Problems Encountered by Kindergarten Teachers in the Utilization of Curricular Themes

Abstract: The study aimed to assess the problem encountered by kindergarten teachers in Ayungon, Negros Oriental during the 2022-2023 school year when using curricular themes, informing intervention strategies. Findings indicate that younger teachers (below 32 years old) encountered significant difficulties, particularly in managing student resistance. Meanwhile, teachers with over seven years of experience perceived extensive challenges across personal, familial, school-related, and community-related domains. These challenges included navigating discussions on family experiences and generating innovative teaching approaches. Age-related differences were evident in self-perception of problems, with younger teachers reporting higher levels of difficulty in managing personal challenges. However, no significant differences were found across age groups or length of service in challenges related to family, school, and community interactions, suggesting consistent issues regardless of tenure. Keywords: Curricular Themes, Kindergarten Education, Teaching Challenges