Kindergarten Teachers’ Instructional Competence

AUTHOR(S)

RUTH BOLOS-MANIO

ABSTRACT

——This study assessed the instructional competence of thirty (30) Kindergarten teachers from two school districts in the Schools Division of Nueva Ecija using a descriptive-correlational research design. Data were gathered through a validated questionnaire-checklist and analyzed using frequency count, percentage, weighted mean, t-test, ANOVA, and Pearson r correlation. Findings revealed that the respondents were generally qualified and demonstrated a “very competent” level of instructional competence. No significant differences were found in their competence when grouped according to profile variables, except for years of teaching experience, which significantly influenced the consideration of instructional materials. Teaching experience was also significantly correlated with instructional competence in instructional materials, evaluation of learning outcomes, and overall competence. The study recommends continuous professional development, scholarship opportunities for graduate studies, and the implementation of training programs to further enhance Kindergarten teachers’ instructional competence. Keywords: Instructional Competence, Behavioral Management, Evaluation of Learning