K-3 Teachers’ Competencies Addressing Learners’ Literacy and Numeracy Gaps in the Global South
DOI:
https://doi.org/10.54536/ajmri.v1i3.406Keywords:
Teachers' Competencies, Literacy, Numeracy, Sequential-explanatory, Learning and Development Needs AssessmentAbstract
Patterned after the Learning and Development Needs Assessment, this sequential explanatory design mixed method research was conducted to identify the competency gaps or priority learning needs and compelling reasons of the K-3 public school teachers in Eastern Visayas. The approach of this study was group needs assessment using functional competency models. A total of 6,428 K-3 teachers responded to this study. Results demonstrated that crafting action research that focuses on literacy and numeracy was highly prioritized learning need. Others were on recommending learners with difficulty in reading to be enrolled in special reading program, encouraging students to learn Math using technology, and performing interventions for learners who have difficulty in reading and at risk of dropping out. Further, it also found out that the compelling reasons of having such priority learning needs were insufficient knowledge in performing tasks, lack of resources, school-related activities as hindrance, and lack of parental support. This suggests that a Learning and Development Planning be conducted in order to identify interventions and their implementation requirements to address identified priority learning needs of K-3 teachers with regards to competencies on literacy and numeracy.
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