TEACHERS’ PREPARATION IN IMPLEMENTING BLOCKS OF TIME IN KINDERGARTEN
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Abstract
This study determined the teachers’ preparation for implementing Blocks of Time in Kindergarten during the school year 2019-2020 as the basis for action plans. It employed the mixed research method through the adapted questionnaire and interview questions based on the Omnibus Policy on Kindergarten education. The respondents were 30 Kindergarten teachers selected using convenience sampling. Gathered quantitative data were treated using frequency, percentage, weighted mean, rank, and Chi-square, while qualitative data were analyzed using thematic analysis. Results indicated that most respondents were female, married, aged 31-35, with 7-9 years of teaching experience, Teacher III at the master level, and trained to handle Kindergarten learners. Furthermore, the level of implementation in the use of Blocks of Time was moderately implemented, while the level of preparedness in terms of instructional practices was very prepared. Furthermore, the relationship between the profile of the respondents and the identified factors in the study was significant. It is concluded that teachers are moderately prepared to implement Blocks of Time in Kindergarten. Hence, it is recommended that the action plans be adopted.
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