Professional Documents
Culture Documents
nurturing young yet innocent learners and the value of perseverance and endurance of the
The Early Childhood Care and Development (ECCD) Law which was enacted in
2000,recognizes the importance of early childhood and its special needs, affirms parents
as primary caregivers and the child's first teachers, and establishes parent effectiveness,
seminars and nutrition counseling for pregnant and lactating mothers. (UNESCO
Preschool teachers play a very important role for a successful learning experience.
It is the child’s first experience ought to foster lifelong love of learning, and generally a
sense of achievement. According to Fu, Stremmel and Hill (2002) an effective teacher
has the ability to engage the children while at the same time offers lessons through
playful and engaging avenues. This ability should include the roles that teacher are
practicing not only for benefit of the children but also for teachers to be assessed in their
roles.
2
Sarmiento (2012) observed that the teacher’s roles vary from one another. One of
the problems of preschool teachers is that they do not have formal trainings on the
explicit instruction and support in expanding children’s cognitive and language skills.
School-based early educational programs hire elementary school teachers who may have
undergone trainings on teaching toddlers and still need additional training in child
and others.
Kern, Kruse and Roehrig (2007) found that teacher’s beliefs about teaching and
learning are strongly influencing the curriculum implementation. In other words, once the
teachers are defending the ideology of the curriculum being implemented, then the
performance of the teacher in the real classroom setting is affected positively during
implementation.
Curriculum Implementation” found out that there are many problems preschool teachers
face in the curriculum implementation which includes the physical facilities, evaluation,
plans and activities, teaching and learning process , social environment, goals and
Teachers’ welcome the universal kindergarten. The need for more competent
kindergarten is the limited number of permanent teaching positions available and the
means to fill the gap. Teachers also need to be knowledgeable in teaching with the
This study helped determine the extent of practice of classroom roles, problems
classroom roles, the problems they encountered and their classroom performance.
demographic variables :
b. educational qualifications,
a. a nurturer
b.an observer
4
c. a planner,
d. an interactor,
e. an evaluator,
f. a communicator?
b. classroom environment,
c. administrative support,
d. parents support,
e. pupils behavior ?
encountered?
performance?
This study was to ascertain the level of kindergarten teacher’s practice of classroom
demographic variables:
b. educational qualifications,
as:
a. a nurturer,
b. a communicator
c. a planner,
d. an interactor,
e. an evaluator,
f. a communicator;
b. classroom environment,
c. administrative support,
d. parent’s support,
e. pupil’s behavior ;
To the kindergarten teachers the result of this study will provide them significant
information about their roles in the development of their classroom performance. It will
pupils.
To the school administrators, this study will provide them information about the
roles of kindergarten teachers which will serve as reference in planning for in-service
To the parents, the result of this study will prompt them to perform more their
duties and responsibilities in rearing their children in order to promote children’s total
well-being. As first teachers of their children they can monitor their children’s progress
and can pattern from the preschool teachers practices and use it as reinforcement of their
child at home.
To the community, they will appreciate better the early childhood education
program and the roles of the preschool teachers. This will generate support from the
This study focused on assessing the extent of the kindergarten teachers’ practice
of classroom roles, level of problems they encountered and their classroom performance
in the selected schools in Division of Bukidnon for the school year 2014-2015. The
subject respondents were the kindergarten regular and kindergarten volunteer teachers in
the districts of Quezon I, Quezon II, Don Carlos I, Maramag I, and Maramag II. Stratified
Definition of Terms
The following terms are defined as they are used in study for better
understanding.
to their teachers and pupils in school including classroom materials and supplies,
facilitating teacher involvement in the decision making process, and furnishing reliable
and mold young minds to learn and love the learning process. A fun environment with
bright, vibrant colors and other mentally stimulating components are what most people
Classroom Practices result to quiet studying, group interaction, team building and
orderly students. Classroom practices include how teachers interact with students in a
group and a one-on-one basis, the way the physical classroom is arranged, and where
students are situated in relation to one another and the teacher. By incorporating the best
classroom practices, a positive environment for learning can be created, and children can
Early Childhood Education is the formal teaching and care of young children by
people other than the family or in settings outside the home. It is also defined as before
the age of formal setting. It child refers to the many skills and milestones that the child
are expected to reach at the age of five. In this study, early childhood development is
education for pre-literate children before the age of six or seven which is according to
(Nissen , 2010)are taught to develop basic skills and knowledge through creative play and
Interactor can extend children’s current knowledge and skills through mutual
participation in experiences. The teacher’s goal is to help and encourage the children,
allowing them to develop self-confidence and inner discipline so that there is less needs
other reading materials, equipment and tools used for instruction in the first level of
education, such as chalkboards, maps, scissors and simple science equipment as well as
non-durable supplies used by the pupil and teacher, such as notebooks, pencils and chalk.
childhood education curriculum assigned in the different schools to teach and handle the
preschool teacher.
Nurturer according to Patricia (2010), there are many positive roles every
preschool teacher should possess. One such role is to nurture. Since many of these
children enrolled in preschool are of a young age and new to the school setting, it is
important the preschool teacher nurtures the children and treats them in such a way that
they feel safe and cared for. This helps provide a favourable learning and creative
Observer according to Hyson (2004) during the early childhood years, through
observation the teacher bring close the young child into close contact with reality through
10
sensory investigation and practical activity and then relies on the child’s unfolding inner
programs of curiosities and sensitivities to ensure that the child will learn what he or she
needs. This shows that the younger pupil in each level, the teacher is more active
demonstrating the use of materials and presenting activities based on their observation as
Parent support has been defined and measured in multiple ways, including
activities that parents engage in at home and at school and positive attitudes parents have
Planner is the one who makes plan. It is said that teachers’ planning and
preparation is the key part of effective teaching. Many teachers already get too little time
to accomplish many tasks. This is relevant to the findings of Back (2007) that educational
policy makers fail to see why more than a few minutes before class, preparation is
necessary.
Pupils Behavior is the way in which the learners behave inside the classroom.
Role Practices refer to the act perform repeatedly by the preschool teachers in
order to develop the skills in teaching and developing the preschoolers under their care,
Role or social role is a set of connected behaviors, rights, obligations, beliefs, and
continuously changing behavior and may have a given individual social status or social
Trainings are process of teaching a skill or job aims to acquire new skills and
knowledge.
12
THEORETICAL FRAMEWORK
This chapter presents the review of related literature and studies of the variable:
those roles and their classroom performance. Conceptual framework and the research
both in public and recognized private schools shall be considered and shall follow
classroom management skills or selecting and using appropriate methods for teaching in
their classrooms. However, results of this study indicated physical facilities and
evaluation as the most problematic areas for preschool teachers during curriculum
in the hands of being experienced or not, preschool teachers cannot be the first
concluded that parents’ attitude can be the reason of detecting no effect of teaching
13
teaching experience, may feel uncomfortable when writing an evaluation about a child if
the parents show serious reactions for the evaluation written for their child. So, this may
lead teachers to soften or change their comments related children in evaluation part.
As this is a new aspect both for experienced and inexperienced teachers, this might be
one of the reasons why there is no significant difference among preschool teachers in
Educational Qualifications
Qualifications to be preschool teachers will vary from one state to another but the
abilities and roles practiced by teachers should be instilled in their daily teaching.
