Challenges Encountered by the Newly Hired Kindergarten Teachers in the

Public Elementary Schools of Urdaneta City Division

A Thesis Proposal Submitted to the Faculty of the Institute of Graduate and Advanced

Studies in Partial Fulfillment for the Degree Master of Arts in Education major in Early

Childhood Education

Arce L. Tibigar

Urdaneta City University

February 2022
 Chapter 1

THE PROBLEM

Background of the Study

Education serves as a tool for human development and economic change. It is

considered one of the many pillars of the development of a particular country. It

enables a person to go through the process of gaining knowledge with specific skills

and talents, to be fully functional and to exist, and to pave the way for building a better

society. Highly relevant education is about a system in which individuals or groups of

people at specific locations and at specific times are influenced, shaped, and modified

to enhance their lives towards global competitiveness. Talking (Estrera, 2016).

Recent trends in Filipino education have presented many challenges to newly

hired teachers. In many cases, they consider themselves to be energetic teachers. They

were very enthusiastic and ideal, full of substance and inspiration. However, due to the

many challenges they faced at work and the specific set of needs they must address,

there are points in their lives where they tend to withdraw their ideals (Fry2007).

The first year of a teacher's career was often difficult. As Aslam (2011) quoted,

what students achieve at school is heavily influenced by classroom practice and teacher

skills. Kain (2008) added that the grades of students in the 1st-grade class tend to

deteriorate significantly before they increase in 2nd and 3rd-grade teachers.

Giallo & Little (2013) states that teachers experienced stress, which caused

teacher burnout, which reduced job satisfaction and chose to quit the profession. In
another study, some of the problems faced by newly hired teachers were isolation.

There is a lack of understanding of what they are expected to do. Unprepared

workloads and additional tasks. Lack of consumables, materials, or equipment. Poor

physical equipment; lack of support and support from experienced teachers and

supervisors heightens feelings of frustration and failure (Rubinstein, 2010).

In addition, according to Marei and Mustafa (2009), newly hired teachers were

challenged in the field of class management. Showing order in the classroom was one

of the most important elements and prerequisites in the educational process. They were

considered to be the fundamental problem faced by new teachers because they

required a great deal of effort and time and were considered sensitive, and important

factors in determining the success or failure of a teacher's mission. .. Another concern

that new employees frequently raised was the lack of guidance and resources to

prepare daily lesson minutes in the light of the implementation of the latest DepEd

Order 42 series in 2016. As observed in the school environment, many new employees

struggle with the current curriculum in public secondary schools, spending more time

planning, scoring, managing daily lessons, and preparing suitable formats for tasks

outside the curriculum. Spent. They were given a subject that was not their major. All

of these factors have been found to have a significant impact on students' poor

classroom performance proficiency. Based on these findings, many potentially talented

and creative teachers found the teaching profession to be challenging and challenging

(National Center for Education Statistics, 2010).

 In addition, all newly hired teachers, regardless of years of experience, need

coaching to overcome the various challenges faced in achieving the desired learning

outcomes (Clark, 2011). This is one of the reasons why there are introductory programs

for teachers. According to Ryan (2008), trainee teachers need to improve regulations

on professional development, regardless of existing implementation period regulations.

This is to make their work easier, give them more confidence in school, reduce the

isolation of their work environment and improve interaction with colleagues. Under the

governance of basic education in the Philippines (see Republic Act 9155, 2001), the

principal is responsible for promoting and improving staff development. This role is very

important in supporting newly hired teachers. Because he /she is the person most

responsible for the well-being of the teacher. Therefore, recognizing that the first few

years of apprenticeship are essential to the development of teacher skills, and newly

hired teachers should not be left alone to sink or swim in their profession. Must be

(Clement, 2011).

It is this issue that the researcher investigated how coping strategies alleviate

the many challenges encountered by the newly-hired teachers in the public schools, in

the Division of Urdaneta City. The results would then serve as the basis for improving

the program.

Theoretical/Conceptual Framework of the Study

The humanistic and constructivist approaches to education, which emphasize

that learning occurs naturally, include David Kolb’s Theory of Experiential Learning. Kolb

proposed that experience was critical in the development of knowledge construction, as

learning occurs through discovery and active participation. Kolb defined learning as the

process whereby knowledge is created through the transformation of experience" (Kolb,

1984).

