Problems Encountered by Kindergarten Teachers in Teaching Literacy
DOI:
https://doi.org/10.5281/zenodo.15336948Keywords:
Kindergarten teachers, problems encountered, teaching literacyAbstract
Kindergarten teachers’ dedication to teaching literacy amidst that challenging profession is a valuable determinant of childhood and lifelong student learning. The key purpose of this study is to find out the problems encountered by kindergarten teachers in teaching literacy in four districts of a large division in Central Philippines for the school year 2024-2025 as the basis for an intervention plan. Descriptive research used a 40-item survey questionnaire to gather data from fifty-three (53) kindergarten teachers and discover their literacy teaching problems. The results revealed that the degree of difficulties encountered by kindergarten teachers in the areas of professional development, instructional materials, classroom management, and parental support was moderate. In addition, there was a significant difference in the degree of problems encountered by kindergarten teachers in the area of parental support compared to their age. The result of this study serves as a basis for kindergarten teachers to improve themselves in the delivery of instruction in the kindergarten program. This calls for education authorities to give more attention to the kindergarten program by providing teachers with training and development programs, which stakeholders should support to overcome the problems faced by kindergarten teachers.
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