The Early Language, Literacy, and Numeracy (ELLN) program implementation: The perspective and challenges of teachers in Kitcharao Districts

This study assessed the Early Language Literacy, And Numeracy (ELLN) Program Implementation: The Perspective and Challenges of Teachers In Kitcharao Districts, during the Academic Year 2021-2022. The study used descriptive research employing quantitative and qualitative techniques focused on two (2) groups of participants: school heads and supervisor (14) and teachers (74), a total of eighty-eight (88) participants. The results of the study revealed that the school heads and supervisors’ profile are 25 years of service while most of the teachers gathered the highest number with 15-19 years in service. On seminar-workshop being attended, the education program supervisors have attended the national seminar-workshop whereas, the school heads as well as most teachers attended division-initiated trainings. As to their educational attainment, the education program supervisors were all doctoral degree holders, the school heads mostly were master’s degree, while most of the teachers have master units. Both school heads, supervisors and teachers in the implementation of ELLN objectives in daily lessons, the assessment on implementation of ELLN modules in teaching based on training design, the implementation of School-based Reading and Numeracy Program of the respondents the 3B’s – Bawat Bata Bumabasa was highly implemented, most of the teacher used worksheets, video/audio tapes and task cards/flash cards that achieved very high. The assessment protocols were done every quarter by the supervisors and school heads. As to the funding, teachers used personal money to run the activities. The implementation of the support mechanism was high and as to the level of performance of learners for the past three (3) years, the school year 2018-2019 achieved the highest rating while the lowest is the school year 2020-2021. Lastly, on the challenges being encountered by the supervisors and schools: lack of Division wide ELLN instructional guidelines and policies, fully-loaded teachers, lack of instructional materials, low internet connectivity and lack of budget.