Kindergarten Education Program: Curriculum Implementation Component at Ambaguio District, Schools Division of Nueva Vizcaya
DOI:
https://doi.org/10.65339/ijsair.V2.I3.752Keywords:
Administrative Support, Ambaguio District, Curriculum Implementation, Early Childhood Education, Educational Evaluation Tools, Instructional Resources, Kindergarten Education Program, Parent-Teacher Communication, Professional Development, Sustainable Development GoalsAbstract
This study assessed the implementation of the Kindergarten Education Program in Ambaguio District, Schools Division of Nueva Vizcaya, focusing on teachers’ profiles, curriculum objectives, teaching delivery, instructional resources, educational evaluation tools, administrative support, and interventions for program enhancement. Guided by the Input-Process-Output (IPO) Model, the study employed a descriptive survey design using a researcher-made questionnaire administered to kindergarten teachers in public elementary schools within the district. Data were analyzed using frequency, percentage, and weighted mean. Findings showed that the respondents were all female and married, with many having graduate-level exposure, several years of teaching experience, high performance ratings, and participation in professional development activities. The goals and objectives of the Kindergarten Education Program were generally achieved, with lifelong learning receiving the highest rating; however, the promotion of total child development received a low rating. Program implementation components were highly achieved, particularly instruction and learning resources, while assessment and learning environment received relatively lower ratings. Curriculum domains were highly achieved, especially values development, socio-emotional development, language literacy and communication, and physical health and motor development. Instructional resources were evident, evaluation tools were very evident, and enhancement interventions were very effective, especially parent-teacher connection, differentiated teaching strategies, and curriculum familiarity. The study concludes that the program was positively implemented but still requires strengthened holistic development, assessment practices, learning materials, professional development, and stakeholder collaboration. The study aligns with SDG 4, SDG 10, and SDG 17 by supporting quality early childhood education, accessible learning, and partnerships. Its sustainability impact lies in improving educational, community, cultural, institutional, and governance support for kindergarten curriculum implementation.
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