Kindergaten Teachers’ Profile: Instructional Competence Towards Sustainability

And Environmental Safety Practices

1
Elena A. Salinas, LPT, EdD
College of Teacher Education,
University of Perpetual Help System Laguna

ABSTRACT

This descriptive research determined the kinder teachers’ profile and instructional
practices towards sustainability and environment safety. This study provides information to Early
Childhood Education sector of Laguna specifically about the curriculum and standards of the
DEPED vis-à-vis the picture of the kindergarten learning environment in terms of the aforecited
constructs. The result revealed that the kinder teachers were young, female and had below 5 years
of teaching experience. In terms of instructional competence in teaching, guidance, classroom
management and assessment practices the kinder teachers were able to meet the set standards. The
findings of the study serve as additional reference in order to strengthen curricular offering
childhood education to keep abreast with the trends in early childhood education. The results
implicate that school administrators, educators, children and parents need active collaboration to
respond to the learner’s diverse environment and promote sustainable use of resources and
implement environment safety practices at an early age.

Keywords: kindergarten; instructional competence; sustainability; environmental; safety practices

INTRODUCTION

Kinder teachers who are also known as ECE practitioners welcomes young learners to the
information realm. Every child has the right to quality education in academics, social, and nature caring
behaviour that fosters respect for natural environment. In the Philippines Kindergarten Education (KE) is
the first stage of compulsory and mandatory formal education which consists of one (1) year of preparatory
education for children at least five (5) years old as prerequisite for Grade One (Section 6, IRR of RA 10533).
This KE program aims that all five year old children achieve the standards and competencies expected of
them, taking into account their diverse backgrounds, prior knowledge and experiences, skills, attitudes,
personal traits, and interests. Pre-school education at the kinder level aimed in developing children in all
aspects to better prepared as they live and grow older and meet the challenges of formal education.
(UNESCO IBE, 2006)
In recent decades, studies shown importance and value of education in the early years of life have
been acknowledged (Lascarides & Hinitz as cited Essa 2014) that put out early childhood to public
awareness. An explanatory note Angara, 2014(House Bill no. 89) further child educators agree at preschool
age has substantial benefits to the learner and to society. The Department of Education (DEPEd) Diola,
2012 listed criteria on hiring kindergarten teachers urging schools to accept holders of related bachelors’
degrees. (Andrade, 2014) “We must adhere to quality standards in preparing our young learners, it is
therefore follows that our teachers must be equipped with the required standard as regards competence and
qualifications.” Luistro.

The KE Program is learner-centered that follows Developmentally Appropriate Practices (DAP)

that engages learners in an active engaging school activities. This also leads them to become willing risk
takers, and ready to tackle formal school work. (DepEd’s Omibus Policy of Kindergarten Education, 2016).
RA 10157 Kindergarten Education Act. Various researches support that early education period was where
the greatest growth and development, when the brain develops most rapidly and almost at its fullest. In here
teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of young learners in
an engaging and creative curriculum that is developmentally appropriate which immerse them in
meaningful experiences.

In terms of training requirements, the Department of Education prescribes the following

qualifications and profile for teachers (Education Order 107s, 1989) in pre-schools: 1) a Bachelor of Science
degree with specialization in early Childhood or Kindergarten Education, Family Life and Child
Development or Elementary Education with at least 18 units in ECCD; and allied non-education college
degree with at least 18 units of ECCD; 2) male and female, between the ages of 21-35; 3) training,
experience and interest in working with young children; and 4) certified physically and emotionally fit.
Teachers need to have learned effective skills for working with young children and for communicating with
them at their level. Then teachers need to communicate with the child's parents about his needs, skills,
problems and achievements, so both parties can help the child without undue emotion. Planning lessons
that will engage young children and educate them at the same time takes creativity. Adapting lessons to
individual learning styles requires flexibility. Regardless of how organized a teacher is, and how well she
has planned the day, she needs to remain flexible to handle all the glitches that can throw off the day. A
successful early childhood development teacher use creativity and flexibility to make every day a positive
one for her and for the class. (Mellinger, Barbara Bean, 2016 Qualities of a Good Teacher in Early
Childhood Development)