(Sarmiento, 2008)
any of the following degrees: Bachelor in Early Childhood Education (ECE), Bachelor of
Science Preschool Education, Bachelor of Science (BS) in Family Life and Child
grades. Also qualified are Bachelor in Secondary Education holders with additional
Luistro said, “We must adhere to quality standards in preparing our young
learners, it therefore follows that our teachers must be equipped with the required
universal kindergarten in all public schools nationwide since 2011 as the entry point in
free in all public schools nationwide as part of their first school experience under K to
facts that explain, describe and account for the processes involved in change from
Physical development addresses any change in the body, including how children grow,
how they move, and how they perceive their environment. Cognitive development
pertains to the mental processes (e.g., language, memory, problem solving) that children
use to acquire and use knowledge. Emotional and social development addresses how
children handle relationships with others, as well as understand of their own feelings.
equitable platform for learning and providing the best start for all children, by ensuring
15
that every Filipino child has access to some form of ECCD and school readiness
partners, supports ECCD initiatives and participates in promoting parental awareness and
Preschool teachers play a very important role for a successful learning experience.
It is the child’s first experience ought to foster lifelong love of learning, and generally a
According to Fu, Stremmel and Hill (2002) an effective teacher has the ability
to engage the children while at the same time offers lessons through playful and engaging
avenues. This ability should include the roles that teacher are practicing not only for
benefit of the children but also for teachers to be assessed in their roles. (Sarmiento,
2012)
Qualifications to be preschool teachers will vary from one state to another but the
abilities and roles practiced by teachers should be instilled in their daily teaching.
(Sarmiento, 2012)
The preschool teacher’s role have become very important because of the need for
the teachers to teach preschool classes due to the implementation of K+12 or universal
kindergarten which was based from the Senate Resolution No. 499 K- 12 Education
Program. The enhanced K-12 Basic Education Program in the Philippines has been
16
officially started. It has been initiated by the Aquino administration where students have
The K-12 program will require all incoming students to enrol into two or more
years of basic education. Thus, the K+12 systems will basically include all the Universal
Kindergarten, 6 years Elementary, 4 years of junior high school and additional 2 years of
kindergarten program expects to enrol 2.5 million children. About 30,000 teachers will be
hired to serve these new kindergarten pupils. The preschool teachers should be trained
and we’ll be equipped with regards to their role practices and responsibility as preschool
teachers. This is parallel to the study of New (2000) that the overall level of highly
outcomes for children. This shows that through trainings there will be an increase in the
level of teacher’s ability in practicing their roles and responsibility in teaching in teaching
According to Patricia (2010), there are many positive roles every preschool teacher
should possess. One such role is to nurture. Since many of these children enrolled in
preschool are of a young age and new to the school setting, it is important the preschool
teacher nurtures the children and treats them in such a way that they feel safe and cared
17
for. This helps provide a favourable learning and creative environment for children.
(Sarmiento, 2012)
Researchers in the field and early childhood educators both view the parents as an
integral part of early childhood education process. Often educators refer to parents as the
child’s first and best teacher who nurtures their child in every aspect. (Sarmiento, 2012)
Bergen, Reid and Torreli (2001) stated that much of the first three years in life is
spent in the creation of child’s first “sense of sell” or the building of a first identity. This
is crucial part of children’s make up hoe they first see themselves, how they think they
should function, how they expect others should function in relation to them. For this
reason, nurturing and early care must ensure that in addition to employing carefully
selected and trained caretakers, program policy must emphasize links with family, home
culture, and home language, meaning preschool teachers must uniquely care for each
child.
According to the study of Thomas and Chess (2006), if a young child does not
stimulus during the crucial period, the child may be left with a developmental deficit. It
hampers his or her success in preschool and beyond. Children should receive attention
and affection from parents and mentors to develop them in a healthy manner.
cognitive, and physical. In every action, a teacher should nurture appropriate growth and
support and sustain the need of the children in developing as a whole person. (Sarmiento,
2012)
Preschool teachers fulfil the role as a nurturer and a role model. Small children
need positive encouragement and love; preschool teachers have to compliment children
tell them what a good job they are doing, how much they are making their parents and
teachers proud, and how kind, talented and creative they are. This is in relation to the
study of Coplan (2007) that preschool teachers have the responsibility to boost self-
esteem of their students. They should also be a positive role model: preschool teachers
should be patience and flexibility, and speak only in a way they wouldn’t mind their
children emulating.
observation the teacher bring close the young child into close contact with reality through
sensory investigation and practical activity and then relies on the child’s unfolding inner
programs of curiosities and sensitivities to ensure that the child will learn what he or she
needs. This shows that the younger pupil in each level, the teacher is more active
demonstrating the use of materials and presenting activities based on their observation as
experience and negatively influence their learning and academic achievement. When the
children encounter new experience or change, the teacher should observe the child’s
responses and determine the level to which responses and determine the level of
experience causes stress. These observations allow the teacher to determine the level of
environments they are preparing an emotional climate that is conducive to learning. Thus,
as educators they cause learning communities in which children are valued; children
individual children. According to some teachers, children were not treated all equally
because it is the simplest observation that every child is different from others, and they
need an approach in teaching that will fit their abilities and behaviour. Thus, the teacher
should have constant understanding to honour and value the rights of children under the
Constitution and to show respect to their thoughts and feelings (Sarmiento, 2012).
Teachers’ planning and preparation is the key part of effective teaching. Many
teachers already get too little time to accomplish many tasks. This is relevant to the
20
findings of Back (2007) that educational policy makers fail to see why more than a few
materials and the environment, and negotiating require teachers to have strong
and commitment.
Airasian (2004) stated that the teachers must care to listen to a child including
interpreting words and action. Listening carefully helps teachers determine a child’s
One of the most important parts of teaching takes place along before the teacher
begins any lesson. Planning, developing and organizing instruction are a major part of
any teacher’s job. If teacher is effective at planning their lessons, they will find that their
day- to-day teaching tasks are much easier. As planner, the preschool teachers plan
appropriate learning experiences for individual child and the whole group.
(Sarmiento,2012)
whom, when and how. Coplan (2007) stressed that goals should be set for each class and
each child. Teacher must be careful how they say, because ideally, the child is in charge
of his education. As teachers, they must provide an environment where the child can
explore and learn what is needed. At this age, they have just come out of a stage of three
years where they have learned a certain order to the world, have learned many language
anticipatory teaching. Teachers make daily plans for all activities in all subject areas.
Thomas and Chess (2006) suggested that the creation of emotional healthy,
predictable routines. Appropriate play activities and a positive emotional climate support
emotional competence, environment expectations and demands which reflect the unique
nature of the children in the classroom and establish a “good fit” with each child. The
characteristics and behaviour style of each child must be respected and should be
considered in planning both the physical and social environment within the classroom.
Patricia (2005) stated that good planning is the first step to an effective classroom,
and one of the six main teacher character tasks that excellent teachers should master. A
well-planned class reduces stress on the teacher and helps minimize disruptions. When
the teachers know what they want to accomplish and how they are going to do it they
have a better opportunity to achieve success with the added benefit of less stress.