There are two parts to Kolb's Experiential Learning Theory. The first is that

learning follows a four-stage cycle, as outlined below. Kolb believed that, ideally,

learners progressed through the stages to complete a cycle, and, as a result,

transformed their experiences into knowledge. The second part of Kolb's Theory

focused on learning styles, or the cognitive processes that occurred to acquire

knowledge. Essentially, Kolb believed that individuals could demonstrate their

knowledge, or the learning that occurred, when they were able to apply abstract

concepts to new situations

Conceptual Framework of the Study

This study aims to determine the challenges encountered by the newly hired

Kindergarten Teachers in the Public Elementary Schools of Urdaneta city Division.

The input of the study will cover the profile of the kindergarten teachers in terms

of their: Age, Gender, highest educational attainment, Length of Service, monthly

income as well as the challenges encountered by the newly hired Kindergarten

Teachers in the Public Elementary Schools in terms of Planning the Lesson

Implementing the Lesson Assessment of Learning and the Coping Strategies Used by

the newly hired Kindergarten Teachers.

 The process includes the significant difference between the challenges

encountered by the newly hired teachers when grouped according to age, gender,

highest educational attainment, length of service, and monthly income.

The output will focus on the Action plan that shall be proposed to address the

challenges encountered by the newly hired teachers.

Figure 1. presents the paradigm of the study.

Profile of the
kindergarten
teachers in terms of
their:
a. Age
b. Gender
c. Highest Educational
attainment Challenges
d. Length of Service encountered by
e. Monthly income the newly hired
Kindergarten
Teachers in the Action plan shall be
Public Elementary proposed to
Schools in terms address the
Coping Strategies of:
Used by the newly challenges
a. Planning the encountered by the
hired Kindergarten Lesson
Teachers: newly hired
b. Implementin teachers.
d. Planning the g the Lesson
Lesson c. Assessment
e. Implementing of Learning
the Lesson
f. Assessment of
Learning

Figure 1. The paradigm of the Study

Statement of the Problem

This study aims to determine the challenges encountered by the newly hired

Kindergarten Teachers in the Public Elementary Schools of Urdaneta City Division during

the last quarter of the Calendar Year 2021.

Specifically, this study will answer the following questions:

1. What is the profile of the kindergarten teachers in terms of their:

a. Age

b. Gender

c. Highest educational attainment

d. Monthly income

2. What are the challenges encountered by the newly hired Kindergarten

Teachers in the Public Elementary Schools in terms of:

a. Planning the Lesson

b. Implementing the Lesson

c. Assessment of Learning

2. What are the Coping Strategies Used by the newly hired Kindergarten

Teachers?

4. Is there a significant difference between the challenges encountered by the

newly hired teachers when grouped according to: age, gender, highest

educational attainment, length of service, and monthly income?

 5. What Action plan shall be proposed to address the challenges encountered by

the newly hired teachers?

Research Hypotheses

The following hypotheses will be tested at a 0.05 level of significance:

1. There is no significant difference in the challenges encountered by the newly

hired teachers when grouped according to: age, gender, highest educational

attainment, length of service, and monthly income?

Significance of the Study

This study will benefit the following entities:

Administrators. The results of the study would give them general awareness

about the challenges encountered by the newly hired teachers in their respective

divisions. This could help them address the needs of newly hired kindergarten teachers.

Teachers. The results of the study would be an eye-opener for all school

personnel in the school that knowing the challenges encountered would be a basis for

mentoring and helping the newly hired teachers.

Curriculum Planners. The results of this study would also help the curriculum

planners to effectively formulate interventions through the school curriculum particularly

focusing on the individual needs of newly hired teachers that will greatly contribute to

the high performance of teachers in their classroom.

 Future Researchers. The findings of this study would serve as a benchmark

for them in conducting studies that have the same thrust as this study. It would serve

as one of the ideal references for future use.

Scope and Delimitation

This study will determine the challenges encountered by the newly hired

Kindergarten Teachers in the Public Elementary Schools of Urdaneta city Division

during the last quarter of the Calendar Year 2021. This will also look into the profile of

kindergarten teachers in terms of their: Age, Gender, highest educational attainment,

Length of Service, and monthly income.

