PEDAGOGICAL APPROACHES COMPETENCE OF KINDERGARTEN TEACHERS IN THE MATATAG CURRICULUM

Registration ID: IJNRD_308354

Published ID: IJNRD2507155

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MARILYN M. MADIA

THESIS ABSTRACT Title : PEDAGOGICAL APPROACHES COMPETENCE OF KINDERGARTEN TEACHERS IN THE MATATAG CURRICULUM Researcher : MARILYN M. MADIA Degree : MASTER OF ARTS IN EDUCATION Major in School Administration Institution : Lyceum-Northwestern University Institute of Graduate and Professional Studies Dagupan City Adviser : CRISTOPHER A. DE VERA, EdD Year : 2025 The introduction of the MATATAG Curriculum in the Philippines has significantly reshaped the educational landscape, emphasizing active, student-centered approaches in early childhood education. However, the effectiveness of these pedagogical strategies largely depends on the competencies of kindergarten teachers. This study aims to explore the pedagogical approaches employed by kindergarten teachers in South District Pasay City, focusing on how they align with the principles of the MATATAG Curriculum. The objective is to assess teachers' proficiency in implementing diverse teaching methods such as constructivist, play-based, inquiry-based, reflective, and collaborative learning strategies. The research utilized a mixed-methods approach, combining quantitative surveys and qualitative interviews with kindergarten teachers. The study investigated the teachers’ profiles, their perceived competence in applying various pedagogical strategies, and the challenges they faced in the classroom. The findings revealed that while teachers were generally familiar with the core pedagogical approaches, there were significant barriers to effective implementation, including limited training opportunities, overcrowded classrooms, and lack of resources. Additionally, resistance from parents and insufficient professional support further hindered the adoption of innovative methods. Based on these findings, it is recommended that the Department of Education invest in targeted professional development programs, enhance resource allocation, foster stronger home-school collaboration, and provide continuous mentorship to teachers to improve their pedagogical competence under the MATATAG Curriculum. Keywords: Pedagogical, approaches, competence, kindergarten, kindergarten teacher, promote, well-rounded education, MATATAG curriculum TABLE OF CONTENTS Page Title Page i Approval Sheet ii Certification of Admission to Candidacy for the Degree of MASTER OF ARTS IN EDUCATION. iii Acknowledgment iv Dedication vi Abstract vii Table of Contents ix List of Figure xii List of Tables xiii I THE PROBLEM Rationale 1 Theoretical Framework 10 Conceptual Framework 11 Statement of the Problem 14 Hypothesis of the Study 15 Scope and Delimitation of the Study .15 Significance of the Study .16 Definition of Terms .18 II METHODOLOGY Research Design 22 Sources of Data 24 Instrumentation and Data Collection 27 Tools for Data Analysis 30 III RESULTS AND DISCUSSIONS Profile of the Respondents 34 Pedagogical Approaches Competence of Kindergarten Teachers under the MATATAG Curriculum ………………………….. 43 Relationship between the Pedagogical Approaches Competence of Kindergarten Teachers between the Profile Variable of Respondents ……………………………………………… 54 Difficulties Encountered in the Implementation of Pedagogical Approaches Competence by Kindergarten Teacher………………… 57 IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary 62 Conclusions 67 Recommendations 69 REFERENCES 71 APPENDICES A. Permit to Conduct Study 75 B. Letter to the Respondents 76 C. Questionnaire 77 CURRICULUM VITAE 81 LIST OF FIGURES Figure Page Paradigm of the Study 13 LIST OF TABLES Table Page 1 Profile of the respondents in terms of Age …………………... 35 2 Profile of the respondents in terms of Sex ………………....... 37 3 Profile of the respondents’ Parents in terms of Marital Sex…. 39 4 Profile of the respondents in terms of Length of Service …….41 5. Profile of the respondents in terms of Relevant Training…….. 42 6. Perceived Level of Kindergarten Teachers in terms of Constructivist……………………………………………. 45 7. Perceived Level of Kindergarten Teachers in terms of Play-based……………………………………………………… 47 8. Perceived Level of Kindergarten Teachers in terms of Inquiry-Based………………………………………………….. 50 9. Perceived Level of Kindergarten Teachers in terms of Reflective………………………………………………………….. 52 10. Perceived Level of Kindergarten Teachers in terms of Collaborative………………………………………………………. 54 11 Test of Relationship between the Pedagogical Approaches Competence of Kindergarten Teachers the Profile Variable of Respondents…………………………………………………... 57 12 Difficulties Encountered in the Implementation of Pedagogical Approaches Competence by Kindergarten Teachers …………………………………………………………. 60

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MARILYN M. MADIA (July-2025). PEDAGOGICAL APPROACHES COMPETENCE OF KINDERGARTEN TEACHERS IN THE MATATAG CURRICULUM. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(7), b527-b562. https://ijnrd.org/papers/IJNRD2507155.pdf

Volume 10 Issue 7, July-2025

Pages : b527-b562

Paper Reg. ID: IJNRD_308354

Published Paper Id: IJNRD2507155

Research Area: Management All

Author Type: Foreign Author

Country: BRGY. TOCLONG KAWIT CAVITE, CAVITE, Philippines

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