Teachers as interactors can extend children’s current knowledge and skills through
mutual participation in experiences. The teacher’s goal is to help and encourage the
children, allowing them to develop self-confidence and inner discipline so that there is
less needs to intervene as the child develops. Fu, Stremmel and Hill (2002) stated that in
22
the early childhood years the teacher brings the young child into close contact with reality
through sensory investigation and practical activity and relies on the child’s unfolding
inner program of curiosities and sensitivities to ensure that the child learned what he or
she needs. With the young pupils at each level, the teacher is more active, demonstrating
the use of materials and presenting activities based on an assessment of the child’s
requirements.
requires to be willing to wear many hats. As an experienced teacher, they are already
prepared to be flexible. As a new teacher, the job description may change on a daily
basis. In most cases the roles of an early childhood teacher will be very similar to
interactors. As an early childhood teacher, they are challenge to find new experiences to
appropriate environment, interesting materials, and adequate time to explore, play and
interaction of the academic and the artistic with an explicit spirituality. Motivation is a
23
use language successfully and to measure their progress which in turn should lead in an
increase in motivation
Airasian (2004) indicated that children are assessed by mean other than traditional
tests and grades. Instead, parents receive extensive descriptive information about their
children daily life and progress and share in culminating productions of performances.
Portfolios or other products of children’s individual and group work may be displayed
Hemmeter and Ostrosky (2006) stated that during daily routines, and activities,
one of the teacher’s important roles is to carefully observed and evaluate children’s
specific behaviours and responses. These evaluations help the teacher create as an
emotional profile of the child and serve to guide the children’s behaviour and responses,
All instruction should be built around assessment. Back (2007) stated that when a
teacher sits down to develop a lesson, they begin by determining how they will measure
whether the pupils learned and what they are trying to teach. While the instruction is the
meat of the course, the assessments are the measure of success. It is important that
teachers spend some time creating and refining assessments for their students.
24
Preschool teachers communicate with many people throughout the day: parents,
children and administrators. Early childhood teachers prepare to communicate with all of
these people. Teachers must feel comfortable opening up, asking questions, seeking
teachers. If they have been treated, communicated and taught well, children always be
children. Kontos and colleagues (2002) found that preschool aged children experience
more complex interactions with peers when engaged in creative activities than other types
In Kontos, et al., the creative activities were those that were open ended without a
finished product expected. McCormick and colleagues (2003) evaluated the 25 top-
performing primary programs in Kentucky and found that one variable that differentiated
those classrooms from the lowest performing classrooms was the provision of choice in
selection of materials and activities. This study supports that the use of developmentally
behaviorist perspective (Stipek, 2004). Because of the theoretical orientation from which
Stipek (2004) found that teachers serving large numbers of low achieving
children were more likely to use direct instruction than child-centered instructional
techniques.
programs where teachers encounter groups of children with wide ability levels, it is
educators, families, and other support personnel is essential for implementing a high
As of 2008, over 40 states and the District of Columbia have developed pre-
The arrival of standards into programs serving children from birth to 8 years of age has
concessions” .
Grisham-Brown (2008) and Gronlund (2006) have proposed that curricula driven
Association for the Education of Young Children (NAEYC) and the Division for Early
Childhood (DEC) advocate the use of authentic assessment practices as the primary
approach for assessing young children (Division for Early Childhood, 2007; National
Association for the Education of Young Children and National Association of Early
children during real-life activities and routines by familiar adults Bagnato ( 2005).
Research has shown that many teachers prefer authentic assessment approaches
over more traditional assessment methods and there are positive relationships between
the use of authentic assessment practices, other classroom practices, and child outcomes
Bagnato, (2005).
the accountability climate in education in the early 2000s. Early childhood leaders have
indicating that these methods are more appropriate for young children (Meisels et al.,
Pretti-Frontczak, & Hallam, in press), thereby not compromising the results of high-
stakes assessment.
development.
different skills needed by the children in preparation for their school work. Such skills
include the development of motor skills, cognitive skills, socio-emotional skills and time
management skills.
with children, provide richer language and cognitive experiences, and are less
authoritarian, punitive and detached. The result is better social, emotional, linguistic, and
Physical development addresses any change in the body, including how children grow,
how they move, and how they perceive their environment. Cognitive development
pertains to the mental processes (e.g., language, memory, problem solving) that children
28
use to acquire and use knowledge. Emotional and social development addresses how
children handle relationships with others, as well as understand of their own feelings.
Edith (2000) said that there were many problems they encounter in teaching
kindergarten classes. One of those is lack of in service trainings and budgets for the
instructional materials for the teachers. This in service trainings and seminars are very
important for the continuous knowledge and skills that the kindergarten teachers should
gain.
and unavailability of instructional materials that prevent them from giving the needed
activities for the pupils. This is explained from the study of Azzi-Lessing (2009) that
kindergarten, emphasis on the art and visual is a common theme because parents want to
Philips (2004) stated that kindergarten teacher must also cater to the basic needs
of the children by ensuring and providing them a comfortable nurturer environment for
In the Philippines, Dela Fuente (2005) and Bautista (2008) conducted a study
enrichment activities. The teachers were moderately competent in providing nutrition and
education provide significant effect to the improvement of the health status of the
preschoolers. The number of healthy children had increased significantly after program.
When the preschool teachers were compared based on the age and experience, it was
found out that there was significant difference in the competencies of the preschool
teacher’s.
Finally, in the study of Costales (2007) about the effect of preschool education to
children’s performance of those was stayed in their home. It also revealed that the
preschool teachers who were performing their roles satisfactorily improve the
performance of the preschoolers. The preschool teachers have also encountered problems
The abundance and quality of the materials and equipment in schools do influence
the behavior and attitudes of students and teachers. Given a favorable environment,
adequate reading materials, strong parental tutoring and favorable classroom lead to
overall quality of the education carried out in classroom settings. For teachers, first of all,
this eliminates the one-to-one interaction with children. Teachers had to deal with the
overall performance of the children rather than finding a chance to interact with each
child individually. Also, the more children preschool teachers have in the classroom, the
more they get tired physically and this affects their classroom performance accordingly
aggressive behavior among children. The preschool teachers emphasized that when there
is less personal space left to each child, they cannot move freely as to express themselves.
For teachers, it is unrealistic to expect 5-6 year-olds to sit on their chairs for long hours.
Children are full of energy and have to move to release their energy however small
classroom environment prevents their free movements so this results in aggression among
pupil’s outcomes and the variety of determinants a school effect is evident. Children
spend a considerable amount of their lives in school and school environment is therefore
has established that factors in the school environment play part in pupil’s performance
(Coronado, 2011).
31
performance with a clean and safe environment where learning takes place. Hence, the
environmental conditions. The most common factors which affect the learning process
are the intellectual, physical, emotional, and social factors that may be found in the
performance with a clean and safe environment where learning takes place. Hence, the
Saguinhon (2001) said that the physical environment of the school or classroom
affects the behavior of people and their attributes to school and learning. He also added
that the scholastic performance of the student is highly influenced by the type of school
buildings and equipment for learning available for them. Poor classroom buildings and
accommodation in rural areas are highly evident than in urban areas. Given a favorable
teaching agents and processes that affects the environment of an educational institution.
Monitoring the activity within these institutions allows for more effective setting to learn
and increase mental capacity for all the students and instructors alike.
