Kindergarten Teachers' Accounts and Learners' Performance: A Correlational Study

Abstract

The study used a descriptive-correlational design to determine the relationship between Kindergarten Teachers' Accounts and Learners' Performance in various kindergarten classes in Palompon North District, Palompon, Leyte. It focused on the profiles or accounts of 15 kindergarten teachers as well as the performance of 375 kindergarten learners throughout seven developmental domains. Furthermore, the study broadened the scope of research in early childhood education and practice by focusing on teachers' qualities and how they influence learners' performance. The study's findings would encourage kindergarten teachers to enhance their instruction and deepen their knowledge of child development in order to offer suitable and ideal learning opportunities, introduce them to the joy of learning, and establish the foundations for a lifelong process. Considering the results, the performance of the learners across the 7 domains remains in the average level and could not reach the advance level, this significantly implied that teachers’ accounts or qualifications have implications on learners’ performance. Thus, the researcher strongly recommends to provide ongoing, periodic professional development sessions so that teachers remain updated on the latest educational approaches. Adapt the curriculum to meet the varied learning needs and abilities of kindergarten students. It is further recommended that school administrators continuously evaluate and implement comprehensive systems for monitoring teaching effectiveness and student outcomes. Furthermore, early childhood education educational institutions should review their implementing policies and regulations. It is also worth noting that nearby teacher training institutions may offer courses in early childhood education.