TY  - JOUR
AU  - Santos, Resa Dee
TI  - Influence of Pre and In-Service Training Programs of the Kindergarten Teachers in the Implementation of the Kindergarten Curriculum
PY  - %2023/%01/%26
Y2  - %2025/%06/%08
JF  - J色花堂论坛 Multidisciplinary 色花堂论坛
JA  - jpair
VL  - 51
IS  - 1
SE  - Articles
DO  - 10.7719/jpair.v51i1.696
UR  - https://doi.org/10.7719/jpair.v51i1.696
SP  - 16-33
AB  - This study investigated the significant relationship between the extent of pre-and in-service training of kindergarten teachers and their performance ratings in 2020-2022. The profile of teachers was identified, which focuses on educational attainment, number of years in teaching and in-service and pre-service seminars attended by teachers, the extent of the pre and in-service trainings, and their performance ratings in two consecutive years. This study employed a non-experimental correlational research design, and the respondents were the 385 kindergarten teachers in the Division of Sarangani. The results showed that 70.87% are non-Early Childhood Education graduates and 17.47% of the kindergarten teachers are pursuing master's degrees, not specializing in Early Childhood Education, and 7.77% are pursuing master's degrees specializing in Early Childhood Education. Findings revealed that the pre-service trainings of kindergarten teachers are less extensive. However, the in-service trainings for kindergarten teachers are highly extensive. The performance rating of the kindergarten teachers in the two school years is Very Satisfactory. There was a strong significant relationship between the extent of pre and in-service teachers' training and their performance rating in the two school years. With the results of the study, it is recommended that teachers teaching kindergarten should pursue a master's degree specializing in Early Childhood Education. Also series of trainings and seminars should also be conducted to help kindergarten teachers improve their performances.
ER  -