ABSTRACT
The study aimed to enhance the capacities of kindergarten teachers in Public Elementary Schools in the Division of Batangas, ultimately leading to the development of a management program for kindergarten teachers. Specifically, the paper sought to identify the manifestation of instructional delivery as assessed by school heads and teachers, focusing on aspects such as classroom discussion, feedback mechanisms, formative assessment, strategies, assessment and evaluation of learning outcomes, development of learning materials, and experiential instruction. Additionally, the study assesses the teachers' utilization of teaching infrastructure, including instructional tools and e-learning materials.
Furthermore, the study aimed to discern differences in assessments between school heads and teachers, as well as explore the relationship between the extent of manifestation of instructional delivery and the level of utilization of teaching infrastructure. The study delves into the findings, examining variables that serve as the basis for the proposed management program.
Keywords: capacitate, instructional delivery, teaching infrastructure, kindergarten teachers, instructional tools
1. INTRODUCTION
The primary factor influencing the academic success of learners is the classroom teacher. They hold a crucial role in delivering effective instruction and driving high-quality education. Teachers are instrumental in a learner's progress and achievement. Despite the evolving landscape and difficulties in modern teaching methods, the Department of Education (DepEd) continues to prioritize teacher development through various training programs, particularly for those in kindergarten aiming to enhance their teaching proficiency. Enhancing the competencies of teachers can significantly impact how they facilitate learning within the classroom.
According to the Omnibus Policy of Kindergarten Education of the Philippines it is essential for kindergarten teachers to be proficient in the common language of the learners for them to easily cope with the lessons. Teachers are also motivated to pursue continuous professional development by attending conferences, trainings/seminars and enrolled in further studies. Likewise, teachers are well- known in educating and nurturing millions of learners and with the support of different trainings and workshops they can develop, enhance, and improve their capacities that will help them to guide the learners of new generation that are inclined with the modern technology and new innovations.
In addition, from the DepEd press release entitled K to 12 Learners: Generation of Innovators teachers are informed and had the opportunities to comprehend the new learning standards and competencies, teaching plans and assessments. Teachers are also motivated to advance their skills in giving and receiving feedbacks, learning outcome based, and questioning even they are already equipped with teaching capabilities. School heads also contribute to teachers' improvement and development through their technical assistance and guidance, they also give overflowing support to all teachers to pursue their effective teaching and learning to produce quality education for learners and setting the goals and objectives to create effective instructional deliveries and materials for learners.
Correspondingly, instructional deliveries are the foundation of a great education. It is the applications of different approaches, strategies and activities that helps the learners to achieve the academic success. Guiding and developing young learners is like creation of an abstract painting; it can be difficult to understand the meanings and descriptions of the painting, but with the aid of various highlights of the paints, like the guidance provided by teachers that the child's growth and development can be achieved. In addition, instructional deliveries in the classroom are always considered. There are some relevant instructional deliveries such as: classroom discussion, feedback mechanism, formative assessment, strategies, assessment and evaluation of learning outcomes, development of learning materials and experiential instruction, that aids the teacher to improve the flow of successful teaching and learning.
Moreover, schools worldwide implement various educational programs regarding the adaptation and use of instructional deliveries in response to modern-day realities. Various managements propose training to help teachers to improve their ability to give instructions and use the modern technologies. Teachers are introduced to the most up-to-date teaching deliveries that will help them be more effective in front of their learners and they also use different infrastructures to illustrate the various objectives that they want to discuss with the class.
Furthermore, utilization of instructional materials and e-learning materials inside the classroom are essential for better performance and outputs of the learners from the activities given by the teachers. Teaching infrastructure is one element that ensure the access of learners in good quality education. DepEd encourages the usage of instructional materials and other items that are created or readily available locally. Different instructional materials like chalkboard, charts, graphs, puzzles etc. encourage learners to participate. The modern technology and advancements help the teachers in their teaching. E-Learning materials and instructional tools lead the discussion to a better and more student-friendly discussion.
According to Francisco (2020), using instructional materials and activities allows learners to become more self-sufficient and excel. The usage of e-learning materials is very effective nowadays especially in kindergarten to get their attention and to clearly discuss the lesson. In connection, the educational system in the Philippines is affected due to the changes brought by the new normal set-up in different schools. Bestowing to Mhishi M. & Vimbai MC et al. (2022), teachers encountered challenges in supporting their needs in instructional materials needed to create an effective teaching in their online classes, also their funds are insufficient to provide their learning resources, so they adopt the situation to do their duty as a teacher in the midst of pandemic. Teaching and learning are not as enjoyable compared to the traditional classroom set-up due to reduced social interaction among learners. It also affects the study habits and behavior of the learners. They have limited chance to perform well because of the restrictions given to them. The literacy and numeracy level of the learners decreased despite of the adjustments and enhancements to kindergarten teachers' instructional deliveries, a gap in capacitating kindergarten teachers is constantly noticeable.
Recently, schools have opened for restricted face-to-face classes during which time to time teachers are dealing with issues related to the behavior and literacy level of the learners, how they handle various assessments in classroom and separation anxiety. Learners are in the process of acceptance in the new set-up, some are not ready to attend classes and there’s a limited instructional material to be used so teachers are challenge to discuss the lesson in their target time blocks.
The researcher realized the emerging need to capacitate the kindergarten teachers and equipped to conduct this study on the manifestation of instructional deliveries and technology utilization due to her experience as a kindergarten teacher. Furthermore, through this study, a prepared management program aimed to enhance and help teachers to improve their teaching skills.
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