Ladd (2009), use administrative and survey data on North Carolina School. She
finds that teachers’ perceptions of school leadership, measured through school –level
intentions to remain in the school or to find alternative jobs. Ladd’s finding is in keeping
approaches and procedures for micro level institutional planning and administration. She
also expounded that through educational management, decision making and problem
solving will be easy along with communicating and managing information and building
effective items.
Khedekar (2011) used the System Approach in a school setting where ingredients
of effective school management are congested in one single concept. Inputs include
curriculum resources (activities, time frame, subject matters, instruction material) and
human resources (leader, non-teaching staff, and administrative body process comprise
33
Saguinhon (2001) stated that every person has a unique way of dealing with life.
It is an individual’s option to develop his or her skills and to achieve the demands of life.
The success or failure of a person depends to a large extent on his early training at home
and in school.
Concerned parents naturally want their children to grow with a positive self-
image (Tumangday, 2002). Effective parents know that the children blossom when they
receive encouragement and praise, much like flowers that receive sun and water. Gould
(2001) wisely notes that children respond best to those acts and words that they perceive
loyalty, perseverance, etc. that they hope to instill in their children. They make certain
that their deeds match their creeds and their acts are consistent with their words. Good
fathers and mothers live normal imprints on their children for the rest of their lives (Para
chin, 2008).
34
White (2001) stated that no other job on earth is more complicated, more
demanding, or more time-consuming than that of rearing children. Yet many parents take
on this high calling with less formal training than they received while learning the ABCs.
Training children is not simply a matter of doing the right things. It is being the right kind
Parents are highly sensitive and vulnerable if it is ever implied that their child
might lack something in mental abilities. Parents of slow learners should deemphasize the
importance of academic excellence and focus instead on the child’s strengths and good
qualities. The worth of the individual must not be measured by his/her IQ (Pelt, 2010).
Through proper discipline, children learn how to function in a family and society
that is full of boundaries, rules, and laws by which we all must abide. With it, children
gain a sense of security, protection, and often feel accomplished. Without proper
discipline, children are at risk for a variety of behavioral and emotional problems.
unless they are genuinely loved by their parents. Children need to know they are special,
important, and irreplaceable; otherwise they will not be able to get past this much need
affirmation. They will seek to find it in drugs, bad relationships, and rebellion. They will
It is important to model the language you want to hear from your child. If you
treat your child with respect, and speak politely to him, you can expect the same in
return. This is important not just for courtesy, but also because it keeps your relationship
35
on a healthy level and teaches her the skills he will need for adult life (Copper et al.,
2008).
should treat children with the dignity they deserve. They should be courteous and kind as
well as firm and consistent. Parents should also look for the good in the child rather than
dwell on the bad. They need to respect their children’s feelings to have them more willing
to cooperate. “Courteous treatment defuses a child’s resistance. Treat a child with respect
and you will have a better chance of getting the same in return” (Kuzma, 2009).
The home is the first school where the education of the child is to begin. Here,
with his parents as instructors, he is to learn the lessons that are to guide him throughout
influences of the home are a decided power for good or for evil (White, 2001).
Parents believe that education is a lifelong learning process and that education is a
service that should and must be available to all people at all times regardless of the age
when they demand this important service. Be it a parent, youth or senior citizen, if the
Pupils need to be made accountable for their work, and there should be some
consequences for low effort. But punishment has to be used judiciously for the positive
effect to outweigh the negative. And to some extent, punishment should not be given for
36
the poor performance if there is evidence that the student has done his or her best
(Francisco, 2002).
The teachers are important component of the school system. In them lies the
success and failure of the teaching-learning process. Their greatest task is the formal
acquisition of learning experiences for children and youth. The teacher who is
some techniques to make learning more effective, more concrete, more realistic,
A teacher must have patience, perseverance, and understanding about the child.
These are effective tools for the success of teaching and learning. A teacher who teaches
in any field must have the innate love for children and love of teaching profession. The
key to happy school atmosphere is very often simply the fact that teacher likes the
children and let them know and feel it. A teacher can cause class to be involved with the
important happiness that they consider a special mission to spread good cheer until it is
Lamban (2008) reported in his studies that teachers’ competence and practices
instructional practices encourage their pupils perform better than those who are under
37
with low performing teachers. He further stressed that teachers play important role in the
learning process
Conceptual Framework
essentially the emulation of the learning acquired from experience within the
environment and that development is the result of explicit and implied teaching by other
people so that accordingly, environment plays a great role in human development as cited
by Ayco (2009). The focus of this theory is the development of the natural thought from
teachers play in the early childhood development .They served many roles that permit a
focus on the whole child. All aspects of preschooler development and learning including
contact and cooperation with the children’s family are within the teachers’ domain.
In the handbook of Limena (2008) the many roles played by the preschool
teachers are divided into the following categories namely: nurturer, observer, planners,
Hemmeter and Ostrosky (2006) stated that during daily routines, and activities,
one of the teacher’s important roles is to carefully observe and evaluate children’s
38
specific behaviours and responses. These evaluations help the teacher create an
emotional profile of the child and serve to guide the children’s behaviour and responses,
applying supportive strategies and role modelling. If they have been treated,
communicated and taught well, children always be inclined to go back to schools. It is the
role and responsibility of preschool teachers to instil a sense of comfort and lifelong love
Research Paradigm
Demographic variables
Figure 1.The research paradigm showing the relationship between the independent variables and dependent
variables.
40
The following null hypotheses were formulated and to be tested at 0.05 level of
significance:
performance.
41
METHODOLOGY
This chapter presents the methods and procedures which were used in this study.
It includes the research design, locale of the study, participants and the sampling
data.
Research Design
classroom roles, problems faced and teachers’ performance. This study also deals with
the relationship of teachers’ practice of their roles and problems encountered in relation
to teachers’ performance.
is a landlocked province of the Philippines located in the North Mindanao region. Its
capital is Malaybalay City. The province borders ,clockwise staring from the north is
Misamis Oriental ,Agusan del Sur ,Davao del Norte ,Cotabato ,Lanao del Sur , and Lanao
42
del Norte. According to the Census of Population by the National Statistics Office (
considered to be the food basket of Mindanao. It is the major producer of rice and corn in
the region. Plantations in the province also produce pineapples, bananas and sugarcane.
Division of Bukidnon is divided into two; the north and south .It has a total of 33
districts. The researcher conducted the study to the selected public elementary schools in
the South District of the Division and 104 kindergarten teachers were employed as
respondents in this study. The figure 1 in page 41 shows the locale of the study.
43
C
A
B
.
Legend:
A. Quezon Districts I and II
B. Don Carlos District I
C. Maramag Districts I and II
44
1.Quezon I District 40
2.Quezon II District 24
3.Don Carlos I District 12
4.Maramg I District 18
5.Maramag II District 10
TOTAL 104
Research Instruments
The researcher used a survey questionnaire as the main tool to assess the
classroom roles practiced by kindergarten teachers, the problems they met in the practice
of their roles and the Competency - Based Performance Appraisal System for Teachers
(CB-PAST). The instrument was composed of four parts. It will make use of the Likert
The first part includes the personal background of kindergarten teachers’ which
kindergarten seminars and trainings they had attended. The teachers need to check and
were gathered, tabulated and tested for validity and reliability through SPSS and resulted
a high reliability with the Cronbach’s Alpha Numeric Coefficient of .899 for the
Numeric Coefficient of .974 for the problems encountered by the kindergarten teachers’
indicators
an evaluator and as a communicator. The responses of the respondents for each item will
be gauged on the 5 point Likert Scale with: always- 5 points; often - 4 points;
occasionally-3 points, seldom-2 points and never- 1 point. The questions are adapted
The third part includes the problem faced by kindergarten teachers in the practice of
their classroom roles. This includes the instructional materials availability, classroom
46
environment, administrative support, and parent support and pupils behavior inside the
classroom.
the practice of their classroom roles. The questions are adapted from the Competency -
kindergarten teachers both regular and volunteer answered the performance rating.
