CHAPTER 1

INTRODUCTION

Early Childhood Education consists of activities and experiences that prepare pupils for

elementary education. grotewell and Burton (2008) defines early childhood education as the

group setting from infants to grade three. Recently, Philippines adopted the K to 12 curriculum

as the countrys educational system. Republic Act 10157, also known as the Kindergarten

Education Acts that mandated every children to have one year of preschool education. as viewed

in the educational system preschool serves as the foundation of formal education for every

learners. As stated in the Division Memorandum (2010), preschool teachers are the one who

teaches children at the age of five and above about the essential things in life like reading,

writing, math and science. However, it focuses more on teaching children how to read, write and

count. It also gives an opportunity for young children to learn about the world, develop their

motor skills, and practice social skills.

In this study we focuses on new preschool teachers who are between one to five years in

a permanent status in the Department of Education (Cakmak 2013). These new teachers

experienced difficulties in many areas in the field. It may be on their cognitive- wherein teachers

are not so knowledgeable about the subjects, lessons or the curriculum itself, classroom

management (Fleming 2004), inclusion (Model 1994), pressures (Hiebert 2004), lack of facilities

including materials (Durban 2012), lack of support from principals or colleagues (Ndon 1994),

dealing with the adjustment period of children (Kaufman 2000), etc. These problems are just

some that were experienced by teachers based on studies. Perhaps, Cherubini (2008), states that

the responsibility on being a professional educator can in fact be most daunting to new teachers

1
who must cater the needs of every learners even if they are still new in the field of teaching. That

is why researchers are interested in knowing the problems encountered of new preschool

teachers and their coping mechanisms, thus this study.

This study was carried out for the purpose to serve as a guide to us, as a future educator

on how we are going to deal with problems that we might encounter in the future. We also found

out thet there are no studies conducted in Tacloban City regarding to problems and coping

mechanisms that focuses on new preschool teachers. Lastly, this study will also serve as an eye

opener to other stakeholders on how they will help those new preschool teachers cope on the

problems they are encountering in the field.

This study will determine the problems being encountered by new preschool teachers and

their coping mechanisms in the preschools of Tacloban, City.

Specifically this study will answer the following questions:

1. What is the profile of the teacher?

2. What are the common problems encountered by the teachers?

3. What are the coping mechanisms being done by the teachers?

2
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter deals with the reviewed of related literature from three different settings

which are the International, Philippine and Leyte Settings.

In International Settings

New teachers are very cheerful to their profession and they try to elaborate their

students' knowledge and enhance their skills (Cakmak 2013). Teachers may encounter several

problems in every educational system that is why new research with a wider picture or scope to

determine the new problem in general. Fleming (2004), says that teachers believed that they

entered the field with enough knowledge, but found out that they are not yet prepared about

classroom management, dealing with students behaviors, social issues or interacting with others.

Teachers who are facing this struggles must be assisted by other teachers wherein they could

share and found solutions with it.

Teachers are having difficulty on teaching children who cannot pay attention; these children

are considered as having an Attention Deficit Disorder (ADD) (Model 1994). Johnson (2004)

stated that teachers training and proper practices are needed for a classroom who have a merged

normal children and those with special needs. Teachers found themselves least successful in the

situation that is having a negative impact on their teaching time and ability in terms of the

students level of development to learn, the diversity of learners, structuring of a lesson plan, no

freedom on the curriculum and instruction. Teachers who are having difficulties in these

situations (Moon 1994) need the help of supportive principal, colleagues or parents.

3
 Beginning teachers need to discipline his/her pupils to develop their moral values

(Maughan 1994). They need to support, evaluate and assess each student to foster their stock

knowledge. Beginning teachers are struggling in implementing proper discipline, motivating

students, dealing with the individual and their problems, relationships with parents, classwork,

and lack of teaching materials (Veenman, 1984).

Beginning teachers have difficulties in adjusting to the school being allocated the least

desirable and where the teaching assignments are difficult to address (Carter 2001). It is essential

for teachers to build relationships towards their students, employers and others in the profession.

Teachers experienced pressures because of the expectations of many stakeholders, they are afraid

that they might not give what is expected of them (Hiebert 2004).

