Teachers’ Perceived Level of Professional Development and Competencies in Handling Kindergarten Pupils: The Case of Public and Private Schools of Ozamis City Division

Abstract

Despite the critical role of early childhood education and the unique challenges faced by kindergarten teachers, there exists a noticeable need for more specific professional development needs and competencies required for effective teaching. This study employed a descriptive-survey research method to determine the professional development needs and competencies of kindergarten teachers in public and private schools of the Ozamiz City Division. Findings revealed that the kindergarten teachers expressed a high level of perceived professional development needs and demonstrated a high level of competence in handling kindergarten classes. This emphasizes the dedication of teachers to ongoing growth and improvement within their field. However, there exist a significant differences on the perceived professional development needs and competencies in terms of gender. These indicated the necessity for professional development to enhance the skills of kindergarten teachers, particularly in addressing the differing competency needs of male and female pupils. Thus, continuous professional development is essential, especially for early childhood education, as teachers must effectively meet the needs of their students and provide quality education.