The following steps were done in gathering data for this study. First, the
researcher asked permission from the Schools Division Superintendent to conduct the
study. Once permission was obtained; written permission were given to administrators to
conduct the study in their respective schools. The second step was the administration and
the study and was personally retrieved by the researcher or retrieved by friends. When
Lastly, the data gathered were analyzed, and the results obtained were
interpreted.
The following statistical tools were used in the analysis and interpretation of data.
relationship and multiple linear regression analysis were used to determine the extent of
This chapter presents the analysis and interpretation of the results of the study on
the problems identified in the study. The first part describes the professional
qualifications of kindergarten teachers. The second part portrays the correlation of the
difficulty of problem’s encountered. The third part presents the variable that best predicts
educational qualifications and numbers of seminars attended during the school year
have 5 years teaching experience, 3 (2.9%) respondents have 6 years teaching experience
and only 1 respondent had taught one year. It implies that majority of the preschool
This finding is very true since the kindergarten in public schools officially started
only 2 years ago and this is its third year. The findings revealed that kinder teachers
Educational Qualification
finished BS ECED with preschool training, BEED with preschool units or BEED with or
without preschool trainings; 38 or (36.5%) of the respondents are BEED graduate with
The table implies that most of the teachers (60.6%) who taught kindergarten in
selected schools in the Division of Bukidnon were either BS ECED, BEED with
preschool units or BEED without preschool trainings. There were only 3 or 2.9% who
have Masteral degrees in either ECED or MAED. Kindergarten teachers who have
The findings are in line with what the Alliance of Concerned Teachers (ACT) said
that “The preschool teachers should be trained and will be equipped with regards to their
role practices and responsibility as preschool teachers. This is parallel to the study of
New (2000) that the overall level of highly trained staff, particularly teachers, is
important in terms of preschool quality and outcomes for children. This shows that
through trainings there will be an increase in the level of teacher’s ability in practicing
In the same vein, Ingersoll (2001) reported that requiring teachers to teach
classes for which they have not been trained or educated harms teachers and students.
51
Seminars Attended
The result implies that the kindergarten teachers hired in selected schools of
teaching kindergarten pupils effectively and efficiently. Sarmiento (2008) said “Teacher’s
roles vary from one another.” One of the problems of preschool teachers is that they do
not have formal trainings on the explicit instruction and support in expanding children’s
cognitive and language skills. School-based early educational programs hire elementary
school teachers who may have undergone trainings on teaching toddlers and still need
and assessment. This professional development for preschool staff should be based on
As a Nuturer
classroom for selected schools in the Division of Bukidnon School Year 2014-2015. It
also displays the means and the corresponding descriptive rating on each item of every
(mean=4.83) and tops all the indicators .Safety and safe environment is always priority in
preschools. The teachers also claimed that they provide feeding program regularly
check the children’s physical and dental health” mean (2.89). Overall, they always
practiced the nurturing roles (4.32).In conclusion most of the kindergarten teachers in the
selected schools in the Division of Bukidnon did not check and monitor regularly the
condition of the health their young pupils most especially to those teachers assigned to far
plunge schools.
The findings of the study conforms to the study of Thomas and Chess (2006) that
teachers’ interaction, and stimulus during the crucial period, the child may be left with a
developmental deficit. It hampers his or her success in preschool and beyond. Children
should receive attention and affection from parents and mentors to develop them in a
healthy manner.
QUALITATIVE QUALITATIVE
Indicators MEAN DESCRIPTION INTERPRETATION
1. I make each child feel 4.74 Always Practice Roles practiced all the time
special and valued as an
individual.
2.I teach good manners 4.74 Always Practice Roles practiced all the time
and right
conduct daily
3.I conduct physical 4.60 Always Practice Roles practiced all the time
exercise every morning.
4. I establish an 4.56 Always Practice Roles practiced all the time
atmosphere of warmth,
comfort, stability,
dependently and
enthusiasm in the
classroom.
5.I provide feeding 3.51 Often Practice Roles practiced frequently
program regularly.
6. I invite medical workers 2.89 Occasionally Roles practiced sometimes
to check the children’s Practice
physical and dental health.
OVERALL MEAN = 4.32 Always Practice Roles practiced all the time
Legend:
Rating Scale Descriptive Rating Qualitative Interpretation
4.20-5.00 5 Always Practice roles practiced all the time
3.40- 4.19 4 Often Practice roles practiced frequently
2.60- 3.39 3 Occasionally Practice roles practiced sometimes
1.80- 2.59 2 Seldom Practice roles practiced rarely
1.00- 1.79 1 Never Practice roles praticed once or not at all
54
Thomas and Chess (2006) suggested that the creation of emotional healthy,
predictable routines. Appropriate play activities and a positive emotional climate support
emotional competence, environment expectations and demands which reflect the unique
nature of the children in the classroom and establish a “good fit” with each child. The
characteristics and behaviour style of each child must be respected and should be
considered in planning both the physical and social environment within the classroom.
Patricia (2010) said that there are many positive roles every preschool teacher
should possess. One such role is to nurture. Since many of these children enrolled in
preschool are of a young age and new to the school setting, it is important that preschool
teacher nurtures the children and treats them in such a way that they feel safe and cared
for.
cognitive, and physical. In every action, a teacher should nurture appropriate growth and
support and sustain the need of the children in developing as a whole person. (Sarmiento,
2008).
As an Observer
The table 6 shows the ratings of the classroom role of kindergarten teacher as
observer. Majority of the indicators were practiced always. “I observe children in all
55
areas of development: physical, social, emotional and intellectual.” has the highest mean
of (4.55), followed by “I observe pupils movement and progress in all the activities in
and outside the classroom.” with a mean value of (4.40) and ‘I observe children’s
behavior and provide enrichment activities.” with a mean value of (4.38) .While the three
development” (4.14) has the lowest mean value with a qualitative description often
practiced ,second is “I interpret observations within the context of the whole child” with a
mean value of (4.19) and I use insights gained through observation to plan, evaluate and
This implies that the teachers in the selected schools of Division of Bukidnon
observed their children in all areas of development but lack written records concerning
It was also pointed out by Demham (2004) that when the children encounter
new experience or change, the teacher should observe the child’s responses and
determine the level to which responses and determine the level of experience causes
stress. These observations allow the teacher to determine the level of support the child
environments they are preparing an emotional climate that is conducive to learning. Thus,
as educators they cause learning communities in which children are valued; children
Teacher should have constant understanding to honor and value the rights of
children under the Constitution and to show respect to their thoughts and feelings This
shows that the younger pupil in each level, the teacher is more active demonstrating the
As a Planner
Table 7 shows the ratings of the teachers as a planner. It discloses that the
indicator “I organize the learning activities based on the listing of skills” (4.17) is often
practiced. Generally, the kindergarten teachers rated themselves as a Planner has a mean
57
Teachers’ planning and preparation is the key part of effective teaching. Many
teachers already get too little time to accomplish many tasks. This is relevant to the
findings of Back (2007) that educational policy makers fail to see why more than a few
Patricia, T. (2005) stated that good planning is the first step to an effective
classroom, and one of the six main teacher character tasks that excellent teachers should
master. A well-planned class reduces stress on the teacher and helps minimize
disruptions. When the teachers know what they want to accomplish and how they are
going to do it they have a better opportunity to achieve success with the added benefit of
less stress.