Educators who received continued support and guidance within the academic year are the

one who provides additional instruction for kindergarten (Grant 2005). It signifies that the result

of the study implies that it is not enough to accompany professional development session. Thus,

teachers need the direct support and guidance in order for them to enhance their instructional

practice. The lack of support from principals, co-teachers, and inadequate teacher training

education affect teachers effectively in the classroom. However, parent involvement shows a

strong sense of personal teaching efficacy for teachers (Ndon 1994). Mahmood (2013) stated in

her study documented the views of preschool and kindergarten teachers in their first year of

teaching, focusing on areas of concern about working with parents. According to Kocyigit

(2014), family involvement in school activities is very important. Teachers need to plan different

activities especially for the development of the students' skills. According to Ntumi (2016),

teachers are facing difficulties in the implementation of the Early Childhood Curriculum because

a teacher doesn't understand the Early Childhood Curriculum, they don't have enough teaching

4
and learning materials that will guide them in implementing this curriculum and lastly, parents

do not cooperate on the implementation. Teachers are ready and capable of developing school

reform (Stahlman 2003). The discord among the philosophy taught and the reality of teaching in

an environment that is besetting by accountability and test scores causes a dilemma to these

teachers-students especially when they promote or implement educational content such as

developmentally appropriate practices (Richter, 2005).

Kaufman (2000) reveal the problems of teachers in the adjustment period of children

from home to school setting, he states the following structural variables that might be the reason

of this anxiety: (poverty, minority composition, and metropolitan status). These findings show a

bigger mismatch among children competency and teachers expectations on the field with a

higher concentration of minority status and poverty. The perception of teachers to those high

problem rates to the specific demographic groups might reflect a disjunction among home and

school that is salient as children enter kindergarten.

Currey (1994) stated that the experiences that a teacher gained from a training are the

effect of interaction which contributes to the positive personal teaching efficacy. Kittel (1994),

investigated the connectedness of shared decision making and teacher empowerment. The study

compared the self-perceived levels of teacher empowerment from schools where shared decision

making is implemented and schools that are identified as not having implemented these shared

decision making.

Hill (1994) shows that there is a small attention focusing the structure and design of the

salary schedules being employed by most districts to build such amounts. The analysis of the

information gathered from the salary schedule that is being examined and as well as a response

5
to the assessment to the "salary schedule survey" ,shows that most school districts preferred

teacher pay through to salary schedule based on a formal academic preparation and the number

of years in service to the education profession.

McCauley (2003) shows that the participants were affected by the claim of the job and

experienced cultural confusion as they attempted to exercise "caring authority" and to make a

healthy learning environment. These feelings lead them to feel frustrated, sad, and exhausted and

later on affect their role as managers and facilitators of students learning social relationships and

behavior of students. These findings served as the basis of this dissertation in proposing

framework or guidelines for redesigning urban teacher preparation and induction and redefining

teacher quality.

Zepeda (1977), suggest that orientation programs are important for beginning teachers in

designing a program and delivery of instruction. Schools also need to inculcate the

communication among faculty personnel and create activities involving the beginning teachers

for skills enhancement. Wong (2008), cited that the problems in education today is the potential

intellectual capacity of new teachers that are not being maintained. The retention of the skills of

new teachers is our problem, not recruitment.

According to Schmidt (1993), conflict regarding culture is present during classroom

activities, play, and lesson proper, holidays and celebration and home school communication

According to Khan (2012), the government should provide a wide classroom for the

learner to feel comfortable. Teachers need to give time and focus to his/her students. Schools

who do not limit the implementation of their instructional function are the one who has better

instructional leadership.

6
Philippine Setting

However, teachers need a school that promotes effective teaching-learning process and

faculty personnel who help them develop their full potentials. Students learn more in a school

where there is a story instructional culture (Co 2014). Durban (2012), states that teachers in

public schools hindmost their best performance to teach, because of the insufficient materials and

technology in a particular school, also less attention to the teacher.

Perhaps, Masbano (2015) states that the best way to recruit teachers is to retain trained

these effective teachers. In order to be an effective teacher being knowledgeable of the subject

matter, using the strategies that are more effective and attractive to the learners and following

ethical and moral principles are needed.

If the teacher does not have a background or experiences on how to handle the learners

who have different languages it will be a problem (Lartec 2014). Because the teacher does not

know the other languages to communicate with his/her learner and they don't have enough skills

to be effective in communicating with the learners. The teacher must undergo training that will

help them understand the cultural diversity of his/her pupils and how they will handle it (Pawilen

2014).

