Kindergarten Teachers' Pedagogical and Professional Practices: Its Effects to Learners Assessment Readiness

• Author(s): Mary Joshua C. Lagat ; Anicia S. Madarang
• Paper ID: 1705219
• Page: 123-141
• Published Date: 22-11-2023
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 7 Issue 5 November-2023

Abstract

This study aimed to assess the pedagogical and professional practices along the PPST domains of the Kindergarten teachers of Labo, East District and its effects to the learners’ assessment readiness in the new normal. Specifically, it sought to answer the following questions: 1. What is the level of Kindergarten teachers’ pedagogical practices along the PPST domain as to: a. content knowledge and pedagogy b. learning environment c. diversity of learners d. curriculum and planning e. assessment and reporting?; 2. What is the level of Kindergarten teachers’ professional practices along PPST domains as to a. community linkages and professional engagement and b. personal growth and professional development?; 3. What is the result of the school readiness assessment of Kindergarten learners in the new normal?; 4. Is there a significant relationship between the teachers’ pedagogical practices and the Kindergarten learners’ assessment readiness?; 5. Is there a significant relationship between the teachers’ professional practices and the Kindergarten learners’ assessment readiness? and 6. What are the challenges encountered by the teacher respondents in the implementation of distance learning systems?; 7. What action plan can be proposed to enhance the Kindergarten teachers’ pedagogical and professional practices in the implementation of the distance learning system?This study applied the descriptive-correlational method of research. The major informants were the 32 Kindergarten teachers of Labo East District. The pertinent data were collected using survey questionnaires and a consolidated report on school readiness assessment. Descriptive statistics using percentages, weighted mean, and Pearson Correlation Coefficient were also applied for the data treatment. The study found that: Most of the teacher-respondents excelled in the pedagogical domain of content knowledge and pedagogy compared to the other domains. Thus, it shows that Kindergarten teachers are more pedagogically equipped, trained, skilled, and competent.; 2. The professional development practices of the respondents were assessed and identified at an average level only. Thus, it implies that Kindergarten teachers still face the needs and demands of pursuing higher education and other professional advancement measures and practices.; 3.The readiness assessment and performance of the learners were viewed at an average level only. It only at tests to the reality that the pandemic crisis has posed certain limitations and challenges against the learners’ access to opportunities to improve their performance.; The domains of the diversity of learners correlated with the slightly advanced development of the learners’ assessment readiness while the domains of assessment and reporting correlated with the average level of learners’ assessment readiness.

Keywords

Kinder, Pedagogical, Professional, Distance Learning

Citations

IRE Journals:
Mary Joshua C. Lagat , Anicia S. Madarang "Kindergarten Teachers' Pedagogical and Professional Practices: Its Effects to Learners Assessment Readiness" Iconic Research And Engineering Journals Volume 7 Issue 5 2023 Page 123-141

IEEE:
Mary Joshua C. Lagat , Anicia S. Madarang "Kindergarten Teachers' Pedagogical and Professional Practices: Its Effects to Learners Assessment Readiness" Iconic Research And Engineering Journals, 7(5)