Perspectives of Teachers on Learning: A Glance on the Reading Proficiency of Kindergarten Learners

Abstract

This study aimed to describe the experiences of kindergarten teachers in regards to the reading problem issue of kindergarten learners in Samal District, Island Garden City of Samal. The participants were the ten kindergarten teachers, utilizing phenomenological design to explore their challenges, perceived coping mechanisms on the issue and insights. A semi- structured interview guide was used to gather the data. Ethical considerations were observed in data collection. Thematic content analysis was used to extract the themes. The findings were: were poor background knowledge, low phonological awareness skills, local language diversity, limited exposure to reading materials, engagement and attention span struggles, and economic scarcity are the main challenges; the identified teachers’ perception on the reading situations of students in coping with the issues are use of differentiated instruction, individualized support, continuous assessment and monitoring, and collaborative efforts; and importance of early intervention, recognition of learners’ diversity, continual assessment and improvement, family and community engagement, and teacher’s professional development are the insights drawn. The recommendation included allocating resources, funding, and support services by the Department of Education specifically targeted at addressing early literacy disparities and improving outcomes for students at risk of reading difficulties.