Competency-Based Training for Non-Early Childhood Education Teachers
Keywords:
early childhood; graduates; PPST; self-efficacy; trainingAbstract
This study assessed the level of competency of the non-ECE graduates handling K to 3 levels based on the domains of the Philippine Professional Standards for Teachers (PPST) using the Research and Development (R&D) methodology. It reviewed the profile of the respondents’ competency level as perceived by themselves and the school heads, the development of the PPST-based teachers’ training and its level of validity. The study was conducted at the Schools Division of Abra, Philippines and involved 199 K to 3 teachers. The main tool used in gathering data was the Teachers’ Competency Scale (TCS) based on the PPST domains. The data were statistically analyzed using descriptive quantitative analysis. Findings revealed that teachers were competent in five domains but only slightly competent in Domain 1 Content Knowledge and Pedagogy (M = 3.24), and Domain 3 Diversity of Learners (M = 3.25). The school heads also perceived them as competent in all domains except for Domain 3 Diversity of Learners (M = 3.23). Results were used to develop training to address the competency gaps of the K to 3 teachers. The PPST-based training was developed and validated by five experts in the field (M = 3.92) and, along with the objectives, content, staff, duration, and assessment technique was found to be highly valid and theoretically grounded in Adult Learning and Social Cognitive theories.
https://doi.org/10.26803/ijlter.25.4.51
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