Furthermore, this study will identify the challenges encountered by the newly

hired Kindergarten Teachers in the Public Elementary Schools in terms of: Planning

the Lesson, Implementing the Lesson, Assessment of Learning.

Likewise, this study will also determine the significant difference between the profile

difference between the challenges encountered by the newly hired teachers when

grouped according to: Age, Gender, highest educational attainment, Length of Service,

and monthly income?

Lastly, an intervention program will be designed to address the challenges

encountered by the newly-hired teachers.

A total of 10 kindergarten teachers are considered as the respondents of the

study.
Definition of Terms

The following terms are defined lexically and operationally to enrich the readers'

comprehension and understanding:

Newly hired teacher is a teacher with 0-3 years of experience in the public

school system and further classified as a beginning or experienced teacher.

Challenges. This refers to the problems encountered by the newly hired

teachers.

Coping Strategies. These are the essential, fundamental, and exceptional

strategies of Teachers in coping with the challenges encountered as newly hired

kindergarten teachers. In this study, this refers to the strategies exuded by the teachers

in dealing with challenges encountered.

Planning the Lesson. this refers to the teacher's daily guide for what students

need to learn, how it will be taught, and how learning will be measured. This help

teachers be more effective in the classroom by providing a detailed outline to follow

each class period.

Assessment of Learning. This refers to strategies designed to confirm what

students know, demonstrate whether they have met curriculum outcomes or the goals

of their individualized programs, or certify proficiency and make decisions about

students' future programs or placements. https://curriculum.gov.mt/.

 REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

On Planning the Lesson

Lesson planning is classroom requirements, placement, conditions, teaching

materials, systematic development of activities, and testing and evaluation of education

and learning. This includes teacher-focused efforts to analyze learning needs and

develop a consistent system of activity that promotes the development of students'

cognitive structures (Panasuk & Todd, 2015).

Lesson planning is an integral part of education and learning where teachers

integrate their experiences with student learning, learning theory, lesson design theory,

and research best practices to meet students' learning needs. From this perspective,

planning teachers integrate theory, research and practice to plan learning experiences

that are meaningful to students (Jalongo, Rieg & Helterbran, 2012).

There is a normative notion that effective planning is an integral part of good

education and facilitating student learning and performance. The planning process

helps teachers choose goals. Develop learning activities, design appropriate

assessments, and assess and reflect educational and learning outcomes. See Jacobsen,

Eggen, and Kauchak (2006), Jalongo et al. (2007, p. 4445) Explain the four main

purposes of the lesson plan: conceptual, organized, emotional, and reflexive.

 On Assessment of Learning

The learning assessment was originally considered formative assessment and

was set in contrast to the overall assessment. Michael Scriven proposed the terms

formative and general in 1967 to describe two different roles that assessment may play

in assessing a curriculum. In the years that followed, Benjamin Bloom and colleagues

(1969; 1971) proposed applying the same distinction to student learning assessments.

This is now called a rating (Wiliam, 2006, p.283).

In the years since Scriven's identification and Bloom's extension of summative

and formative assessment types, ―the interest (and investment) in summative

assessment has far outstripped that accorded to formative assessment‖ (Stiggins, 2005,

p. 326). Black and Wiliam (2003) discuss in some detail the ups and downs of formative

assessment during the 1970s through the late 1980s. In the late 1980s, two substantial

review articles (Crooks, 1988; Natriello, 1987) and a seminal piece on the function of

formative assessment in the development of expertise (Sadler, 1989) boosted interest

in assessment for learning. This growing interest appeared to be substantiated with

Fuchs and Fuchs' (1986) meta-analysis and Black and Wiliam's (1998) comprehensive

review of about 250 articles. Both studies reported significant positive student learning

gains. The Black and Wiliam (1998) work demonstrated gains of a half to a full standard

deviation, with low-achieving students making the largest increase. Although Dunn and
Mulvenon (2009) have recently contested the conclusiveness of these two studies and

another recent research has also shown positive

School Environment of New Teachers

Johnson (1990) defined schoolwork conditions as a place where teachers work,

consisting of: (a) physical characteristics such as school buildings and equipment, and

(b) organizational structures such as teacher-teacher partnerships. Workloads, (c) social

characteristics such as teacher roles and positions, (d) political characteristics such as

teacher involvement in decision making, (e) cultural characteristics such as teacher

morals, commitments, and values, (F) Psychological characteristics Personality, teacher

characteristics and beliefs, and (g) educational characteristics such as curriculum

materials and school policies. All these characteristics of the school workplace are

interdependent and can have a positive impact on teacher performance and the

decision to be with teaching staff.

