Grammarly-PROBLEMS ENCOUNTERED BY NEW PRESCHOOL TEACHERS IN SELECTED SCHOOLS OF TACLOBAN CIT1.docx

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 country’s 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

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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 Ta cloban, 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?











CHAPTER 2 REVIEW OF RELATED LITERATURE

This chapter deals with the reviewed of related literature from 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 edu cational 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











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











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











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. 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













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











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 teach ers 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 the field it will eventually affect their performance in school, same as with their pupils.











CHAPTER 3 THEORETICAL FRAMEWORK

Teachers are part of the meso-environment of lea rning 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 children’s development and learning. To 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 th e development of teaching-learning strategies and programs. Jean Piaget’s constructivist theory about about children states that children has the ability to construct knowledge by their own, in response to their experiences without the help o f older children or adults and are intrinsically motivated to learn and do not need rewards from adults to motivate learning. However, Lev Vygotsky’s on developmental developmental stages was anchored wherein the framework of his socio-economic theory, wherein he believes b elieves that the development of specific structural transformation in the child are in relation to their social environment Vygotsky professed that











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 children’s concept creation and practical cap abilities 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.











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 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.













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 selfstructured 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 o ne survey and interview. Data Analysis











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 – pupils – 14 14 over 15 respondents 2. Hyperactive children – children – 12 12 over 15 respondents 3. Insufficient materials or workbooks for pupils – pupils – 12 12 over 15 respondents 4. Maintaining Attention of pupils – pupils – 12 12 over 15 respondents











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











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 the y have a daily seat activities.











Theme 3

3. Students status 

Health problems of pupils



Some children doesn’t 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.













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











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 ca pable like students with asthma.

IV.

Home-School Relationship

Teacher-Parent Relationship











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











____________________________________ _________________________ ___________ Participant’s Participant’s Signature Contact No.: _________________________

Date: _________________________











Leyte Normal University College of Education Tacloban City

Name (optional): ______________________________

Years of teaching: ______

Age: ____________

Status: ___________

School: _____________________________________________________________













Appendix B Conflict of Interest Statement











REFERENCES

Cakmak, M. (2013). Learning from Teaching Experiences; Novice Teachers' Thoughts.











Kaufman, S. E. (2000). Teachers' Teach ers' Judgements of Problems in the Transition to Kindergarten. Early Childhood Research Quarterly, 15(2), 15(2), 147-166. Retrieved from https://www.researchgate.net/profile/Sara_RimmKaufman/publication/222299485_Teachers'_judgements_of_problems_in_the_transition











cation.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1503536402& signature=zpIC Ndon, T. U. (1994). Family and Consumer Sciences Teachers Attitudes and Practices Concerning Parent Involvement in the Educational Process. Dissertation Process. Dissertation Abstracts

Grammarly-PROBLEMS ENCOUNTERED BY NEW PRESCHOOL TEACHERS IN SELECTED SCHOOLS OF TACLOBAN CIT1.docx

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