THE PERFORMANCE OF THE KINDERGARTEN LEARNERS ON THE SEVEN DEVELOPMENTAL DOMAINS: ITS RELATION TO THE TEACHERS EFFECTIVENESS

This study examines the performance of Kindergarten learners and its correlation with teacher effectiveness in Cluster 6, Division of the City of Ilagan, during SY 2019-2020. Specifically, it investigates the learners’ profiles, their performance across seven developmental domains, and the significance of demographic factors on their progress. Additionally, it evaluates teacher effectiveness based on classroom observations and identifies challenges faced by teachers. A total of 259 Kindergarten learners and their teachers participated in the study. Data were collected through questionnaires, classroom observations, and learners’ permanent records. Statistical tools such as frequency, percentage distribution, F-test, and weighted mean were used for analysis. Findings reveal that most learners are five-year-old males, with parents primarily engaged in farming. While learners show consistency in physical health and motor development, their socio-emotional, cognitive, and literacy skills remain at the developing stage. Significant differences in learner performance are observed when grouped by age, sex, parental education, and occupation. Teachers demonstrate high effectiveness in employing developmentally appropriate learning experiences and utilizing teaching resources. Furthermore, a strong correlation is found between teacher effectiveness and learner performance across developmental domains. The study highlights excessive paperwork as a major challenge, limiting teachers' engagement with learners. Based on these findings, recommendations include adopting differentiated and engaging activities, enhancing teacher awareness of learners’ strengths and weaknesses, and reducing administrative workload to optimize instructional time. The study underscores the need for policy adjustments to improve Kindergarten education outcomes.