Research

Project, 2006; Sheridan et.al 2009). By studying the needs of the teachers

based on the used tool by the researchers, it was hoped that they would be

benefitted from the workshop or training that would be conducted in the future.

The general purpose of this study was to determine the needs of daycare

teachers of San Luis, Batangas for the improvement of their professional

growth.

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 The specific purpose was to seek answers to the following questions:

1. What was the demographic profile of the daycare teachers based on the

following:

a. name

b. age

c. years in teaching

d. location of school/ center they’re involve at

e. highest educational attainment

2. What were the topic areas that best described their current needs to

support their professional growth base on the following:

a. Importance of Communication between School and its

Stakeholders

b. Fun and Creative Ways of Teaching through Story Telling

c. Understanding Filipino Early Childhood Learners

d. Positive Ways to Discipline Early Childhood Learners

e. Planning and Preparation of Instructional Materials

f. Vital Roles of Early Childhood Learners

g. Teaching through Music and Movement

h. Mentoring Program between Teachers and Administrators

i. Importance of Evaluating Learning

j. Planning and Preparation of Evaluation Tools

3. What are the other suggested topics that they wanted to learn?

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1.6 Scope and Delimitations

The study focused determining the needs of the daycare teachers in San

Luis, Batangas. However, cautions must be exercised when making

generalizations based on the findings of this study, as delimitations and

limitations apply.

The study was conducted to 22 daycare teachers from different daycare

centers of San Luis Batangas.

The researchers noted the following limitations of the study: (a)

Participants’ responses were ranked according to their needs, and it assumed

that participants gave honest responses. (b) The data were gathered with a

questionnaire tool modified by the researchers.

1.7 Definition of Terms

To provide common form of references, the following several terms was

defined conceptually and operationally for clarity.

Assessment. Base from the research conducted by Bicaj 2014, it refers

to the wide variety of methods or tools that educators use to evaluate, measure,

and document the academic readiness, learning progress, skill acquisition, or

educational needs of students.

Daycare. According to an article written by Ehrle et. al 2005, day care

refers to the care provided for infants and toddlers, preschoolers, and school-

aged children, either in their own homes, in the home of a relative or other

caregiver, or in a center-based facility.

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 Diagnostic Assessment. A form of pre-assessment that allows a teacher

to determine students' individual strengths, weaknesses, knowledge, and skills

prior to instruction and primarily used to diagnose student difficulties and to

guide lesson and curriculum planning (Railean et.al 2015).

Effectiveness. Refers to the wide variety of methods or tools that

educators use to evaluate, measure, and document the academic readiness,

learning progress, skill acquisition, or educational needs of students.

Professional Development. According Campos 2010, it refers to the

continued training and education of an individual in regards to his or her career.

The goal of professional development is to keep you up-to-date on current

trends as well as help you develop new skills for the purpose of advancement in

the field.

Dialogic Teaching. This expression means to use talk more effectively for

carrying out teaching and learning. It involves ongoing talk between teachers

and learners and not just a teacher-led approach to teaching-learning

situations. It gives more opportunities for students to contribute to classroom

dialogue in order to build together knowledge and enter in the process of its

elaboration (Railean et.al 2015).

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 Chapter 2

Methods

2.1 Research Design

The study used the descriptive research design. According to Manuel

and Medel, descriptive research describes what is. It involves the description,

recording, analysis, and interpretation of the present nature, composition or

processes of phenomena. The focus is on prevailing conditions, or how a

person, group, or thing behaves or functions in the present. It often involves

some type of comparison or contrast. That is why the researchers considered

this method suitable to the present research.

2.2 Sampling and Participants

Random sampling states that every member of the population

presumably had an equal chance of being selected (Fraenkel, Wallen and

Hyun,2012, p. 93). Every day care teacher has a same chance of being

chosen to represent the entire group and to avoid bias.

Twenty - two (22) day care teachers were randomly selected from San

Luis, Batangas for the needs assessment test.

