ASSESSING THE TEACHERS' COMPETENCE LEVEL AND PEDAGOGICAL SKILLS IN DEVELOPING EARLY GRADE LITERACY: CONTINUOUS IMPROVEMENT ACTIVITY

Abstract

This study explores the competence levels of teachers in pedagogical skills specifically aimed at enhancing early grade literacy. The focus is on assessing the effectiveness of instructional methods and identifying areas where teacher development can be improved. A prototype activity guide was designed and implemented to evaluate its impact on pedagogical practices. The research employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gauge teachers' proficiency in critical literacy skills, including phonemic awareness, vocabulary development, and reading comprehension strategies. The prototype activity guide was used as a tool for professional development, and its effectiveness was assessed through pre- and post-implementation evaluations. Findings indicate that while teachers generally possess foundational knowledge in literacy instruction, there are significant variations in their application of pedagogical strategies. The study reveals that targeted professional development, facilitated by the prototype activity guide, significantly enhances teachers' competence in delivering effective early literacy instruction. The results underscore the importance of ongoing professional training and support for teachers to ensure high-quality literacy education for young learners. The study concludes with recommendations for further refinement of the activity guide and suggests strategies for broader implementation to support early grade literacy development.