The school environment seems to play an important role in shaping the

involvement of new teachers in the classroom. Yee (1990) interviewed 59 experienced

teachers and found that some of these teachers quit their jobs due to unfavorable and

unsupported situations in the workplace. I understand. Other teachers stay in class

because they experience a supportive, supportive, and witty school environment.

Connection: Close Similarly, Boyd and his colleagues (2011) and Rudd (2011) have

shown that the career intentions, plans, and decisions reported by teachers are strongly

related to working conditions.

 For new teachers, the decision to stay in class is highly dependent on the

school's social organization and climate, and the type of support it receives from the

school. According to Darling-Hammond (1984) and Johnson (1990), a poor school

environment can have a significant impact on the initial involvement and motivation of

new teachers in their profession. Poor working conditions can discourage new teachers

from working and can cause some of the most talented new teachers to leave their

careers (Metropolitan Life, 1985; Murphy, Hart & Walters, 1989). Undoubtedly, a

supportive school environment provides vocational teachers with the opportunity to

develop their professional skills. A supportive school environment provides available and

appropriate classroom materials, reasonable workload, teacher involvement in decision

making, opportunities for professional development in a real-time context, and guidance

from more experienced teachers. It's called a more responsive workplace.

In addition, Odden and Kelley (1997) and Murnane et al. (1991) Competitive

salaries and allowances, and criteria for admitting growth, are very important factors in

attracting and retaining the most promising and talented new teachers. New teachers

who are not satisfied with their salaries tend to quit their jobs for another career. Weiss

(1999) was published from 1987 to 1988 and from 1993 to 1994. It is important to note

that the main reasons new teachers left their careers in 1987/88 were dissatisfaction

with their careers and a desire for better salaries and profits (Bobitt, Leich, Whitener &

Lynch, 1994). Six years later, a similar study showed that a significant proportion of

teachers who left their careers not only dropped out for the same reason but also cited

student discipline issues (Whitener, Gruber,). Lynch, Tingos, Perona & Fondelier, 1997).
The authors write that a school environment that meets the needs of first-grade

teachers may allow them to stay in the field of education, commit to teaching as a

career choice, and become more effective for students. I found that. Their results also

showed that the current system does not provide new teachers with a supportive

implementation experience. She said that first-grade teacher morale, professional

involvement, and the decision to stay in class were their decisions regarding school

management and culture, teacher autonomy and discretion, student behavior, social

climate, and other workplace conditions. We support the hypothesis that it is strongly

associated with cognition.

To investigate the impact of school workplace conditions on student

performance growth, teacher satisfaction, and career intent, Johnson and her colleague

(2012) worked on school working conditions, school demographics, and students. We

collected findings from the state of Massachusetts from three sources of performance

data. After reviewing student demographics, school and teacher characteristics,

researchers found that a positive schoolwork environment would allow students to

achieve higher academic growth, improve teacher job satisfaction, and stay in the

teaching profession for longer. Shown that it contributed to the increase in initial

commitment. Ladd (2011) uses data from North Carolina to analyze the relationship

between student success and working conditions in five schools and in addition to the

demographic characteristics of students and teachers at the school level, labor. We

have found that conditions have a significant impact on the value of the school. Add the

value of math and reading. The quality of school management and the evaluation of
school facilities by teachers were the main predictors of student performance in

mathematics and reading, respectively. In

working conditions, school culture, principal leadership, and university

atmosphere have emerged as the most important predictors of teacher job satisfaction

and career planning. Subsequent studies have confirmed that collaboration and

interdependence between teachers are key factors in improving teacher work, teacher

satisfaction, and student performance. Louis, Kruse, and Marks (1996) found in their

study a strong professional community in which teachers' innovative practices and

teaching skills are developed from student learning and shared through the exchange of

ideas and feedback received. It was concluded that there would improve school

performance. Performance goals, support from 20 teachers in the professional

community mentors. The principal has formal authority in the school and has a great

influence on the school as a teacher's workplace. School principals are key leaders and

educators in the organizational context of the school. The principal's main duties are (a)

monitoring and evaluation of teachers' work, (b) appropriate education for teachers,

curriculum and provision of evaluation materials, and (c) education by involving

teachers in introductory programs. Includes assistance, (d) coping. Student discipline,

(e) maintaining school facilities, (f) building relationships with parents and community

members, (g) hiring new teachers and staff.