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2.3 Instruments

The researchers’ made needs assessment checklist was used to the

study. The Needs assessment checklist determined the needs of the day care

teacher for their improvement and development as effective day care teachers.

The copy of the instrument can be seen on the Appendices part.

2.4 Data Gathering Procedure

In order to gather all the information and data needed for this study, the

researchers’ gathered related literatures, conducted the assessment test that

determined the needs of the day care teachers of San Luis, Batangas. After

determining the needs of the day care teachers of San Luis, Batangas,

seminars and workshops would be provided to support their professional growth

and development.

2.5 Data Analysis

To determine the result of the needs assessment checklist of the day

care teachers, the day care teacher ticked four topic areas that best describe

the current needs of the day care teacher that will support their professional

growth. The researchers validated the four best topic areas that determine the

needs of the day care teacher for their professional growth. Then, they

enumerated the other topics they want to learn.

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2.6 Potential Ethical Issues

The researchers had an obligation to respect the rights, needs, values

and desires of the participants (Marshall and Rossman, 1989, Merriam, 1988;
Spradley, 1980).

The following safeguards were employed to protect the participants’

rights:

 Permission to conduct a data gathering was given to Municipality of San

Luis, Batangas;
 Another letter of permission was given to the administration, head
teacher and daycare teachers to determine the number of participants
who will answer the needs assessment survey form.
 Name of the participants was optional to make the data gathered
confidential.
 From the given permission of the researcher, age, gender and birthday
were determined and will serve as an important data of the researcher.
 The selected schools and participants understand the importance of their
answer to data gathering of the researcher

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 Chapter 3

Results and Discussions

This section presented the results and discussions of the needs

assessment survey conducted to determine the needs of the daycare teachers

to support their professional growth and development.

3.1 Results and Discussions

Demographic Profile of Daycare Teachers

No. Name Age Years in Location of Highest

Teaching Day Care Educational
Center Attainment
1 Banoyo San Luis College Graduate-
Joseline C. Badillo 49 10 Batangas Midwifery
2 Poblacion San College Graduate -
Bernadette P. Badillo 51 2 Luis, Batangas ECE
3 Muzon San Luis, College
Marcela M. Marundan 61 28 Batangas Undergraduate
4 Dulangan, San College Graduate-
Nelsen M. Gonzaga 45 9 Luis Batangas Nursing
5 Talon San Luis College Graduate-
Leslie M. Cabello 35 13 Batangas BSEd
6 San Isidro San Luis College Graduate-
Jennifer M. Ilagan 38 13 Batangas BEEd
7 Bagong Tubig San College Graduate-
Violeta G. Badillo 55 9 Luis Batangas BEEd
8 Luya San Luis College Graduate-
Lovely B. Landero 25 4 Batangas Business Ad
9 San Luis Batangas College Graduate-BS
Ruby M. Salvador 46 15 Management
10 Boboy San Luis College Graduate-
Lizel G. Manalo 40 1½ Batangas Computer Secretarial
11 Balagtasin San College Graduate-
Teresita O. Tuiza 44 1 Luis Batangas Commerce
12 Manggahan San College Graduate-
Juliet V Cicogo 38 5 Luis Batangas BSEd
13 Locloc San Luis College Graduate -
---- 51 20 Batangas BEEd
14 San Luis Batangas College Graduate –
Jouella A Mercado 28 1 I.T.
15 Abiacao San Luis College Graduate-
------ 50 22 Batangas Med Tech
16 Durungao San Luis College Graduate-
April Joy M. Mgnaye 32 1 Batangas Industrial Engineering

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17 Calumpang San College Graduate-
Laila G. Casilao 48 4 Luis Batangas BEEd
18 San Antonio San College Graduate -
Mildred H. Espinilla 49 14 Luis Batangas BEEd
19 San Martin San College Graduate-
Recel G. Rañosa 41 6 Luis Batangas BSBA
20 Calumpang San College Graduate –
Flordeliza B. Babista 41 5 Luis Batangas BIT
21 Poblacion San College Graduate –
Lea D. Mejudio 40 13 Luis, Batangas AB English
22 San Luis Batangas College Graduate –
Gemma P. Marinay 43 14 BSBA with units in
ECE
Table 1 Demographic Profile of Daycare Teachers

