Direct Teaching Model

Carl Roger’s Non-directive Teaching Model will be very helpful in this study because it underscores the principle of facilitating learning as an approach to knowledge acquisition. It is likewise deemed important in the inquiry due to its philosophy that instruction should be based on concepts of human relations which addresses trust and respect as key elements in learning.

Direct Instruction Model

According to Graves (2004), effective teachers, those who beat the odds in preventing student failure, combine direct, explicit instruction of strategies and concepts with other teaching approaches, nesting it within complete programs of literacy development.

Along these lines, Biancarosa and Snow (2006) stated that the exemplary model of direct,

This is also deemed very helpful to teachers in relation to designing strategies to better assist students develop their own pace in learning.

Maslow’s Motivational or Hierarchy of Needs Theory

According to Tay and Diener (2011), people possess a set of motivation systems unrelated to rewards or unconscious desires, and that people are motivated to achieve certain needs. He added that when one need is fulfilled, a person seeks to fulfill the next one, and so on.

Along these lines, Mc Leod (2014) stated that the earliest and most widespread version of Maslow's hierarchy of needs includes five motivational needs, often depicted as hierarchical levels within a pyramid which can be divided into basic or deficiency needs (e.g. physiological, safety, love, and esteem) and growth needs (self-actualization).

Parralel to this Martin and Joomis (in del Castillo, 2015) declared that people become actualized to accomplish higher motives only after they have fulfilled certain basic needs. They posited further that individuals must meet their deficiency needs first before they can successfully be motivated to tackle their growth

Production of Instructional Materials;

1.5.3. Managing Teaching Learning Process; 1.5.4. Communication Skills;

1.5.5. Teaching Strategies;

1.5.6. Classroom Management;

1.5.7. Evaluation and Remediation Procedures?

2. What are the needs of Kindergarten teachers in the public elementary schools in terms of :

2.1 Trainings

2.2. Instructional materials

2.3. Resource / learning centers

2.4. Curriculum

2.5. Home and community linkages

3. What instructional competency program may be proposed among the kindergarten teachers?

Definition of Terms

For the purpose of the study, the following terms are defined operationally as follows:

Communication skill refer to the ability to impart lessons in the most understandable manner.

Competencies refer to specific items of behavior that can be defined with care necessary for inclusion in manual of instruction or in a teacher appraisal system.

Curriculum refers to the subjects being taught in the kindergarten.

Evaluation skills refer to the ability to objecteively assess student performance.

Guidance skills refer to the teacher’s ability to chart student behavior and performance.

Instruction refers to the specific methods and activities by which the teacher influences