Many new, poorly skilled and underdeveloped teachers rely heavily on school

management to provide all sorts of support needed to succeed. Due to school

supervision, duties, and time constraints, the principal may not be able to meet the

person.

Related Studies

A study by DiasLacy (2017) entitled "Challenge to New Teachers and How to

Deal with It" allows the first year of an educational career to determine its lifespan in

education. The problems faced by first-year teachers were analyzed through qualitative

grounded theory research analysis. The results of this study show that teachers may

experience stress during the first year, lack sufficient support, and feel unprepared to

deal with student behavioral and academic problems Increase. Introducing a mentoring

program between new and veteran teachers, based on literary research, not only

benefited new teachers but also led them to manage and manage their first year of fear

in the classroom. Further benefits are presented about some mentoring programs and

their impact on teachers in the first year if they are not implemented due to limited

resources and lack of administrative support.

Dimitrov (2018) emphasized that overcoming challenges in new jobs is one of

the challenges faced by newly hired teachers. This article presents the results of various

teacher surveys in the context of new work. Most of the participants were asked after

completing a TESOL MA or related master's, bachelor's, and educational diploma. This

qualitative data was collected using an online survey that included questions about

participants' self-determined cultural background, teachers and/or education and

training, work experience, support networks, and workplace adaptation. As we analyzed

the data, we also considered ideas for teacher identity and ways to mitigate challenges.

The results include challenges faced by teachers, customization options, and practical

tips for effectively adapting to new work environments. The practical implications of this

study include how teachers learn and adapt to each new context by relying on teacher

training and seeking support from sources of support in the new context. Similarly,

Fantilli (2009), entitled "Study of Trainee Teachers: Early Challenges and

Support," emphasized the following: Completion of pre-service program. This

phenomenon is widespread in North America and educators need to be aware of new

teacher challenges and provide support. Most of the literature dealing with new teacher

referrals and mentoring support does not include the Canadian context or voice for

beginners. In this study, we interviewed graduates of a two-year pre-service program in

Ontario and selected five teachers as a case study. Participants found that

administrative leadership, improved mentoring selection processes, recruitment

practices, and district-sponsored support were positive factors for their growth into the

profession. In addition,

Boakye (2017) investigated the challenges faced by five newly qualified teachers

(NQTs) in their educational and learning contexts and how they tackled them. The

teacher taught multidisciplinary science at junior high school (JHS, 1215 years old).

Data was collected through observations, interviews, and content analysis. Using

inductive and reasoning analysis techniques, NQTs have found that (a) lack of

resources for education and learning, (b) time management, (c) lack of knowledge of

content, and (d) lack of student ability. It turns out that we are facing challenges such
as lack. Understanding of the lessons taught, (e) lack of discipline, (f) lack of student

interest in science, (g) inability to complete an integrated science curriculum. The

challenges of lack of resources and lack of knowledge of content affect all NQTs. Some

of the methods they used to solve the problem were (a) improvising the equipment, (b)

changing lessons, and (c) talking with their parents. It was recommended to equip

elementary schools with equipment/materials and to equip future teachers of

preparatory training with skills to help them master their challenges.

