Predictors Of Non-Promotion: Narrative Accounts Of Teachers Of At-Risk Kindergarten Learners
DOI:
https://doi.org/10.55687/ste.v5i3.425Keywords:
at-risk learners, developmental delays, non-promotion, narrative research, thematic analysisAbstract
This study examined the predictors of non-promotion for at-risk kindergarten children based on the narrative accounts of teachers from Palungkada Elementary School. In particular, the study aimed to analyze teachers’ narratives regarding the factors contributing to learners’ non-progression to Grade 1, identify the major themes derived from these narratives, and propose intervention measures to support at-risk learners. Using a qualitative narrative research design, data were gathered through semi-structured interviews with kindergarten teachers and analyzed using thematic analysis. Findings revealed that non-promotion among at-risk learners was influenced by interconnected learner, family, school, and teacher-related factors. Major themes identified included cognitive development difficulties, socio-emotional and behavioral challenges, physical and motor development delays, language and communication difficulties, limited parental involvement and home support, school and instructional constraints, teacher challenges, and emotional effects of non-promotion. The study concluded that non-promotion is a multidimensional issue requiring holistic and collaborative interventions. The findings are significant in strengthening school-based support systems and developing context-sensitive intervention programs that promote kindergarten learners’ readiness for Grade 1 progression.
Keywords: at-risk learners, developmental delays, non-promotion, narrative research, thematic analysis,
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