As an Interactor
Generally, they practiced most of the time the role as an interactor. The highest indicator
is “I promote group cohesiveness, self-respect and respect for others” with a mean of
4.62. The least is “I produce a wide variety of experiences and give children ample
opportunities to interact with the environment” (4.19) is often practiced. In general they
always practiced the interacting roles with a mean of (4.42).It implies that kindergarten
teachers in selected schools of Division of Bukidnon need to let their children interact
with the environment by bringing them to field trips or tours inside or outside the
classroom setting where they can interact with their classmates and with the environment
59
as well. The result is in relation to what Fu, Stremmel and Hill (2002) stated that in the
early childhood years the teacher brings the young child into close contact with reality
through sensory investigation and practical activity and relies on the child’s unfolding
inner program of curiosities and sensitivities to ensure that the child learned what he or
she needs. With the young pupils at each level, the teacher is more active, demonstrating
the use of materials and presenting activities based on an assessment of the child’s
requirements.
requires to be willing to wear many hats. As an experienced teacher, they are already
prepared to be flexible. As a new teacher, the job description may change on a daily
basis. In most cases the roles of an early childhood teacher will be very similar to
interactors. As an early childhood teacher, they are challenge to find new experiences to
appropriate environment, interesting materials, and adequate time to explore, play and
As an Evaluator
indicators under this role. The highest indicator is ‘The teacher conducts oral and
performance test to all pupils with a mean 4.29. On the other hand, the indicators that are
questioning, inventories and task-taking and I evaluate the results of formal tests and
scorings in the light of the child’s daily classroom behavior (4.14) respectively. This
61
implies that the evaluation of formal tests and scoring were frequently done only. The
Overall, the kindergarten teachers always practice the role of evaluator with a
mean of 4.29 . In fact, as stressed by Yuson (2004) it is one of the major responsibilities
of the preschool teacher to make the parents aware of progress made by the child. Most
of the preschool teachers have play base curriculum designed keeping in view the age of
the kids. These play programs prepare the children for the school environment.
It is the ability to instil joy of learning. And this experience will forever stay in the lives
teachers. If they have been treated, communicated and taught well, children are always
There is evidence that these practices support the development of young children.
Kontos and colleagues (2002) found that preschool aged children experience more
complex interactions with peers when engaged in creative activities than other types of
As a Communicator
were mostly practiced. Only one indicator has a mean of 4.15 “I develop an effective
Legend:
Rating Scale Descriptive Rating Qualitative Interpretation
4.20-5.00 5 Always Practice roles practiced all the time
3.40- 4.19 4 Often Practice roles practiced frequently
2.60- 3.39 3 Occasionally Practice roles practiced sometimes
1.80- 2.59 2 Seldom Practice roles practiced rarely
1.00- 1.79 1 Never Practice roles praticed once or not at all
The overall mean is (4.41) It implies that the kindergarten teachers have to
improve communication with the parents in terms of regular reporting about the progress
In fact, as stressed by Yuson (2004) it is one of the major responsibilities of the preschool
teacher to make the parents aware of progress made by the child. Most of the preschools
have play base curriculum designed keeping in view the age of the kids. These play
programs prepare the children for the school environment. It is the ability to instil joy of
64
learning and this experience will forever stay in the lives of children as well as the
teacher.
The six indicators of classroom roles were always practiced by the teachers. The
overall mean is 4.34, which described as roles are practiced all the time. It implies that
This is supported by the handbook of Limena (2008) the many roles played by
the preschool teachers are divided into the following categories namely: nurturer,
instructional materials availability. It can be seen that all indicators were perceived by the
instructional materials are not available all the time. The kindergarten teachers described
Edith (2000) said that there were many problems they encountered in teaching
kindergarten classes. One of these is lack of in service trainings and budgets for the
instructional materials for the teachers. These in- service trainings and seminars are very
important for the continuous knowledge and skills that the kindergarten teachers should
gain. Kindergarten teachers also have a problem in planning, because of insufficient and
unavailability of instructional materials that prevent them from giving the needed
activities for the pupils. This is explained from the study of Azzi-Lessing (2009) that
problematic in terms of classroom size and characteristics, comfort rooms, hand washing
facilities and even water supply. Philips (2004) stated that kindergarten teacher must also
67
cater to the basic needs of the children by ensuring and providing them a comfortable
Table 14 shows that the indicators and ratings of problems in terms of parent
support : “Parents are open- minded individuals who listen and shared their knowledge
during meetings and willing to contribute some amount for the school beautification if
necessary” is the only indicator teachers rated with a mean value of 2.51 or less
INDICATORS QUALITATIVE
MEAN INTERPRETATION
1. Parents provide all the needs of their pupils in 3.02 Moderately Problematic
school.
2.Parents together with their pupils always 2.87 Moderately Problematic
participate in school activities.
3. Parents are model of helpfulness and 2.85 Moderately Problematic
punctuality to their child.
4.Parents always attend in the Homeroom/GPTA 2.83 Moderately Problematic
meeting.
5. Parents make sure that their pupils are well 2.81 Moderately Problematic
groom and have eaten their meals before going
to school.
6. Parents strongly support the school based 2.81 Moderately Problematic
feeding program.
7. Parents are open- minded individuals who 2.51 Less Problematic
listen and shared their knowledge during
meetings and willing to contribute some amount
for the school beautification if necessary.
This is supported by the study of Sarmiento (2008) who said that “ Researchers
in the field and early childhood educators both view the parents as an integral part of
early childhood education process. Often educators refer to parents as the child’s first and
best teacher who nurtures their child in every aspect. Finally, in the study of Costales
(2007) about the effect of preschool education to children’s performance of those was
69
stayed in their home. It also revealed that the preschool teachers who are performing their
roles satisfactorily improve the performance of the preschoolers. The preschool teachers
have also encountered problems on lack of parental and community support in carrying
support .The overall mean of administrative support which is 2.20 or less problematic.
Except one indicator which falls in Undecided. This states that “The kindergarten
volunteer teachers always received their honorarium monthly.” The kindergarten teachers
complained about the absence of administrative support for the needed instructional
materials of the pupils. In kindergarten, emphasis on the art and visual is a common
theme because parents want to see something concrete on the output of their children
Sarmiento,(2008)
70
Pupil’s behavior is found in Table 16. There are 7 rated as moderately Problematic.
The teachers see this problem because the children went to school late, they were absent
without sending an excuse letters, they went to school without wearing complete uniform
71
and supplies and untidy or not well groomed, they manifest to lack of proper care and basic
needs at home, they were not well nurtured, loved and cared by their family and they were
sometimes bullied or they bully others. In general the pupils behavior is moderately
problematic.
the overall mean is 2.70 which means that the teachers have problems involving
problematic.