Alsharari (2016) In Morgantown, West Virginia, entitled "The Challenges Faced

by New Saudi Arabian Science Teachers," lives in the government to attract, hire, and

retain well-trained science teachers. Up-and-coming science teachers take up the

education profession with great fulfillment and satisfaction in their role and position as

teachers teaching children in science classrooms. Still, teachers face many challenges

early in practice in providing the most effective science education. Therefore, the

current study aimed to identify the educational and behavioral challenges faced by

science teachers in the first three years of education in the Kingdom of Saudi Arabia. In

addition, we analyzed the differences in perceptions of the challenges they faced in the

workplace. The study also looked at the different types of support that new science

teachers may need to overcome classroom and classroom challenges. It was important

to explore new science teachers' beliefs, ideas, and perceptions of effective science

education to gain insights on how to properly support aspiring science teachers. Three

questionnaires were created and distributed to male and female teachers who have

taught science to elementary, junior high, and high school students at Aljuv Public
School for less than three years. A total of 49 science teacher candidates participated in

the survey, nine of whom volunteered to participate in face-to-face interviews. Various

statistical procedures and several qualitative methods were used to analyze the

collected data. The results suggest that the top three academic challenges facing new

science teachers are poor teacher preparation programs, lack of proper school and

equipment, and lack of teaching materials and materials. In addition, excessive

absence, student motivation to study science, and lack of student interest in science

were the top three behavioral challenges for aspiring science teachers in the Kingdom

of Saudi Arabia.
 METHODOLOGY

This chapter presents the research design, respondents of the study, data

gathering instrument, data gathering procedure, and the statistical treatment of data.

Research Design

The aim of this study suggests the use of the descriptive-survey method of

research. Descriptive research is used when the study aims to describe a population,

situation, or phenomenon accurately and systematically. It can answer what, where,

when, and how questions, but not why questions. This research method can use a wide

variety of research methods to investigate one or more variables. It does not control or

manipulate any of the variables, but only observes and measures them (McCombes,

2020).

The survey method will also be used since the study will gather pertinent

data with a questionnaire checklist that will be administered to the respondents of the

study. According to the Business Research Methodology (n.d.), the essence of the
survey method can be explained as "questioning individuals on a topic and then

describing their responses (https://research-methodology.net).

The focal point of this is to determine the challenges encountered by the newly

hired Kindergarten Teachers in the Public Elementary Schools of Urdaneta city

Division.

Population and Locale of the Study

The respondents of the study will be 10 newly hired Kindergarten teachers of the

Public Elementary Schools of Urdaneta city Division.

Table 1 presents the distribution of the respondents of the study.

Table 1

Distribution of the Respondents

School No. of

respondent

Lananpin Elementary School 1

Oltama Elementary School 1

Tulong Elementary School 1

Bactad Com Elementary School 1

Labit Elementary School 1

 DAPSMECS Main Elementary School 1

San Jose Leet Elementary School 1

Camnatiles Elementary School 1

San Jose Elementary School 1

Cabarruan Elementary School 1

Data Gathering Tool

A researcher-made questionnaire will be utilized in this study to gather the

needed data. The questionnaire has three parts:

Part I of the instrument will cover the profile of the respondents in terms of their

age, gender, highest educational attainment, length of service, and monthly income.

Part II of the questionnaire will focus on the Challenges encountered by the

newly hired Kindergarten Teachers in the Public Elementary Schools in terms of:

Planning the Lesson, Implementing the Lesson, Assessment of Learning.

Part III of the questionnaire will focus on the Coping Strategies Used by the newly hired

Kindergarten Teachers

Data Gathering Procedure

 Permissions, through letters, will be obtained from the Schools Division

Superintendent (SDS) and school heads to administer the questionnaires to gather the

data needed in the study.

The questionnaire checklist will be shown to the Adviser and to the Critic Reader

for comments and suggestions as to bases in improving the final draft of the

instrument.

After the questionnaire will be simplified, improved, and refined, then it will be

subjected to content validation by five experts. The experts will ascertain the content

validity of the instrument using Meimban's (1999). In describing the validity, the

average weighted mean will be adopted.

The mean scale range and descriptive rating below were used.

Numerical Mean Scale Range Descriptive Rating

Values

5 4.51 – 5.00 Very Highly Valid

4 3.51 – 4.50 Highly Valid

3 2.51 – 3.50 Moderately Valid

2 1.51– 2.50 Least Valid

1 1.00 – 1.50 Not Valid at All

The questionnaire will be distributed and explained personally to the

respondents. Tabulation and tallying will start right after the retrieval of the

questionnaires.
Statistical Treatment of Data

The data gathered will be consolidated and analyzed. It will be tallied, tabulated,

and analyzed according to the problems of the study. In determining the profile of the

respondents, the frequency counts and percentage distribution will be used as the main

statistical tool.

