The Roles of the Teachers in the Development of the Early Literacy Skills of the Kindergarten Learners in the Public Elementary Schools in Ligao City Division

Abstract

This study assessed the roles of kindergarten teachers in developing early literacy skills in public elementary schools in Ligao City Division during School Year 2025–2026. Using a descriptive–evaluative–correlational design, the researcher surveyed 55 kindergarten teachers selected through purposive identification of participating schools and total enumeration of the target teacher group. A researcher-developed questionnaire examined ten dimensions of teachers’ roles, five factors associated with early literacy instruction, implementation constraints, and proposed initiatives. Frequencies, percentages, weighted means, ranks, and Kendall’s coefficient of concordance were used. The composite mean for teachers’ roles was 4.33; prior knowledge (4.44) was highest and learning differences (4.19) lowest. Factors associated with teachers’ roles also averaged 4.33, led by creating literacy-rich environments (4.49), while comprehension development had the lowest mean (4.07). Constraints averaged 4.36, with pressure for results and teacher burnout most highly rated (4.58). Proposed initiatives averaged 4.42, with guided literacy-rich play receiving the highest rating (4.71). Rank-order agreement differed by domain, with significant concordance reported for learning assessment, ongoing training, and collaboration, but not most other dimensions. Findings inform school-level literacy planning, targeted professional development, inclusive assessment, family engagement, and resource support. These descriptive findings represent teachers’ reported views rather than direct measures of learner achievement.