Implementing kindergarten education in Philippine public schools: Practices, resources, and teacher challenges

Abstract

Kindergarten education provides an important foundation for children’s development and subsequent learning, making effective curriculum implementation essential in public elementary schools. However, limited evidence describes how kindergarten education is implemented at the district level, particularly in local public-school contexts where teachers face varying instructional and resource conditions. This study examined the implementation of kindergarten education in the public elementary schools of Tumauini North District, Schools Division of Isabela. A descriptive survey design was employed with 15 kindergarten teacher-respondents, supported by an unstructured interview and documentary analysis. Data were analyzed using frequency counts, percentages, and weighted means. Results showed that kindergarten curriculum competencies were fully implemented (WM = 4.33), while teaching methods and strategies were generally very effective (WM = 4.32 and 4.29). Assessment practices and administrative support were also highly rated (WM = 4.26 each). However, facilities were only moderately adequate (WM = 3.38), and teachers experienced moderate implementation difficulties (WM = 2.77), particularly in managing diverse pupil behaviors, workload, and limited resources. The findings highlight the need for improved learning spaces, instructional resources, professional support, and school-home collaboration.