To determine the level of Challenges encountered by the newly hired

Kindergarten Teachers in the Public Elementary Schools in terms of: Planning the

Lesson, Implementing the Lesson, Assessment of Learning, Average weighted mean

(AVM) will be used.

To determine the significant relationship between the profile and the behavior of

the kindergarten pupils, Spearman-rho will be utilized.

Lastly, to determine the significant difference between the challenges

encountered by the newly hired teachers when grouped according to: age, gender,

highest educational attainment, length of service, and monthly income, ANOVA will be

utilized.
 A QUESTIONNAIRE FOR THE NEWLY HIRED KINDERGARTEN TEACHERS

PART I. PROFILE OF THE NEWLY HIRED KINDERGARTEN TEACHERS

Directions: Please check or supply the necessary response that applies to you.

Rest assured that all data will be taken with the utmost confidentiality.

Name (Optional): _________________________________________________

School: _________________________________________________________

Age: _____ Sex: _____ Male _____ Female

Highest Educational Attainment:

_____ College Graduate

 _____ With Units in Master’s Degree

_____ Master’s Degree Graduate

_____ With Units in Doctorate Degree

_____ Doctorate Degree Graduate

Monthly income: _____________

PART II. CHALLENGES ENCOUNTERED BY NEWLY HIRED KINDERGARTEN

TEACHERS

Directions: Please read the indicators and put a checkmark () appropriate to your

choice.

Challenges Encountered by the Newly Hired

Teachers in Planning the Lesson

Challenges in Planning the Lesson 5 4 3 2 1

As a newly hired teacher, I have encountered difficulty
to …
Prepare daily lesson plans/logs following the new
guidelines based on DepEd Order 42, s. 2016.
Follow the curriculum guide because of the in-
availability and insufficiency of the learners’ module.
Follow strictly the curriculum guide because of the lack
of knowledge in the coding system.
Use appropriate technology resources to achieve
curriculum standards, performance standards, and
content standards.
Design parts of the lesson log within available
instructional time considering the 1 hour allocated for
each subject.
Prepare adequate and appropriate instructional
materials for the learners and the learning objectives.
Know the principles of instructional material
preparation for different types of learners.
Use relevant activities and materials suited to the
learning styles, goals, and culture of the learners.
Apply techniques of “time on task” in planning and
delivering the lessons.
Set doable and appropriate learning goals to meet
student-centered curriculum.

Challenges Encountered by the Newly Hired

Teachers in Implementing the Lesson

Challenges in Implementing the Lesson 5 4 3 2 1

As a newly hired teacher, I have encountered difficulty
to …
Use appropriate, adequate, and updated instructional
materials.
Employ innovative teaching with the use of ICT-based
instruction.
Facilitate an integrative model of teaching to attain the
lesson objectives.
Provide differentiated activities to meet the expected
learning goals of the learners.

Apply relevant teaching approaches to achieve

meaningful learning.
Provide interactive activities and assignments to meet
the needs and abilities of the learners.
Promote classroom activities that are learner-centered
and encourage wide student participation.
Conduct challenging learning activities despite physical
environment constraints.
Provide learning activities that allow all learners to
reach their full potential.
Provide appropriate learning activities to students with
different cultural backgrounds.

Challenges Encountered by the Newly Hired

Teachers in the Assessment of Learning

Challenges in Assessment of Learning 5 4 3 2 1

As a newly hired teacher, I have encountered difficulty

to …
Utilize appropriate tools for assessing authentic
learning.
Monitor, evaluate, and maintain students' progress
records.
Conduct remediation/enrichment programs to improve
student performance.
Construct valid and reliable formative and summative
tests.
Utilize and interpret the results of diagnostic tests to
improve learners' least mastered skills.
Apply the current guidelines about the grading system
(DO 8, s. 2015) in assessing student-written outputs,
performance tasks, and periodical examinations.
Develop rubrics as a basis for assessing students'
performance-based outputs.
Assess student performance through evaluative
 feedback and reflection.
Assess students learning by asking questions of the
higher-order thinking skills category.
Manifest accountability and responsibility in
communicating the learners’ progress to students and
parents.

The Researcher

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