Early childhood education for sustainability is much more than environmental education. It is
providing opportunities for children to engage in intellectual dialogue regarding sustainability and in
concrete actions in favor of the environment. Diversity was considered a key issue in thinking about early
childhood education that contributes to sustainability. In the globalizing world where different nationalities
and ethnicities increasingly live side by side, learning to respect and appreciate diversity should begin early
– through parents, community members, and early childhood programmes. Sustainable development
requires people to be able to think critically about things taken for granted, and to find creative solutions
and alternatives to unsustainable habits and practices, which tend to dominate at present. The work in the
early years should not be about teaching how to read and write early and formally. Young children can be
encouraged to question over-consumption through discussions about familiar food products, clothes, toys
and advertisements (Paris UNESCO, 2008)

Sustainable and Eco-Friendly Schools may be described as environment-friendly schools that have
initiated and integrated in their instruction, research, extension and/or administration, programs which are
environment-related. The promotion of this program for the establishment and/or strengthening of
sustainable and eco-friendly schools in the country had been enshrined as a priority to the Post ASEAN
Environment Year 2015 Celebration with the theme “Empowering the Youth for a Green ASEAN
Community”, and likewise in the Road Map for the Implementation of RA No. 9512 also known as the
National Environmental Awareness and Education Act of 2008 under the National Environmental
Education Action Plan for Sustainable Development (2009-2018). “Overcoming poverty, gender equality,
health promotion, environmental conservation and protection, rural transformation, human rights,
intercultural understanding and peace, sustainable production and consumption, cultural diversity, and
information and communication technologies – these are the key themes under the Global Action Program
of the Post United Nations Decade of Education for Sustainable Development (UNDESD) that has been
declared for the years 2005-2014 and the ASEAN Environmental Education Action Plan for Sustainable
Development (AEEAP) for the years 2014-2018.

In particular, this study aimed at determining the Kindergarten Teachers’ demographic profile,
instructional practices, and environment safety practices carried out while teaching the kinder and early
childhood pupils as perceived the teachers themselves. Specifically, the respondent’s demographic
profile in terms of: Age; Gender; Civil Status; Degree Finished. Secondly, it sought to identify the
instructional competencies of kindergarten teachers along teaching; guidance; management; and evaluation
skills. Next, the study highlighted the teachers environment safety practices employed to the kindergarten
pupils. And finally, the study relates instructional competence and the environment safety practices of the
kindergarten teachers. Through the information gathered the researcher offer plan of action for kindergarten
and early childhood program.

METHODS

This study is a descriptive survey approach that determines the empirical picture of the kindergarten
teacher in Laguna. The respondents are composed of teachers teaching in the kindergarten program in both
public and private schools. The data collected were treated employing descriptive statistics frequency
percentage, weighted mean to describe teachers profile, instructional competence and environmental
sustainability practices of the kindergarten teachers. This study conducted in the schools in Binan which
includes public and private school offering kinder. The population of the study consisted of 47 out of 91
or (57%) kindergarten teachers in schools offering kinder program. The respondents are randomly selected
using Table of Random numbers. The survey questionnaire is adopted and modified used in this study
consist of three parts namely Part I – the demographic profile of the kindergarten teachers, Part II
Instructional competence, and Part III. environment safety practices. A 4 point Likert scale is applied to
determine and measure the frequency factors in this study. The data collected were treated using SPSS
software package.
RESULTS AND DISCUSSION

Table 1. Profile of the kindergarten Teachers’ in Binan

Profile Variables Frequency Percentage

(N=47) %
Sex Female 47 97.5
Male 2 4.3

Age 25 years and Below 11 23.4

26 to 30 years 13 27.7
31 to 35 years 6 12.8
36 to 40 years 8 17.0
41years and Above 9 19.1

Civil Status Single 19 40.4

Married 25 53.2
Widow 3 6.4

Degree BEED 34 72.3

BSE 9 19.1
MA/MS/MAT 3 6.4
Ohers 1 2.1

Years in Teaching 5 years and Below 24 51.1

6 to 10 years 11 23.4
11 to 15 years 3 6.4
16 to 20 years 3 6.4
21 to 25 years 6 12.8
26 years and Above - -