Table 1 showed the list of names of the twenty – two (22) daycare

teachers who participated on the needs assessment survey. Each of the

daycare teachers came from the different daycare centers in the municipality of

San Luis, Batangas. From the names of the twenty – two (22) daycare teachers,

it was shown that they are all female teachers. The table also showed that the

22 daycare teachers who participated were graduated on their college degree

with different courses.

The following figures showed the age, years in teaching, and highest

education attainment of the twenty-two (22) daycare teachers in San Luis,

Batangas.

16 14
14
12
10
8
6 4 Number of Daycare Teachers
4 2
2 1 1
0
20-25 26-30 31-35 36-40 40 years
years old years old years old years old old and
above
Figure 1. Distribution of Daycare Teachers according to Age

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 Figure 1 presented the age range of the twenty-two (22) daycare

teachers in San Luis, Batangas. It was shown that aged 40 years and above

was the most numbered age range with fourteen (14) daycare teachers.

Followed by 36-40 years old with four (4) daycare teachers and 31-35 years old

with two (2) daycare teachers while the least age range was 26-30 and 20-25

years old having (1) daycare teachers.

10
9 9
8
7
6 6
5
Number of day Care
4 4 Teachers
3
2 2
1 1
0
0-5 years 6-10 years 11-15 years 16-20 years 20 years and
above

Figure 2. Distribution of Daycare Teachers according to Years in Teaching

Figure 2 showed the number of years in teaching of the twenty – two (22)

daycare teachers. The graph illustrated that the 0-5 year range of years in

service has the most numbered with nine (9) daycare teachers; 11-15 year

range became the second with six (6) daycare teachers; followed by 6-10 years

with four (4) daycare teachers then 20 years and above with two (2) daycare

teachers; and lastly 16-20 years with one (1) daycare teacher.

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14
12
12
10
8 7
6
4
2
2 1
0
College Undergraduate College Graduate (Early College Graduate (other Other Courses
Childhood Education) Education Related
Courses)

No.of Daycare Teachers

Figure 3 Distribution of Daycare Teachers according to Educational Attainment

Figure 3 presented the educational attainments of the twenty –two (22)

daycare teachers of San Luis, Batangas. The researchers categorized each

degree into four: College Undergraduate, College Graduate (Early Childhood

Education), College Graduate (other Education Related Courses) and the other

courses. The graph showed that only on (1) daycare teacher was college

undergraduate; two (2) daycare teachers were major in Early Childhood

education while seven (7) were major in other Education related courses and

twelve (12) daycare teachers were graduated with other courses such as

Commerce, Engineering, Nursing, Information Technology, etc.

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Current Needs of Daycare Teachers

10 Planning and Preparation of Evaluation Tools 6

9 Importance of Evaluating Learning 4
8 Mentoring Program between Teachers and… 2
7 Teaching through Music And Movement 8
6 Vital Roles of Early Childhood Teachers 8
5 Planning and Preparation of Instructional… 15
4 Positive Ways to Discipline Early Childhood… 15
3 Understanding Filipino Early Childhood learners 10
2 Fun and Creative Ways of Teaching through… 11
1 Importance of Communication between School… 9

0 2 4 6 8 10 12 14 16
No. of Daycare teachers who chose the…

Figure 4 Topics that Best Describe the Current Needs of Daycare Teachers

Figure 4 distributed the number of daycare teachers who selected the

topics that best describe their current needs in order to support their

professional growth and development.

The table below showed the four (4) topics that were best selected from

the different topics.

