Challenges and Extent of Readiness Among Teachers in the Implementation of the Kindergarten Curriculum in Select Public Elementary Schools in the Philippines

Abstract

The implementation of the Kindergarten curriculum received varied feedback from stakeholders. This study determined and analyzed the extent of readiness in the implementation of the kindergarten curriculum and the challenges encountered by teachers in public elementary schools in the Division of Cebu City, Philippines. It employed the mixed method using the quantitative–qualitative technique. The study was conducted in the Department of Education (DepEd) Cebu City Division, with Kindergarten teachers and school heads who answered the adapted instrument on contextualizing the Kindergarten curriculum. The gathered data were treated using descriptive and inferential statistics supported by thematic analysis. The study revealed that teachers are always ready for the implementation of the Kindergarten curriculum. Further, the study finds a significant relationship between age, educational qualification, and years of teaching experience of teachers in the use of available materials. Furthermore, there is a significant difference in the school environment when grouped by its clustered district. The study concluded that the implementation of the contextualized Kindergarten curriculum based on the availability of instructional materials, forms of learning, the evaluation method of learners, and the school environment were always made available for teachers to use. After the school heads’ answers were transcribed, coded, categorized, and analyzed, three themes emerged: preparation time, development of instructional materials, and the need for teacher training. Their expressed challenges are categorized into Language Difficulties, Preparation Time, and Instructional Materials Development.