Edith (2000) said that there were many problems they encounter in teaching
kindergarten classes. One of those is lack of in service trainings and budgets for the
instructional materials for the teachers. These in-service trainings and seminars are very
important for the continuous update on knowledge and skills that the kindergarten
The performance of the kindergarten teachers is revealed in Table 18. Among the
performance rating but there is one teacher who falls on the Below Basic performance.
This implies that majority of kinder teachers have a good performance, ranging from
2002).The attainment depends on the performance of the teacher for he/she is the central
Diversity of Learners
school in. It shows the frequencies, percentages and qualitative rating for each range
Legend:
The level of performance and its corresponding numerical value in range were
based on the Competency Based Performance Appraisal System for Teachers. It can be
observed that the performance level of the teachers in handling diverse learners regarding
diversity learners is Proficient. The performance of the teachers has an overall mean of
3.23.
It implies that the teachers are proficient in dealing with their learners.
Table 20 shows that the kindergarten teachers have uniform perceptions regarding
this field. They have proficient performance in curriculum, content and pedagogy. The
top indicator is I aligned the lesson objectives, teaching methods, learning activities, and
It implies that the teachers are proficient in performing the delivery of curriculum,
content and pedagogy by using strategies, ICTs for planning and designing teaching-
Grisham-Brown (2008) and Gronlund (2006) have proposed that curricula driven by
early learning standards can be appropriate, if standards are addressed at different levels,
proficient in these activities. The children’s record are accurate, used test results to
improve teaching and learning. By conducting meetings with the learners, the teachers
will be able to know what to report in their progress. Teachers’ planning and preparation
Many teachers already get too little time to accomplish many tasks. This is
relevant to the findings of Back (2007) that educational policy makers fail to see why
more than a few minutes before class, preparation is necessary. Paperwork, lesson
planning, preparing materials and the environment, and negotiating require teachers to
Table 22 revealed that the kindergarten teachers were highly proficient (3.52) in
providing equal opportunities for all learners regardless of gender. Generally, the
teachers are fair and just in treating their pupils, gender equality are important. Since
many of these children enrolled in preschool are of a young age and new to the school
79
setting, it is important the preschool teacher nurtures the children and treats them in
such a way that they feel safe and cared for. This helps provide a favourable learning and
Table 23 shows the teacher’ community linkages level of performance. The top
indicator is I informed learners, parents and other stakeholders regarding school policies
and procedures (3.24). The teachers performed proficiently in these competencies. The
This is supported by the (Article III: The Teacher and the Community of Code of
Ethics of Professional Teachers) Section 5. Every teacher shall help the school keep the
people in the community informed about the school work and accomplishments as well
The table 24 reflects the school regard for learning. It can be gleaned that all
indicators in this area were observed as proficient. The teachers’ performance often
peers and superiors. This is supported by Section 1. Teachers shall, at all times, be
imbued with the spirit of professional loyalty, mutual confidence, and faith in one
another, self-sacrifice for the common good and full cooperation with colleagues. When
the best interest of the learners, the school, or the profession is at stake in any
Professional Teachers)
82
Table 25. Kindergarten Teachers level of Performance in Terms of School Regard for
Learning
Among the indicators, majority of the teachers are highly proficient in abiding the Code
of Ethics for Professional Teachers (3.38). Generally, the teachers are proficient in their
expectations.
83
This is in accordance to Section 2. That “Every teacher shall uphold the highest
possible standards of quality education, shall make the best preparations for the career of
teaching, and shall be at his best at all times and in the practice of his profession.(Code of
be seen that the overall performance of the teachers are proficient. Their performance
often exceeds expectations. The teachers of Quezon District are proficient in all levels of
performance.
Classroom Roles
Nurturer .112 .273 ns
Observer -.0.42 .683 ns
Planner .073 .472 ns
Interactor .136 .181 ns
Evaluator .014 .893 ns
Communicator -.147 .148 ns
Problems encountered
Instructional Material
Availability .059 .567 ns
Classroom environment .125 .222 ns
Parent Support .228 .024**
Administrative support .098 .339 ns
Pupil’s Behavior .130 .201 ns
Demographic Profile
Years of teaching experience
Educational attainment -.045 .662 ns
Seminars attended .014 .889 ns
-.085 .406 ns
Ns –not significant
**.Correlation is significant at 0.01 level (2 –tailed)
* . Correlation is significant at 0.05 level (2- tailed)
It can be gleaned that only the variable parent support is the only correlate to
teachers’ performance and has a p value of less than 0.05 level of significance. It
86
performance .112 observer is a negative and no significant value of - .042 planner .073
interactor .136 evaluator .014 and no significant value of -.147 respectively .While the
support of .98 and pupils behavior of .130 This implies that it doesn’t matter if what
performance.
correlation .This means that the more positive the parents support to their pupils in
providing them with basic needs the better will be the kindergarten teachers classroom
performance. This is supported by Sarmiento 2008 “Researchers in the field and early
87
childhood educators both view the parents as an integral part of early childhood
education process. Often educators refer to parents as the child’s first and best teacher
in the level of performance is influenced by parent support. Hence these lead us to reject
the second null hypothesis which states “There is no variable that best predicts
Its beta weight .223 , this signifies that preschool parents have high support to their
pupils and teachers in school .The findings explain that the parents support influenced
teachers classroom performance which means when preschool parents have high support,
teachers performance are more likely high. This is the overall parent support.
Correlation coefficient (r) in the regression analysis indicates the total contribution
the coefficient of determination tells that proportion of the total variations in teachers’
variables .
performance. The findings explain that the parents support influenced teachers classroom
performance which means when preschool parents have high support, teachers
performance are more likely high. This is the overall parent support.
Y=3.007 + .085 X
Where:
X = Parent Support
89
The equation above means that in every point increase of parent support the
kindergarten teachers’ performance also increases. This implies that the higher the
parent support to their pupils in school the higher the level of teachers performance in
class. It is supported by Lamban (2008) reported in his studies that teachers’ competence
and practices best predicts pupil’s cognitive performance. Competent teachers with
positive instructional practices encourage their pupils to perform better than those who
are under the low performing teachers. He further stressed that teachers play an
important role in the learning process. Hence these lead us to reject the second null
hypothesis which states “There is no variables that best predicts kindergarten teacher’s
This chapter contains the summary of findings, the conclusions extracted from the
Summary
This study was to ascertain the level of kindergarten teacher’s practice of classroom
roles, the problems they encountered and their classroom performance. Specifically, it
aimed to: determined the profile of the kindergarten teachers in terms of the following
Finally, identify the variables that best predicts teachers’ classroom performance.
In the light of the discussion made on the study, the following findings are
(10.6%) have 5 years teaching experience , 3 respondent (2.9%) have 6 years teaching
experience and only 1 respondent have teach once. Majority of the kindergarten
BEED with preschool units and BEED with preschool trainings/without trainings, 38
respondents (36.5%) of them are BEED graduate with MA units in ECED/MAED. Only
3 teachers (2.9%) obtained Masteral degree. It was revealed that 41 respondents (39.4
seminars .
observer, planner, interactor, evaluator and communicator it has an overall mean of 4.34
problematic.
satisfactory performance rating but 1 teacher falls on the Below Basic performance.
