Teachers’ Perceived Level of Professional Development and Competencies in Handling Kindergarten Pupils: The Case of Public and Private Schools of Ozamis City Division
Abstract
Despite the critical role of early childhood education and the unique challenges faced by kindergarten teachers, there exists a noticeable need for more specific professional development needs and competencies required for effective teaching. This study employed a descriptive-survey research method to determine the professional development needs and competencies of kindergarten teachers in public and private schools of the Ozamiz City Division. Findings revealed that the kindergarten teachers expressed a high level of perceived professional development needs and demonstrated a high level of competence in handling kindergarten classes. This emphasizes the dedication of teachers to ongoing growth and improvement within their field. However, there exist a significant differences on the perceived professional development needs and competencies in terms of gender. These indicated the necessity for professional development to enhance the skills of kindergarten teachers, particularly in addressing the differing competency needs of male and female pupils. Thus, continuous professional development is essential, especially for early childhood education, as teachers must effectively meet the needs of their students and provide quality education.
References
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Yenen, E. & Yontem, M. (2020). Teachers’ Professional Development Needs: A Q Method Analysis. Discourse and Communication for Sustainable Education, vol. 11, no. 2, pp. 159ñ176, 2020. http//DOI: 10.2478/dcse-2020-0024
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Dunn, H. & Bowles, (2018) Exploring the Experiences of Teachers Undertaking Educational Design Research (EDR) As A Form of Teacher Professional Learning. https://doi.org/10.1080/19415257.2018.1500389.
DOCTOR, F., & MACALISANG, D. (2024). SCHOOL READINESS AMONG KINDERGARTEN LEARNERS: BASIS FOR POLICY RECOMMENDATION. Sprin Journal of Arts, Humanities and Social Sciences, 3(2), 26–34. https://doi.org/10.55559/sjahss.v3i2.219.
Epstein, J. L. (2018). School, Family, and Community Partnerships: Your Handbook for Action. Fourth Edition. https://doi.org/10.4324/9780429494673.
Farivar, S. & Wang F. (2022). Effective influencer marketing: A social identity perspective. Journal of Retailing and Consumer Services. Retrieved from: https://doi.org/10.1016/j.jretconser.2022.103026.
Freiberg, H. & Huzinec, Chris & Templeton, Stacey. (2009). Classroom Management--A Pathway to Student Achievement: A Study of Fourteen Inner-City Elementary Schools. Elementary School Journal. https://doi.org/10.1086/598843.
Gallego, P. L. & Caingcoy, M. E. (2020). Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education, 3(7), 69-81. https://doi.org/10.31149/ijie.v3i7.491
Garcia, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism, and Education. New York, NY: Palgrave MacMillan. https://doi.org/10.1057/9781137385765.
Guskey, T., & Yoon, K. (2009). What Works in Professional Development? Phi Delta Kappan, 90, 495-500. DOI:10.1177/003172170909000709.
Guskey, T.R. (1994). Results-Oriented Professional Development: In Search of an Optimal Mix of Effective Practices. Journal of Staff Development, 15, 42-50.
Hammond, D. L., Hyler, M. E., Gardner, M. (2017).Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://eric.ed.gov/?id=ED606743.
Halpern, D. F., & Hakel, M. D. (2010). Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer, Change: The Magazine of Higher Learning, 35:4, 36-41, DOI: 10.1080/00091380309604109.
Hattie, J. (2011).Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Int Rev Educ 57, 219–221 (2011). https://doi.org/10.1007/s11159-011-9198-8.
Henderson A. & Mapp K. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. The Southwest Educational Development Laboratory. https://sedl.org/connections/resources/evidence.pdf
Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and practice (8th ed.). New York: McGraw-Hill.
Ingersoll, R. M., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81(2), 201–233. http://www.jstor.org/stable/23014368.
Kabilan, M.K. & Veratharaju,K. (2013). Professional development needs of primary school English-language teachers in Malaysia, Professional Development in Education, DOI:10.1080/19415257.2012.762418.
Macalisang, D. S. (2023). Administrative Practices of School Administrators and Instructional Supervision: Analysis of the Impact Towards School Organizational Culture. Sprin Journal of Arts, Humanities and Social Sciences, 2(02), 42–49. https://doi.org/10.55559/sjahss.v2i02.90.
Maringe, F. (2015). Higher Education Market. International Encyclopedia of the Social & Behavioral Sciences, Second Edition.
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Adequate supervision: Supporting the art and science of teaching. ASCD.
National Council for Accreditation of Teacher Education (2008). Professional Standards Accreditation of Teacher Preparation Institutions.
OECD (2019). The Professional Development of Teachers. Retrieved from https://www.oecd.org/berlin/43541636.pdf.
Opfer, V. D., & Pedder, D. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), 376-407. https://doi.org/10.3102/0034654311413609
Piaget, J. (1950). The Psychology of Intelligence. Harcourt, Brace. https://psycnet.apa.org/record/1951-02897-000
Schön, D.A. (1992). The Reflective Practitioner: How Professionals Think in Action (1st ed.). Routledge. https://doi.org/10.4324/9781315237473.
Synder T., & Dillow S. (2019). Digest of Education Statistics, 2019. National Center for
Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021009.
Stiggins, R. (2015). The Perfect Assessment System. Association for Supervision and Curriculum Development. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/PerfectAssessmentSystem_Stiggins.pdf
Tomlinson, C.A. (2014) The Differentiated Classroom: Responding to the Needs of All Learners. 2nd Edition, ASCD, Alexandria.
Yenen, E. & Yontem, M. (2020). Teachers’ Professional Development Needs: A Q Method Analysis. Discourse and Communication for Sustainable Education, vol. 11, no. 2, pp. 159ñ176, 2020. http//DOI: 10.2478/dcse-2020-0024
Zamri, N. B. M., &Hamzah, M. I. B. (2019). Teachers’ Com-petency in Implementation of ClassroomAssessment in Learning. Creative Educa-tion, 10, 2939-2946.https://doi.org/10.4236/ce.2019.1012218.
Authors
[1]
“Teachers’ Perceived Level of Professional Development and Competencies in Handling Kindergarten Pupils: The Case of Public and Private Schools of Ozamis City Division”, Soc. sci. humanities j., vol. 8, no. 04, pp. 34783–34794, Apr. 2024, doi: 10.18535/sshj.v8i04.998.
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