PRAXIS OF K- TEACHING IN DEP ED QUEZON: BASIS FOR ENHANCEMENT TRAINING PROGRAM OF KINDERGARTEN TEACHERS

This study focused on the praxis of K teaching in DepEd Quezon as basis for enhancement training program for kindergarten teachers. Specifically, it measured the level of instructional competence of teachers in terms of theoretical knowledge about learning and human behavior, attitudes that foster learning, knowledge of subject matter, repertoire of teaching skills and personal practical knowledge. Significant difference between the assessment made by the school heads and kindergarten teachers was also sought. The division has 45 districts with 696 kindergarten teachers. Two hundred fifty-four (254) kindergarten teachers and 254 served as sample of this study. Mixed method of research particularly the descriptive method was used in this research. Survey and focus group discussion were done to gather quantitative and qualitative data, respectively. Results revealed that kindergarten teachers were proficient in terms of theoretical knowledge about learning and human behavior, attitudes that foster learning, knowledge of subject matter, repertoire of teaching skills and personal practical knowledge. Also, there was a significant difference between the assessment made by the school heads and kindergarten teachers concerning the level of instructional competence in the praxis of K teaching in DepEd Quezon in terms of knowledge of subject matter, repertoire of teaching skills, and personal practical knowledge. Kindergarten teacher-respondents rated themselves higher compared to school heads. Likewise, there was a significant difference in the assessment made by the Kindergarten teachers concerning their level of instructional competence in the praxis of K teaching in DepEd Quezon according to their demographic profile: in terms of theoretical knowledge about learning and human behavior the significant differences were noted in age and gender; in terms of attitude that foster learning the significant difference was noted when the respondents are grouped according to age. These findings implied that the age is a factor affecting the instructional competence of the Kindergarten teachers; in terms of knowledge of subject matter, the significant differences in the K teachers’ instructional competence were noted in age, gender, and length of teaching experience. These findings implied that the age, gender, and length of teaching experience are factors affecting the instructional competence of the Kindergarten teachers; in terms of repertoire of teaching skills, the significant differences in the K teachers’ instructional competence were noted age, sex, length of teaching experience, and highest educational qualification. Respondents whose age is 46 above, male K teachers and teaching between 1-20 years and BEED major in ECE had the higher level of instructional competence; in terms of personal practical knowledge the significant differences were noted in age, gender, and length of teaching experience. These findings implied that the age, gender, and length of teaching experience are factors affecting the instructional competence of the Kindergarten teachers. The challenges encountered by the K teachers concerning the level of instructional competence in the praxis of K teaching in the FGD conducted to the School Heads were difficulties in preparing lesson plans, following their Blocks of Time, executing the prepared LP by the new kindergarten teachers, synchronizing the competencies for 5-year old children in the preparation of Daily Lesson Log and teaching methodologies and strategies using developmentally appropriate practices. Kindergarten teachers addressed the challenges they have encountered concerning the level of instructional competence in the praxis of K teaching through demonstration teaching during LAC ( Learning Action Cell) to enhance their teaching competencies as well as instructional supervision/observation of classes, bench marking of good practices from their colleagues, downloading and preparing appropriate instructional materials and getting themselves part of professional group online through sharing of ideas . Likewise, Kindergarten Teachers Professional Development Program is crafted to help improve the instructional competence of teachers in the praxis of K teaching addressing the least rated skills identified in the study.