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The Relationship Between Kindergarten Teachers’ Performance Rating and Their Profile as Basis for Intervention Program

Author

Listed:
  • Mary Ann S. Gresula

    (Kindergarten Teacher, Chino Valley Unified School District 51, Arizona, USA)

  • Jaypee R. Lopres

    (Dean, College of Teacher Education, University of Cebu-Pardo and Talisay, Philippines)

  • Jesselle G. Acson

    (Elementary Teacher, Gallup McKinley County Schools, New Mexico, USA)

  • Catherine F. Apatan

    (Mathematics/Financial Literacy Teacher, Gallup McKinley County Schools, New Mexico, USA)

  • Gleiza Marie P. Pilapil

    (Mathematics and English Teacher, Tutored by Teachers, USA)

  • Jennifer F. Hernandez

    (Science Teacher, Gallup McKinley County Schools, New Mexico, USA)

  • Mary Grace P. Urciada

    (Mathematics Teacher, Gallup McKinley County Schools, New Mexico, USA)

  • Marie Lou T. Dongon

    (Mathematics/Robotics/Automation Teacher, Gallup McKinley County Schools, New Mexico, USA)

Abstract

This study aimed to assess the performance rating of 44 kindergarten teachers based on the IPCRF (Individual Performance Commitment and Review Form) results to identify which indicators got the lowest and highest ratings and to determine the existing factors affecting the teachers’ performance ratings. The research methods used during the conduct of this study were descriptive and inferential. A template was made based on the standard format of the Individual Performance Review and Commitment Form (IPCRF), which was used to gather data. A Focused Group Discussion (FGD) was conducted to gather additional support for the study. The findings indicated that the teacher respondents, aged 38-43 years old, were Teacher I, most of them taught for 7-10 years with a bachelor’s degree, and most of them were trained for 5-14 days. Moreover, the teacher respondents got the highest rating in the Assessment and Reporting as Proportional Ratings and the lowest in the Plus Factor indicator. In relation to the factors affecting the performance of the teachers, only the length of service had a significant relationship, which meant that among all the respondents’ profiles, the length of service had influenced the teacher’s performance rating. There is no significant relationship between performance rating and the profile of Kindergarten Teachers. Therefore, the result of this study may help kindergarten teachers assess themselves and look for ways to improve their performance rating and, if possible, get an outstanding one. School administrators should provide technical assistance to kindergarten teachers to help them achieve higher ratings in all Key Result Areas (KRAs) on the Individual Performance and Review Form (IPCRF). Establishing avenues for sharing ideas, such as LAC and mentoring sessions, can offer equal opportunities for teachers to learn, develop their skills, and showcase their talents. Kindergarten teachers should be encouraged to innovate, targeting various KRAs, to benefit both their professional growth and the overall effectiveness of their teaching.

Suggested Citation

  • Mary Ann S. Gresula & Jaypee R. Lopres & Jesselle G. Acson & Catherine F. Apatan & Gleiza Marie P. Pilapil & Jennifer F. Hernandez & Mary Grace P. Urciada & Marie Lou T. Dongon, 2024. "The Relationship Between Kindergarten Teachers’ Performance Rating and Their Profile as Basis for Intervention Program," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 11(5), pages 461-484, May.
    • Handle: RePEc:bjc:journl:v:11:y:2024:i:5:p:461-484
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    References listed on IDEAS

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    1. Md. Mobarak Karim & Musfiq M. Choudhury & Wasib Bin Latif, 2019. "The Impact Of Training And Development On Employees’ Performance: An Analysis Of Quantitative Data," Noble International Journal of Business and Management Research, Noble Academic Publsiher, vol. 3(2), pages 25-33, February.
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