Challenges Encountered by the Kindergarten Teachers Using Printed Modular Instruction
DOI:
https://doi.org/10.5281/zenodo.15674730Keywords:
Challenges, Educational Qualifications, Kindergarten TeachersAbstract
The study aimed to assess the challenges faced by kindergarten teachers in Tayasan Districts 1 and 2, Negros Oriental, in implementing printed modular instruction during the 2020–2021 school year. It examined variables such as plantilla position, length of service, and educational qualifications. The findings revealed that teachers with lower plantilla positions, shorter service years, and lower educational qualifications encountered significant challenges in distributing and retrieving modules, completing instructional materials, and assessing student progress. Notably, teachers in remote areas faced additional difficulties due to limited access to communication tools and unreliable transportation. Vice President Leni Robredo highlighted similar concerns nationwide, emphasizing that teachers should not bear the financial burden of printing and distributing learning materials. She advocated for reallocating the Department of Education's (DepEd) P29-billion budget for school rehabilitation to fund distance learning needs, including the procurement of gadgets and equipment, and to address health concerns for educators. The study concluded that while the challenges were significant, they were not insurmountable. It recommended that DepEd collaborate with local government units to provide transportation for module delivery and retrieval, allocate sufficient funds for the production of instructional materials, and ensure the availability of functional equipment. Additionally, it suggested that teachers utilize learners' profiles to assess and track student progress effectively.
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Copyright (c) 2025 Armel E. Casiple, Emelyn D. Bolongaita, Mylene A. Bautista (Author)
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