Teaching Competence of Day Care Workers as Strategic Input for Extension Project Planning

Abstract

This study aimed to determine the perceived extent of training received, level of competence, challenges encountered, and preferred programs of Day Care Workers (DCWs) through an expert-validated survey questionnaire, and to propose an intervention to enhance their competency. A descriptive quantitative design was employed. Conducted from June 2023 to June 2024 in a municipality in Camarines Norte, Bicol Region, Philippines, the study involved female DCWs serving in 25 barangays, all officially listed by the Department of Social Welfare and Development. Each respondent managed a Barangay Hall space accommodating 10–25 children aged 3–5 years, who attended nursery classes free of charge. Funding was provided by their respective barangays or the local government unit. Respondents were selected based on inclusion criteria: being the assigned DCW in a barangay, having at least two years of service, and having attended relevant training. Findings revealed that performance in curriculum design was lowest, with a weighted mean of 1.80 (fair), indicating a significant gap. Teaching materials design (2.49) and content knowledge (2.47) were moderate concerns. Consequently, DCWs prioritized training in first aid, health and nutrition, child development, and curriculum planning as key areas for professional growth. To address these needs, the DCW-TEACH Extension Program (Day Care Workers Training for Education and Child Health) was developed, anchored on the Theory of the Ripple Effect, to enhance the quality of services provided by DCWs.