Difficulties Of Kindergarten Teachers In The Blocks Of Time
Editha D. Baldoza
Salong Elementary School
Bindoy, Negros Orienta
DOI: https://doi.org/10.56738/issn29603986.geo2024.5.72
Abstract
Teaching kindergarten comes with its fair share of challenges, but it can also be an incredibly rewarding experience watching your learners grow and learn during their time in school. In this context, this study aimed to determine the difficulties kindergarten teachers face in the blocks of time regarding learning domains, transition activities, and musical instruments. The study targeted 65 kindergarten teachers using a self-made questionnaire that passed stringent tests of validity and reliability to collect information from the respondents. The results revealed that kindergarten teachers’ level of difficulty in learning domain and transition activities was low, while musical instruments were high. In addition, there was no significant difference in the level of difficulties of kindergarten teachers in the blocks of time in terms of learning domains, transition activities, and musical instruments when compared according to age, civil status, number of training attended, and family income. The result provides evidence that kindergarten teachers need to improve themselves in the delivery of instruction in the kindergarten program and calls for conducting an enrichment plan focusing on learning domains, transition activities, and musical instruments in the kindergarten curriculum throughout the region.
Keywords: Blocks of time, difficulties, kindergarten teachers, Bindoy, Negros Oriental.
Bio-Note
Editha D. Baldoza is a Grade 1 Teacher at Salong Elementary School, Bindoy 1 District, Bindoy Negros Oriental. She holds a Bachelor’s Degree in Elementary Education from Silliman University, Dumaguete City. She is currently pursuing the Master of Arts in Education major in Early Childhood Education at the STI West Negros University School of Graduate Studies.
Full Paper