Leyte Setting

Finally . New teachers encountered problems that are related to the transportation. Lack

of facilities in the classroom setting, poorly ventilated classrooms and absence of well-organized

classroom activity ( Crisologo 1996).

7
 The researchers had conducted this study in selected public elementary schools in

Tacloban City. The researchers had further learned that the New Preschool Teachers in public

schools of Tacloban City encountered a variety of problems like; Behavioural problems of

pupils, lack of instructional materials, poor health, lack of facilities, etc. These are the reasons

why the researchers conducted this study in selected elementary public schools in Tacloban city

to find out, what are the problems they encounter and what are their coping mechanisms to these

problems. However, there are many studies regarding to problems and coping mechanisms of

beginning teachers in elementary and secondary education. But there are no studies that focuses

on new preschool teachers, wherein as it was stated that preschool is the foundation of children

before entering formal education therefore we should also consider the experiences of this

teachers, when preschool teachers are having problems in the field it will eventually affect their

performance in school, same as with their pupils.

8
 CHAPTER 3

THEORETICAL FRAMEWORK

Teachers are part of the meso-environment of learning of children. It is important to

evaluate and recognize the weakness and strength of teachers that can be associated or translated

as threats and opportunities for childrens development and learning. To understand the roles and

importance of teachers for child development, there are some theories and debates which are

great importance and contributed to the development of teaching-learning strategies and

programs.

Jean Piagets constructivist theory about children states that children has the ability to

construct knowledge by their own, in response to their experiences without the help of older

children or adults and are intrinsically motivated to learn and do not need rewards from adults to

motivate learning.

However, Lev Vygotskys on developmental stages was anchored wherein the framework

of his socio-economic theory, wherein he believes that the development of specific structural

transformation in the child are in relation to their social environment Vygotsky professed that

children learn through social relationship from micro-environment to meso-environment.

While Piaget is correct in his contention that knowledge is constructed by children,

wherein childs own brain processed and perceived acquired information and experiences,

however he is wrong with assumptions that children do not used adults guidance and extrinsic

motivation.

9
 Thus, social relationship of children with adults is critical and important to their

development but the competence level of knowledge and skills of the adults will determine the

development of the children.

Educational attainment, knowledge and skills of caregivers at home and competence of

the preschool teachers and resources can delay the development of the children and trap tem to

the limitations provided by their environments. Delay that is barrier to critical developmental

stage at early childhood as well as to childrens concept creation and practical capabilities can be

hardly learned at later stage (Agustin, 2017).

Stress affects the psychological and physical well-being of an individual and it can be a

problem for a person (Lazarus and Cohen, 1977). However, coping talks about the individuals

attempt to address and lessen the effects of stress from either the stressor or the experience of

stress itself. Krohne, (2002) stated that coping mechanism theory of Lazarus and Folkman is an

important mediator of the stress-outcome relationship and may help to overcome the effects of

stress.

10
 CHAPTER 4

METHODOLOGY

Research Design

This study is a qualitative method that utilized descriptive research design, which involves

collecting data that answer questions concerning the status of the subject of the study. The

researchers utilized this research design to identify the problems encountered by new preschool

teachers in the field and how they cope with those problems.

Research Respondents

The study involves, 30 new preschool teachers who are between one to five years in

selected public schools of Tacloban City. Division Memorandum (2010) states that preschool

teachers are the one who teaches children at the age of five and above. Also new preschool

teachers defines who are between one to five years in a permanent status in the department of

education( Cakmak 2013). The researchers gathered 30 new preschool teachers in survey and 15

new preschool teachers in interview.

Research Instruments

First, the researchers have conducted a pilot testing to six preschool teachers, (2) two in

Tacloban United Christian School Incorporated and (4) four in Preparatory Learning Center

(PLC), that was not be part of our respondents. As we conducted our pilot testing the result

shows that our questionnaire is understable, valid and reliable.

11
Data Collection

` The researchers gathered the data in two parts. First, the researchers gave the

respondents a survey questionnaire by asking them about their profile and to enumerate the

problems they encountered as a new preschool teachers. Second, the researchers gave an

interview questionnaire that is based on the data that has been collected from the survey

questionnaire and asked their coping mechanism. This study has been carried out utilized a self-

structured questionnaire to gathered data. The researchers specifically used one type of the

methodological triangulation w/c is with in method of triangulation, Kimchi et.al, 1991 states

that his method can be utilized by at least two data collection. In this study, the researchers

utilized two data collection procedures with the one survey and interview.

