Teaching Strategies of Kindergarten Teachers in Public Elementary Schools of District IV, San Carlos City Division

Abstract

Effective teaching strategies in early childhood education not only foster a love for learning but also lay the foundation for future academic success. They help children develop essential skills such as problem-solving, critical thinking, creativity, and collaboration. This study explored the extent of utilization of teaching strategies among Kindergarten teachers in public elementary schools of District IV, San Carlos City Division for the School Year 2024–2025. Recognizing that effective teaching strategies are crucial in fostering holistic development and foundational learning among young children, the study aimed to assess how frequently and effectively these strategies were applied in classroom instruction. It specifically sought to determine the extent of utilization of multi-sensory instruction, cooperative learning, tutorial method, experiential learning, and play-based learning as perceived by Kindergarten teachers and school heads. The study employed a descriptive-correlational research design, involving both teachers and school heads as respondents. Data were collected through a validated questionnaire and analyzed using appropriate statistical tools to describe perceptions and determine differences between the two groups. Findings revealed that both teachers and school heads perceived the teaching strategies as moderately utilized, indicating that while these strategies were commonly practiced, there remains room for improvement in their consistent and effective application. Moreover, both groups shared similar perceptions, suggesting alignment in their understanding and observation of instructional practices. Problems encountered by teachers were also found to be moderately serious, highlighting the need for continued support and professional development. The study concluded that enhancing the use of varied and child-centered strategies can further improve the quality of Kindergarten instruction and contribute to better learning outcomes for young learners.