Monthly Income 10,000 Below 8 17

10,001 to 15,000 8 17
15,001 to 20,000 22 46.8
20,001 to 25,000 9 19.1
25,001 and Above - -

Results of the study showed that majority of the kindergarten Teachers are females (45 or 95.7%)
and the males comprised of (2 or 4.3%). As regards to kindergarten teachers’ age group, 13 or 27.7%
belonged to 26 to 30 years; 11 or 23.4% belonged to 25 years and below; 9 or 19.1% belonged to 41 years
and above; 8 or 17.0% belonged to 36 to 40 years. Moreover, 6 or 12.8% belonged to 31 to 35 years old.
With regards to their civil status, 25 or 53.2% are married,19 or 40.4% are single and there are 3 or 6.4%
widow. As to the degree finished majority of the kindergarten teachers are BEED (34 or 72.3%), BSE (9
or 19.1%); MA/MAT (3 or 6.4%) and 1 or 2.1% graduated from other field.

As to Kindergarten teachers monthly income majority 22 or 46.8% belonged to 15,001 to 20,000;

9 or 19.1% are receiving 20,001 to 25,000; both 10,000 and below and 10,001 to 15,000 amount of monthly
income got 8 or 17.0% respectively.

The portrait of the kindergarten teachers in Binan are mostly female, aged below 25 years and 26
to 30 years old , married, with the degree of bachelor of Elementary Education having 5 years and below
teaching experience who are receiving 15 to 20,000 monthly income. DEPED Onmibus Policy for
kindergarten teachers stipulates the teacher qualifications. (Elliot, 2015) The Department of Education
(DEPEd) Diola, 2012 listed criteria on hiring kindergarten teachers urging schools to accept holders of
related bachelors’ degrees.

Schools Division Superintendents must strictly adhere to the policy on the deployment of teacher
items, and shall prioritize the hiring of qualified Kindergarten teachers following the guidelines stipulated
in (DepEd Order Nos. 7 and 22, s. 2015). i. Educational Qualifications: Must have obtained any of the
following degrees, or its equivalent: Bachelor in Early Childhood Education; Bachelor of Science in
Preschool Education; Bachelor of Science in Family Life and Child Development; Bachelor in Elementary
Education, with specialization in Kindergarten, Preschool or Early Childhood Education (ECE); Bachelor
in Elementary Education, Major in Teaching Early Grades; Bachelor of Arts/Science Degree in discipline
allied to Education, such as Psychology, Nursing, Music and Arts, etc. with at least 18 units in content
courses or subjects in ECE; Bachelor in Elementary Education, Major in Special Education (SPED) with18
units in ECE; Bachelor of Secondary Education with additional Diploma in ECE including Practice
Teaching in Kindergarten Education o Other degree courses and/with at least 18 units in Early Childhood
Education.

Table 2.1 Instructional Competence of the Kindergarten along Teaching

Teaching Skills Weighted Descriptive SD

Mean Evaluation
1. Identifying specific needs, interests, and capacities of 3.47 Skilled .504
individual pupils and provides adequately for these
2. Analyzing and identifying specific learning tasks 3.53 Highly Skilled .504
3. Showing mastery of subject matter 3.60 Highly Skilled .538
4. Providing learning tasks 3.60 Highly Skilled .496
5. Selecting appropriate available community resources 3.30 Skilled .507
6. Using community resources efficiently 3.30 Skilled .548
7. Motivating learners in developing critical and creative 3.47 Skilled .584
Thinking
8. Creating materials to meet the needs of the pupils 3.57 Highly Skilled .542
9. Trying out many strategies that fits the needs of the 3.55 Highly Skilled .583
Learners
10. Communicating ideas effectively 3.51 Highly Skilled .547
Average Weighted Mean 3.49 Skilled .383

4 – Highly Skilled 3 – Skilled 2 – Fairly Skilled 1 – Least Skilled

As presented in Table 2.1 shows that in general as indicated by the 3.49 average interpreted as
“Skilled” in their teaching competence. Indicators “showing mastery of subject matter” and “Providing
learning tasks” with 3.60 weighted mean; “Communicating ideas effectively” 3.51 “Creating materials
to meet the needs of the pupils” 3.57; “Trying out many strategies that fits the needs of the learners.” 3.55;
“Analyzing and identifying specific learning tasks” 3.53 which are interpreted as “Highly Skilled”.

