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UCU GS Research Journal
CORE VALUES AND WORK PRACTICES OF KINDERGARTEN TEACHERS
GIRLIE A. GIMADO

This study attempted to determine the core values and work practices of kindergarten
teachers in the two divisions of the Province of Pangasinan, Division of Pangasinan II and
Urdaneta City Division for the SY 2015-2016.
Specifically this study looked into the profiles of the respondents’ in terms of age,
sex, civil status, length of service, highest educational attainment, relevant trainings, and work
performance; level of core values and work performance of kindergarten teachers; significant
difference between the level of core values and the work performance of kindergarten teachers
across the profile variables; and significant relationships between the level of core values and
work performance of kindergarten teachers and the profile variables.
Based on the analysis and interpretation of data, the following salient findings were
brought forth the respondent teachers of this study, relatively belong to an age bracket of 31-40
years old, female, married, have 1-3 years of length of service and with Masteral Degree units
The respondent teachers have a very high level of work practices along diversity of learners,
curriculum and pedagogy, evaluation, learning environment and community linkages obtaining
an overall weighted mean 4.46. The respondent teachers have a very high level of core values
with an overall weighted mean of 4.54.
Based on the salient findings, the following conclusions were drawn: the respondent
teachers are matured and have commendable educational qualifications thereby making them
effective and efficient kindergarten teachers: the respondent teachers have exemplary core
values and work practices making them worthy of emulations; the profile variables age, sex, civil
status and highest educational attainment are positive source of variance in the level of core
values of kindergarten teachers while relevant trainings is not considered as a determinant factor
in the level of core values of kindergarten teachers; and regardless of the profile variables of the
respondents, they can have the same level of core values.
On the basis of the conclusions yielded in the study, the following recommendations
are hereby forwarded: the teachers shall upgrade their professional growth by completing their
masteral degree or even the highest educational attainment which is the doctoral degree and
undergo relevant trainings in the national and international levels; the teachers should sustain
their high level of core values and work practices which can greatly influence their instructional
performance; and there should be a research advocacy to explore other significant variables as
good sources of variance as well as excellent indicators of relationships as features of scholarly
research endeavor.

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