No. of Daycare
Teachers who Selected
Most Current Topics Needed them
15
Planning and Preparation of Instructional Materials
15
Positive Ways to Discipline Early Childhood Learners
Fun and Creative Ways of Teaching through 11
Storytelling
10
Understanding Filipino Early Childhood Learners
Importance of Communication between School and 9
It’s Stakeholders
Table 2 Most Current Topics Needed by Daycare Teachers

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 Table 2 presented the most current topics needed by twenty-two

(22) daycare teachers of San Luis, Batangas. Their most selected topic was

Planning and preparing of Instructional Materials and Positive Ways to

Discipline Early Childhood Learners with fifteen (15) daycare teachers who

selected; Fun and Creative Ways of Teaching through Storytelling with eleven

(11) daycare teachers; Understanding Filipino Early Childhood Learners with ten

(10) daycare teachers who selected and lastly Importance of Communication

between School and It’s Stakeholders with nine (9) daycare teachers who

selected it.

Suggested Topics of the Daycare Teachers

Curriculum Planning
Lesson Planning
Getting the Children’s Attention
Early Childhood and Development Checklist
ICT Integration in Teaching
Positive Ways of Teaching
Using Recycled Materials in Teaching
Strategies on Teaching Child with Disabilities
Table 3 List of Suggested Topics Given by the Daycare Teachers

Table 3 listed the other topics that were suggested by the twenty two (22)

daycare teachers that they want to learn and be improved in the future.

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REFERENCES:

1. Linda Darling-Hammond, Maria E. Hyler, and Madelyn Gardner, with

assistance from Danny Espinoza (May 2017). Effective Teacher Professional

Development. Journal in Learning Policy Institute. Retrieved from :

https://learningpolicyinstitute.org/sites/default/files/product-

files/Effective_Teacher_Professional_Development_BRIEF.pdf

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 APPENDICES

Philippine Normal University

The National Center for Teacher Education
College of Graduate Studiesand Teacher Education Research
Taft Avenue, Manila

Name (optional): _______________________________________

Pangalan

Age:__________ Years in Teaching: _____________

Edad Taon sa pagtuturo

Location of School/Center________________________________
Lugar ng Paaralan/Center

Highest Educational Attainment:

Pinakamataas na Antas ng Natapos
_____High School Graduate
_____Vocational
____College undergraduate
_____College Graduate Course: ______________________
Kurso

Kindly tick 4 topic areas that best describe your current needs to support your professional
growth.
Lagyan ng tsek (/) ang apat (4) na paksa na naglalarawan ng iyong pangangailangang
propesyunal upang mapabuti ang iyong pagtuturo .

____1. Importance of Communication between School and Its Stakeholders

Kahalagahan ng pakikipag-ugnayan sa pagitan ng paaralan at ng mga
katuwang sa edukasyon.

____2. Fun and Creative Ways of Teaching through Storytelling

Masaya at malikhaing pamamaraan sa pagtuturo sa pamamagitan ng
pagkukwento

____3. Understanding Filipino Early Childhood Learners

Tamang pag-unawa sa mga batang mag-aaral.

____4. Positive Ways to Discipline Early Childhood Learners.

Positibong pagdisiplina sa mga batang mag-aaral.

____5. Planning and Preparation of Instructional Materials

Pagpaplano at Paghahanda ng mga kagamitan sa pagtuturo

____6. Vital Roles of Early Childhood Teachers

Gampanin ng mga guro.

Page | 29
____7. Teaching through Music and Movement
Pagtuturo sa pamamagitan ng awit at galaw

____8. Mentoring Program between Teachers and Administrators

Pagpapalitan ng kaalaman sa pagtuturo sa pagitan ng mga guro at
tagapangasiwa ng paaralan

____9. Importance of Evaluating Learning.

Kahalagahan ng pagtataya ng pagkatuto

____10 Planning and Preparation of Evaluation Tools

Pagpaplano at Paghahanda ng kagamitan sa pagtataya.

Write other topics that you want to learn:

Isulat ang mga karagdagang paksa na nais mong malaman:
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________

Page | 30