And it was also found in the said table that indicators 1 “Identifying specific needs, interests, and capacities
of individual pupils and provides adequately for these” indicator 7 “ Motivating learners in developing
critical and creative thinking” earned a WM of 3.47 with a descriptive rating of “Skilled”. Likewise
indicators 5 and 6 “Selecting appropriate available community resources” and “Using community resources
efficiently” garnered a WM of 3.30 which means “Skilled” too.

Results shows that kinder teachers expresses mastery of the subject matter, preparing tasks, as they
communicate their task effectively. This results is supported by the Aldrite etal (2016) that teachers has
strengths on instructional competencies center on three domains – curriculum, diversity of learning, and
learning environment.

Table 2.2 Instructional Competence of the Kindergarten along Guidance

Guidance Skills Weighted Descriptive SD

Mean Evaluation
1. Showing interest in pupils’ problems and needs meet 3.57 Highly Skilled
them .542
2. Providing maximum involvement of pupils in the 3.55 Highly Skilled
learning activities .544
3. Stimulating pupils to elicit positive active interaction 3.36 Skilled .529
4. Functioning effectively as member of the learning 3.47 Skilled
group .504
5. Helping pupils develop self-discipline through 3.62 Highly Skilled
learning process .491
Average Weighted Mean 3.51 Highly Skilled .425
Table 2.2 showed the kinder teachers guidance skills with weighted mean ranges from 3.36 to 3.62 and
garnered an Average Weighted Mean of 3.51 interpreted as “Highly Skilled”.

The indicators 5, 1 and 3 “Helping pupils develop self-discipline through learning process”, “Showing
interest in pupils’ problems and needs meet them” and “Providing maximum involvement of pupils in the
learning activities” got a weighted mean of 3.62, 3.57, and 3.55 respectively. This were interpreted as
“Highly Skilled”. While indicator 4 “functioning effectively as member of the learning group” got a WM
of 3.47 and indicator 3 “Stimulating pupils to elicit positive active interaction” got the lowest rating of 3.36
which is interpreted as “Skilled”. This typifies that kinder teachers has the skills in guidance which has
influenced the young learners in doing their school tasks as they are guided and supervise by the teachers.

The findings support the claimed of (Sanchez, Doran, & Jablon, 2013) Children experience your attention
and guidance as a caring embrace holding everything together. They know you’re on their team. Guidance
helps us be more successful at building strong, caring relationships with children and families.

Table 2.3 Instructional Competence of the Kindergarten along Management

Management Skills Weighted Descriptive SD

Mean Evaluation
1. Preparing adequately for day’s work 3.53 Highly Skilled .504

2. Starting learning activities promptly 3.51 Highly Skilled .547

3. Providing permissive class atmosphere 3.51 Highly Skilled .505

4. Administering assessment effectively and other works 3.53 Highly Skilled .546
promptly
5. Achieving teaching objectives to the optimum degree 3.49 Skilled .585
within reasonable period of time
Average Weighted Mean Highly Skilled .408
3.51

In like manner table 2.3 shows the kinder teachers’ management skills obtained a rating ranges
from 3.49 to 3.53 and with an average weighted mean of 3.51 interpreted as “Highly Skilled”
Among the indicators the highest were indicator 1 and 4 “Preparing adequately for day’s work” and
“Administering assessment effectively and other works promptly” garnered a WM 3.53 “Highly Skilled”.
In like manner, indicators 2 and 3 “Starting learning activities promptly” and “Providing permissive class
atmosphere” with a 3.51 weighted mean which is also interpreted as “Highly Skilled”

On the other hand the lowest rating 3.49 was indicator 5 “Achieving teaching objectives to the optimum
degree within reasonable period of time.”