Data Analysis

The researchers used a thematic approach in analysing the data that categorized the

answers of the respondents by themes witch is concerned the problems encountered by new

preschool teachers in terms of classroom management, falicities, subject matter and etc.

Ethical Considerations

Following the methodological triangulation with two parts, survey and interview the

researchers spent almost one day looking for new preschool teachers as our respondents and we

found eleven (11). On survey, we will spend about 30 minutes for every respondent and for

interview we will spend about one to two hours (1-2hrs). Before starting the interview, each

respondent will sign an inform consent agreement. All of the information's that we will be able to

gather will be kept confidential in our group.

12
 Chapter 4

Results and Discussion

Coding

The following problems encountered of New Preschool Teachers that the researchers

gathered are arranged according to number of teachers who answered that they encountered

those problems in the field.

1. Behavioural problems of pupils 14 over 15 respondents

2. Hyperactive children 12 over 15 respondents

3. Insufficient materials or workbooks for pupils 12 over 15 respondents

4. Maintaining Attention of pupils 12 over 15 respondents

5. Lack of teachers materials in Mother Tongue- 12 over 15 respondents

6. Health problems of pupils- 11 over 15 respondents

7. Some children doesnt know how to write- 11 over 15 respondents

8. Teacher-Parent relationship- 11 over 15 respondents

9. Kindergarten Curriculum- 11 over 15 respondents

10. Dependence of children- 10 over 15 respondents

11. Lack of time for home visit- 10 over 15 respondents

12. Children who did not undergo Day-care- 10 over 15 respondents

13. Lack of funding from the school- 10 over 15 respondents

13
Themes

Based on the answers of the New Preschool Teachers , the researchers used a

thematic approach to categorize the data gathered from the respondents in which to

identify their problems encountered and their coping mechanism . The following shows

the themes derived from the answers of the respondents:

Theme 1

1. Behavioural problems of pupils

Hyperactive pupils

Maintaining attention of the pupils

Dependence of children

Coping Mechanism

Set rules and regulations for the students to follow and give punishment to those

who did not obey.

Call the attention of the child and give them activities that suit to the behaviour

they shown.

Call the attention of the parents to help their child avoid misbehaving.

Always update the parents regarding the performance and behaviour of their

child.

Call the attention of parents and talk to them the essential way to make their child

dependent from home to school.

Find their weaknesses and strength and make some actions from your findings.

Through home visitation, the parents can contribute to discipline their child.

14
Theme 2

2. Curriculum guidelines and materials

Insufficient materials or workbooks for pupils

Lack of teachers materials in Mother Tongue

Lack of funding from school

Kindergarten Curriculum

Children who did not undergo Day-care

Coping Mechanism

Teachers provide materials from their own pocket due to the lack of

support from DepEd.

Teachers provide like worksheets so that they have a daily seat activities.

Teachers recycled from other materials and they look a way in which we

can create materials without buying.

Websites like DepEd portals, they make as their guide in teaching mother

tongue.

Teachers consult to co-teachers that is merely expert about that dialect or

language.

Teachers go down to the level of the pupil who did not undergo Day-care

and give special varied activities to sharpen the skills of the pupils.

Attend seminars and workshops about Mother Tongue Instructional

guidelines for the classroom.

15
Theme 3

3. Students status

Health problems of pupils

Some children doesnt know how to write

Coping Mechanism

Address to the children the proper hygiene habits.

Discuss to the students the importance of health.

Teachers make pupils avoid to such activities that the pupils are not capable like

students who are asthmatic.

Call the attention of the students and give them additional activities for them to

work to avoid inattention.

Theme 4

4. Home-School relation

Teacher-parents relationship ( lack of support from parents)

Lack of time for home visit

Coping mechanism

Conduct monthly meeting together with the parents wherein the parents are given

the opportunity to give their own perceptions and concerns to teachers.

Visit to the house of the parents who did not attend the meeting and talk briefly

about the programs and plans of the school.

16
 I. Behavioural problems of students
Hyperactive
Maintaining attention problems
Dependence of children

Coping

Giving them some reinforcement such as:

Let them play if they will listen to the teacher.
Give them a star if they will listen to the teacher.
Talk slowly and concise before starting the class. See to it that children will be motivated.
Read books about peer counselling.
Set rules in the classroom for the students to follow, give punishments for those who do
not obey.
Call the attention of the child and give them activities that suit to the behaviour they
shown.

