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Racel Igoy, Helen Revalde, Marjorie Añero, Lilibeth Pinili
Abstract
This study examines the alignment between teachers' and parents' expectations and perceptions of kindergarten readiness, focusing on key academic, social, and behavioral skills deemed essential for a child’s successful transition to school. Using a quantitative descriptive correlational research design, data were gathered from teachers and parents at Mactan Elementary School via a modified survey instrument. Findings reveal a generally high level of expectation from both groups regarding kindergarten readiness, with parents (mean score 4.47) exhibiting significantly higher expectations compared to teachers (mean score 4.03). However, no statistically significant difference was found between their perceptions of essential readiness qualities, indicating a shared understanding of the attributes needed for school success. The disparity in overall expectations underscores the importance of fostering stronger communication and collaboration between parents and teachers to align goals for early childhood education. These insights suggest that a unified approach could enhance support for children’s academic and social development, promoting smoother kindergarten transitions. https://doi.org/10.30067/wjher.4.4
Keywords
Kindergarten readiness, Teacher expectations, Parent expectations, Teacher-parent collaboration
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Journal: World Journal on Education and Humanities Research Volume (Issue): 4(4) DOI: https://doi.org/10.30067/wjher.4.4 Pages: 159-170Published: 10-30-2024Copyright: Copyright (c) 2024 Racel Igoy, Helen Revalde, Marjorie Añero, Lilibeth Pinili Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteIgoy, R., Revalde, H., Añero, M., Pinili, L. (2024). Kindergartens’ School Readiness: Teachers And Parents’ Expectations. World Journal on Education and Humanities Research, 4(4), 159-170. https://doi.org/10.30067/wjher.4.4

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Final Submission Date: 10th October 2024
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