The results implies that kinder teachers have a very good management skills as they carry out their
day to day classroom activities for their kinder pupils.

Table 2.4 Instructional Competence of the Kindergarten along Evaluation

Evaluation Skills Weighted Descriptive SD

Mean Evaluation
1. Using specific criteria for accurate assessment of Skilled
individual performance 3.43 .542
2. Selecting and utilizing criterion-referenced tasks 3.32 Skilled .629
3. Analyzing and interpreting assessment results skillfully 3.34 Skilled .600
4. Utilizing assessment results as a basis for improving Skilled
instruction 3.47 .584
Average Weighted Mean 3.39 Skilled .483
As noted table 2.4 presents the self-assessment of the of the kinder teachers respondents of their
evaluation skills ranging from 3.32 to 3.47 which was all interpreted as “Skilled”
As observed indicator 4 “Utilizing assessment results as a basis for improving instruction got the highest
WM of 3.47; followed by indicator 1 “Using specific criteria for accurate assessment of individual
performance.” WM of 3.43; next was indicator 3 “Analyzing and interpreting assessment results skillfully.”
WM was 3.34; and the indicator 2 “Selecting and utilizing criterion-referenced task got the least WM of
3.32 and all the indicators WM scores were interpreted “Skilled”.

Results revealed that kinder teachers have the skill in evaluation as they perform their duties. This
result confirmed the findings of Aldrite etal (2016) weaknesses revolve around the four domains of
planning, assessing and reporting.

Composite Table of the instructional Competence of the kinder teachers

Variables AWM Descriptive Evaluation

Teaching 3.49 Skilled
Guidance 3.51 Highly Skilled
Management 3.51 Highly Skilled
Evaluation 3.39 Skilled
Overall Average Weighted Mean 3.47 Skilled

The composite table shows that the kinder teachers were highly skilled in guidance and
management having an AWM of 3.51. on the other hand with regard to teaching and evaluation the kinder
teachers had and AWM of 3.49 and 3.39 respectively. This means that the respondent kinder teachers
were very competent in terms of guidance and managing their kinder pupils. While on their teaching and
assessment they perform the task better.

Environmental sustainability practices in early childhood /kinder school

Table 3. Environmental Safety Practices employed by the kinder teacher respondents

Environmental Safety Practices Weighted Descriptive SD Rank

Mean Evaluation
1. I ensure to keep updates on practices and ideas of 3.38 .491 3
sustainability Often
2. I engage in innovative practices in conservation 3.30 .548
of resources for our future generations Often 6
3. I include recycling as part of everyday practice in 3.09 .686
my classroom by providing recycling containers. Often 11
4. I serve as role model of my kinder pupils in 3.43 .617
sustainable practices Often 1
5. I discuss sustainable practices with the children 3.40 .538
and families as part of the curriculum Often 2
6. I provide information to families on sustainable 3.34 .562
practices and encourage the application of these Often 4
practices in the home environment
7. I share ideas to my co teachers, children and 3.26 .607
families about sustainable ideas, implementation Often 9
and resources.
8. I role model energy and water conservation 3.26 .530
practices of turning off lights and air- Often 9
conditioning/electric fan is not in use, emptying
water play containers onto garden areas.
9. I aim to suggest/purchase equipment that is eco- 3.28 Often .452 7
friendly where possible.
10. I seek to embed sustainable practice in my daily 3.26 Often .488 9
lesson/activity.
11. I make use of PTA/ local council/ NGO as sources 3.32 Often .515
of information on sustainable practices. 5

Average Weighted Mean 3.30 Often .359

Table 5 shows the sustainable safety practices of the kinder teachers’ respondents with an average
weighted mean of 3.30 which means “Practice”. As revealed in the table 5 all indicators were rated as
“practice”. Indicator 4 “I serve as role model of my kinder pupils in sustainable practices.” WM = 3.43 as
the highest; followed by indicator 5 “I discuss sustainable practices with the children and families as part
of the curriculum.” WM = 3.40; next was indicator 1 “I ensure to keep updates on practices and ideas of
sustainability.” WM of 3.38.

