Abstract
The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan.
Highlights
IntroductionThese are important in ensuring the achievement of educational goals
3.1 Competency in Content Knowledge and Pedagogy Kindergarten teachers are expected to be competent in content knowledge and pedagogy
This is the ability of the kindergarten teachers to apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research
Summary
These are important in ensuring the achievement of educational goals. Teachers need professional development to enhance their competencies in the teaching profession. The competencies of teachers are important in determining the success of the teaching and learning process. Teachers’ competencies relate to their values, behavior, communication, aims, and practices, as well as support professional development and curricular studies. This shows that teachers’ competencies for the improvement of the teaching-learning process in school are of great importance (Selvi, 2016). Enhancing the competencies of teachers requires professional development
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