II. Curriculum Guidelines and Materials

Insufficient materials or workbooks for pupils
Lack of teachers materials in Mother Tongue
Lack of funding from school
Kindergarten curriculum
Children who did not undergo Day Care

Coping

Provide materials like worksheet so that they have a daily set of activities from own
pocket of the teachers.
Recycle from other materials, they look a way in which they can create materials without
buying.
Consult to co-teachers about some guidelines and appropriate instruction to be deliver in
classroom.
Attend seminars and workshop with response to Mother Tongue Instructional Guidelines
for the classroom.
Annual Curriculum Guide, they follow some of these but they find out a way to look for
on more effective guide through consulting to co-teachers and unit head faculties.
Solicit from outside stakeholders.
Be prepared and organized having materials ready for whole group and small group
activities.
DepEd created some portals or website for the teachers.
Download materials form internet.

17
III. Student Status
Health problems of pupils
Some children does not know how to write

Coping

Find their strength and weaknesses and make some actions from your finding
Address the children the proper hygiene habits.
Discuss to the students the importance of health.
Avoid children such activities that they are not capable like students with asthma.

IV. Home-School Relationship

Teacher-Parent Relationship
Lack of time for home visit

Coping

Through home visitation, the parents can contribute to discipline their child.
Always update parents regarding the performance and behaviour of their child.
Parents are assigning to photocopy and book bind one textbook per pupil as a project.
Provide regular communication with parents.
Talk to the parents the essential way to make their child independent from home to
school or from parent to teacher.
Conduct meeting with the presence of the parents and talk about their perception about
the program by giving them a chance to open up their feelings.
Parent-teacher conference
Conduct HRPTA meeting regularly.

18
 APPENDIX A

INFORMED CONSENT FORM FOR RESEARCH STUDIES

INFORMED CONSENT FORM FOR RESEARCH STUDIES

Title of the Research Project:

How New Preschool Teachers Cope with Problems Encountered in the Field

Researchers:
Biong, Ailene Grace
Ladero, Junel
Mas, Lester
Modina, Julie Faith
Vasquez, Jane Lyka

The main purpose of this study is to explore and know the nature of problems
encountered by new preschool teachers and their coping mechanisms. Researchers are expecting
for the cooperation of the participants within at least (30) thirty minutes. The participation of the
participants in this research is completely voluntary and that participants may choose to stop
participating at any time. The participants decision not to continue will not influence the
relationship with the researchers or with the staff of Leyte Normal University (LNU) either now
or in the future. The participants may stop participating in the study at any time, for any reason,
if he or she decides. The decision to stop participating, or to refuse to answer particular
questions, will not affect his or her relationship with the researchers, Leyte Normal University,
or any other group associated with this project. In the event that he or she withdraw from the
study, all associated data collected will be immediately destroyed wherever possible. The data
will be answered through handwritten notes. Confidentiality will be provided to the fullest extent
possible by law.
I _____________________________ consent to participate in this research project
conducted by the above researchers. I have understood the nature of this project and wish to
participate. I am not waiving any of my legal rights by signing this form. My signature below
indicates my consent.

19
____________________________________ Date: _________________________
Participants Signature
Contact No.: _________________________

20
 Leyte Normal University

College of Education

Tacloban City

Name (optional): ______________________________ Years of teaching: ______

Age: ____________ Status: ___________

School: _____________________________________________________________

School graduated from: ________________________________________________

Directions: Please answer the following questions below. (Please enumerate each)

1. What are the problems you encountered as a new preschool teacher?

2. What are your coping mechanisms?

21
 Appendix B

Conflict of Interest Statement

Research Title:

Problems Encountered and Coping Mechanisms of New Preschool Teachers in

Selected Schools of Tacloban City

The researcher whose name islisted immediately below certify that they have NO
affiliations with or involvement in any organization or entity with any financial interest (such as
honoraria; educational grants; participation in speakers bureaus, employment, consultancies,
stock ownership, or other equity interest; and expect testimony or patent-licensing
arrangements), in the subject matter or materials discussed.

Authors Name:

Biong, Ailene Grace E.

Ladero, Junel

Mas, Lester C.

Modina, Julie Faith S.

Vasquez, Jane Lyka B.

22
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