This implies that majority of them have a good performance, ranging from Very
Satisfactory to Outstanding.
Only the variable parent support has a p value of less than 0.05 level of
correlation .This means that the more positive the parents support to their pupils in
providing them with basic needs the better will be the kindergarten teachers classroom
performance.
The coefficient of determination (R2) is 0.50, indicating that 50% of the variance
in the level of teachers development is influenced by parent support. Hence these lead us
to reject the second null hypothesis which states “There is no variable that best predicts
Conclusions
Majority of the teachers finished a bachelor’s degree only . Most of them have
teaching experience in kindergarten classes ranging from one to five years. The
The six indicators of classroom roles are always practiced by the kindergarten
Majority of the preschool teachers’ performance of classroom role is practiced at all time.
and the practices of classroom roles, extent of difficulty of problems and demographic
profile. Null hypothesis is accepted. Only the variable parent support has a p value of
support.
94
Recommendations
Based on the conclusions given, the following are then advanced for
consideration.
teachers’ attendance to trainings and seminars so that preschool teachers will continually
educational background, but also interpersonal skills, and expertise in his or her field of
Qualifications of teachers may be assessed from time to time so that they can prepare,
plan and implement the goals and objectives that they have set to reach the outstanding
level of performance.
Supervisors and teachers are advised to look into their very own classrooms so
that problems of school climate, administrative and pupil’s behavior will be reported to
the higher personnel so that it can be addressed. DepEd/LGU must work together in
providing and allocating resources for the rehabilitation and for the constructions of basic
proficient always. Teachers’ competence and practices best predicts pupil’s performance.
95
Competent teachers with positive instructional practices encourage their pupils perform
better than those who are under with low performing teachers.
The higher the parent support to their pupils in school, the higher the level of teachers
performance in class.
96
BIBLIOGRAPHY
Deped Order No. 81,series of 2012 Guidelines for Hiring Kindergarten Teachers
98
GOLDSTEIN, L. S. (2007). Beyond the DAP versus standards dilemma: Examining the
unforgiving complexity of kindergarten teaching in the United States. Early
Childhood Research Quarterly, 22, 39–54.
GRISHAM-BROWN, J., COX, M., BARBEE, A., & ANTLE, B. (2005).KIDS NOW
evaluation report. Lexington: University of Kentucky and the Kentucky
Department of Education.
GRONLUND, G., (2006). Make early learning standards come alive: Connecting your
practice and curriculum to state guidelines. St. Paul, MN: Red leaf Press.
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KONTOS, S., BURCHINAL, M., HOWES, C., WISSEH, S., & GALINSKY, E. (2002).
An eco-behavioral approach to examining the contextual effects of early
childhood classrooms. Early Childhood Research Quarterly, 17, 239–258.
KUZMA, K. 2009. Parenting for Easy Obedience. Health & Home.Volume L. Philippine
Publishing House, Caloocan City, Philippines.
NAEYC & NAECS/SDE. (2003). Early childhood curriculum, assessment, and program
evaluation building an effective, accountable system in programs for children
birth through age 8.
NEISWORTH, J., & BAGNATO, S. J., (2004). The measure of young children: The
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APPENDICES
103
Date: __________
Sir:
I would like to ask permission from your office to conduct my study, entitled “Classroom
Roles, Extent of Problems Encountered and Performance of Kindergarten Teachers” in
your respective elementary schools in Division of Bukidnon.
Noted:
Date: __________
Madam:
I would like to ask permission from your office to conduct a study, entitled “Classroom
Roles, Problems Encountered and Performance of Kindergarten Teachers” in your
respective elementary schools in the Division of Bukidnon.
SUSAN M. ERMAC
105
Researcher
Approved by:
MAGDALENA A. ROLLO,Ph.D.
Public Schools District Supervisor
Appendix 3.Letter to the Public Schools District Supervisor
Date: __________
Madam:
SUSAN M. ERMAC
Researcher
Approved by:
106
Date: __________
NELO DUMAPIAS
Public Schools District Supervisor
Maramag I District
Maramag, Bukidnon
Madam:
SUSAN M. ERMAC
Researcher
Approved by:
107
NELO DUMAPIAS
Public Schools District Supervisor
Date:__________
________________________
Public Schools District Supervisor
Maramag II District
Dologon ,Maramag ,Bukidnon
Madam:
SUSAN M. ERMAC
Researcher
108
Approved by:
___________________________
Date:__________
Madam:
SUSAN M. ERMAC
Researcher
109
Approved by:
Date: __________
Mr./Mrs._____________
_____________________
_____________________
Sir/Madam:
I would like to ask permission from your office to conduct a study, entitled “Classroom
Roles, Problems Encountered and Performance of Kindergarten Teachers” in your
respective elementary schools in the Division of Bukidnon, District of Quezon I and II.
This is in partial fulfillment of the requirements for the degree Master of Arts in
Education (Administration and Supervision).
Attached herewith is an approved letter of request from the Public Schools District
Supervisor
SUSAN M. ERMAC
Researcher
Date: _____________
Sir/Madam:
The researcher would like to solicit your most honest response by filling in all items in
the survey questionnaire entitled, “Classroom Roles, Problems Encountered and
Performance of Kindergarten Teachers” in your respective elementary schools in the
Division of Bukidnon.
This is in partial fulfillment of the requirements for the degree Master of Arts in
Education (Administration and Supervision).
Rest assured that the responses you give will be kept confidential.
Please do not leave any items unanswered. Your sincere cooperation will be highly
appreciated.
SUSAN M. ERMAC
Researcher
111
Part III. Problems Encountered. Direction: Please rate the following problems that you
encountered in the practice of the different classroom roles. The following scale will be
used for problems you encountered in your class and school.
The following scale will be used for problems they faced
Scale Descriptive Rating Qualitative Interpretation
1 Strongly Agree Not Problematic
2 Agree Less Problematic
3 Undecided Moderately Problematic
4 Disagree Problematic
5 Strongly Disagree Highly Problematic
Appendix 6.The Competency - Based Performance Appraisal System for Teachers (CB-
PAST).Please rate yourself by encircling the appropriate rating that applies to you in
every item.
4- Highly Proficient (HP) Teacher performance consistently exceeds expectations.
3- Proficient (P) Teacher performance often exceeds expectations.
2-Basic (B) Teacher performance meets basic expectations based on
standards.
1-Below Basic (BB) Teacher performance on the job and outputs frequently
fall below standard.
values in teaching.
3. Explained learning goals, instructional procedures and
content clearly and accurately to students.
4. Linked the current content with past and future lessons.
5. Aligned the lesson objectives, teaching methods, learning
activities, and instructional materials or resources appropriate
to the learners.
6. Created situations that encourage learners to use high order
thinking skills through the use of local language among others
if needed.
7. Engaged and sustained learner’s interest in the subject by
making content meaningful and relevant to them.
8. Integrated scholarly works and ideas to enrich the lesson.
9. Established routines and procedures to maximize
instructional time.
10. Selected, prepared and utilized available technology and
other instructional materials appropriate to the learners and the
learning objectives.
11. Provided appropriate learning tasks, portfolio and projects
that support development of good study habits.
12. Used available ICT resources for planning and designing
teaching-learning activities.