International Research Organization and Academic Publication

Abstract

Background: Quality kindergarten education depends on coherent learning programs, appropriate assessment, and classroom
practices that support multiple developmental domains. Evidence from local school systems is needed to identify implementation
strengths and management priorities.

Objective: This study assessed reported teacher compliance with teaching standards and competencies, examined the reported
evidence of four developmental domains, compared school-head and teacher assessments, tested relationships among the study
variables, described implementation challenges, and developed a proposed management plan for selected public elementary
schools in the Division of Occidental Mindoro, Philippines.

Methods: The dissertation used a descriptive cross-sectional survey with correlational analyses and supplementary interviews
during School Year 2023-2024. Chapter 3 reports 37 school heads and 182 teachers as respondents (n = 219. A researcherdeveloped questionnaire based on the National Early Learning Framework was reviewed by experts. Twelve school heads and/or
teachers participated in interviews. Weighted means, standard deviations, independent-samples t tests, Pearson correlations, and
analysis of variance with reported pairwise comparisons were used.

Results: Reported compliance was high for learning program development (M = 3.44, SD = 0.56) and learning assessment (M =
3.46, SD = 0.48). Reported evidence was moderate for socio-emotional development (M = 3.46, SD = 0.44), physical health,
wellbeing, and motor development (M = 3.45, SD = 0.50), and aesthetic/creative development (M = 3.43, SD = 0.49), and great
for understanding of the physical and natural environment (M = 3.52, SD = 0.54). School-head and teacher ratings differed
significantly for learning program development (t = -2.87, p < .01), learning assessment (t = -2.09, p = .04), and socio-emotional
development (t = -2.51, p = .013). Learning program development correlated positively with the four developmental domains (r =
.49-.72, all p < .01), as did learning assessment (r = .52-.67, all p < .01). Interview narratives emphasized crowded classrooms,
resource limitations, limited access to intervention services, socioeconomic disparities, and limited family engagement.

Conclusion: Teachers and school heads reported strong compliance with program-development and assessment expectations, but
several developmental indicators remained at a moderate level. The positive associations indicate that stronger reported program
and assessment practices co-occurred with stronger reported developmental-domain evidence; the cross-sectional self-report
design does not establish causation. The proposed management plan targets curriculum responsiveness, assessment alignment,
developmental supports, resource access, early intervention, and family engagement.