On the other hand the indicators which got the lowest weighted mean were indicator 7, 8, 10 and
3. “I share ideas to my co teachers, children and families about sustainable ideas, implementation and
resources.”; “I role model energy and water conservation practices of turning off lights and air-
conditioning/electric fan is not in use, emptying water play containers onto garden areas.”; “I seek to embed
sustainable practice in my daily lesson/activity.” ; and “. I include recycling as part of everyday practice in
my classroom by providing recycling containers.” having a WM of 3.26 and 3.09 respectively.

The said findings are attributed to the respondents’ personality traits, education, years in teaching,
experiences at home and workplace. These findings confirm the results of the studies conducted by
(Dyment, Davis, Nailon, Emery, Getenet, McCrea &Hill, 2014). The early childhood education and care
(ECEC) sector has been characterized as having a pedagogical advantage for EfS suggesting that early
childhood educators are well placed to engage with EfS more readily than might educators in other
education sectors.

Table 6 . Relationship between Instructional Competence and Environmental Safety Practices

VARIABLES R VALUE P VALUE INTERPRETATION

Teaching Skills and .386 .007 Significant
Environmental Safety Low Relationship
Practices
Guidance Skills and .480 .001 Significant
Environmental Safety Marked and Substantial
Practices
Management Skills and .276 .061 Not Significant
Environmental Safety Negligible
Practices
Evaluation Skills and .280 .057 Not Significant
Environmental Safety Negligible
Practices

Table 6 revealed the relationship between instructional competence and the safety practices of the
kinder teachers’ respondents.

As noted the teaching skills and safety environment practices obtained an r value of .386 and a p
value of .007 which is lesser than .05 level of significance which means there was a low relationship existed
so the null hypothesis was rejected. Likewise, the guidance skills and the environmental safety practices
garnered an r value of .480 and a p value of .001 which is significant at .01 level. There has noted a marked
and substantial relationship that existed.

On the other hand, management and evaluation skills has no significant relationship to the
environmental safety practices of the respondents with obtained r value of .276 and .280 and a p value of
.061 and .057 which is greater than .05 level of significance.

The kinder teacher teaching and guidance skills has a low and marked substantial relationship the
more competent the teacher there are more environmental safety practices employed.

Moreover, aaccording to Kwon etal 2014, the method of teaching environmental education should
focus on providing opportunities for children to experience nature itself in order to bring out sensitivity to
nature so that the children act voluntarily to preserve it. Researchers suggested or emphasized that
environmental education for young children should be eco-oriented. That the children should enjoy nature,
meet nature, have sufficient playtime outdoors, and have pleasant field trips.

Conclusions:

Based on the salient findings the following conclusions are formulated: A typical kinder teacher is
between 25 to 30 years old who are married, a BEED degree holder, who are below five years in teaching
and receiving a monthly income of 15,000 to 20,000. The kinder teachers of the City of Binan were
generally competent. Environmental safety practices are moderately implemented. The kinder teacher
teaching and guidance skills has a low and marked substantial relationship the more competent the teacher
the more environmental safety practices employed.

Future Directions:

On the basis of the findings and conclusions, the following recommendations are offered: With the
current trends in early childhood education if would be more advantageous for kinder teachers to attend
trainings and seminars and pursue graduate program in early education. The teaching, guidance,
management skills of the kinder teacher should be maintained as this will redound to effective instruction
to kinder pupils. Their evaluation skills should be given priority in there LAC session. To kinder teachers
to intensify their environmental safety practices providing small tasks to kinder pupils in keeping and caring
for the environment. To motivate and support kinder teachers school activities of children implementing
environmental safety practices. School administrators, educators, and parents need active collaboration in
promoting sustainable use of resources. TEIs offering early childhood education should strengthen
curricular offerings in reference to the findings of this study and keep abreast with the trends in early
childhood education. Further studies can be conducted as replication of the study in other provinces and
consider character education and values.

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