Curriculum Implementation, Teachers’ Competencies and Preferred Teaching Approaches for Kindergarten Gifted Education Program: An Assessment

Abstract

This study intended to ascertain the condition of Kindergarten gifted education program of Isabela, Philippines. Specifically, it assessed the following: (1) preferred curriculum implementation, (2) teacher’s competency, and (3) employment of desired teaching approaches. Purposive sampling was utilized which involved administrators, teachers and parents of gifted and talented preschoolers from public schools with recognized Kindergarten gifted education program. Method of investigation was descriptive survey through data collection procedures such as interview and documentation. Instruments used were questionnaires, checklists, and recordings. Instruments were frequency count, percentage, weighted mean, and rating scale of four-point ranking scheme with equivalent descriptions. Results disclosed that administrators, teachers and parents perceived the implementation level of approved curriculum as “evident”. Administrators, teachers and parents recorded an “evident” perception level on teachers’ competence in performing their responsibilities. Participants observed the application of preferred Kindergarten gifted education teaching and learning approaches as “evident”. However, reading as an instructional approach was gauged as “less evident”. It was concluded that the management of Kindergarten gifted education program was somewhat favorable, but teaching approaches still need innovations to suit the growing needs of gifted young learners. Findings imply that participants still regard improvement in preferred curriculum execution, teaching competencies of teachers and their approaches in handling gifted kinder pupils. For recommendation, similar study should be carried out to estimate other Kindergarten gifted education program packages.