Kindergarten Teachers’ Teaching Methods for School Readiness Skills

Authors

Bobby Girl A. Suminguit, Denmark S. Macalisang

Abstract

This study examined the profile of kindergarten teachers and the teaching methods they employ in fostering pupils’ school readiness skills in the Lopez Jaena District. Using a descriptive research design with quantitative and qualitative approaches, data were gathered from 30 kindergarten teachers through survey questionnaires and interviews. Findings revealed that most teachers possess adequate educational qualifications, relevant teaching experience, and have attended early childhood-related trainings. Results further showed that teachers consistently implement developmentally appropriate strategies across literacy, numeracy, socio-emotional, and behavioral/self-regulation readiness domains, with all areas rated as Strongly Agree. Teachers also effectively utilize available instructional resources, particularly DepEd-provided materials, manipulatives, and teacher-made resources, although the use of digital tools and parent collaboration was less emphasized. Despite strong instructional practices, teachers encountered challenges related to class size, resource limitations, curriculum demands, home support, and workload. Overall, the study concludes that kindergarten teachers are capable and committed to fostering holistic school readiness, but enhanced institutional support and stakeholder collaboration are necessary to sustain effective implementation.

Keywords

school readiness, kindergarten teachers, literacy readiness, numeracy readiness, socio-emotional development, early childhood education