The design of the questionnaire, with most items being open-ended, assisted me to understand, as an overview, that teachers are mostly embracing changes with broad agreement, while some are also having reservations on the way changes are being implemented. There are three key themes that were identified from the questionnaire: i) positive, ii) difficulties and iii) cautious. Some of the teachers are positive towards the changes, some offered cautious responses, and some of the teachers were very honest about the difficulties they were facing. Details of these three key themes are presented in Table 5.5, Table 5.6, and Table 5.7 (below).
5.4.1. Positive
The positive theme that emerged from the teachers’ ways of embracing changes in teaching Pra identified from the questionnaire are presented as three sub-themes: i) positive communication among parents, teachers and other Pra teachers; ii) positive attitudes towards encouraging training, and, iii) positive attitudes towards improving quality in preschools. The sub-themes and extracts from the questionnaire for the positive theme, are illustrated in Table 5.5 (below).
23 4 9 34 0 5 10 15 20 25 30 35 40 Group discussion
interview face to face interview by phone email
138 Table 5.5. Key theme 1: Positive themes that emerged from the questionnaire
Theme One: Positive
Sub-themes Extracts from questionnaire
Positive communication among parents, teachers and other Pra teachers.
It is good and there are improvements because teachers and parents are communicating (s19).
The changes for now are beneficial like there is communication with parents, sharing ideas, sharing challenges with other teachers (s48).
Positive towards encouraging training
Agree with the changes implemented and would like more information about the transformation (s62).
More training is needed for Pra teachers to ensure the success of the transformation (s75).
Provide more workshops and briefings related to transformation (s77). More detailed workshops that are thorough (s79).
To have more courses and workshops for teachers regarding transformation for teaching Pra (s116).
More thorough training needed (s4).
Positive towards improving quality in preschools
Children are more lively and active, more confident in their learning; children are able to give their ideas spontaneously (s11).
As long as it gives benefits to Pra children, it won't be a problem to all teachers. But in order to accept some changes, there are things that need to be done with patience and positive attitude is also crucial (s117). Can continue the change as SPN21 is one good change as it can improve the quality of learning (s121).
At the beginning the changes are difficult to implement but after a while problems can be overcome (s118).
I am still learning and trying to understand the changes needed and try my best to implement it (s119).
The current transformation changes are positive as through this change, parents are more involved in their children's work and aware on the importance of preschool (s123).
Attending to the calls of SPN21 where children need good communication skills (s25).
It helps teachers to teach effectively (s40).
Keep up the change in making preschool quality better (s29). Time changes and children change so approach needs to change according to current needs (s65).
The mind map, show case and lesson plan are all good and there is no problem (s105).
5.4.2. Difficulties
The second key theme that emerged from the teachers’ way of embracing changes in teaching Pra, based on data from the questionnaire, is difficulties. Three sub-themes emerge: i) changing children every term, ii) the need for teachers’ assistants, iii) pressure on the young preschool children to be able to read, write and count. The sub-
139 themes and extracts for the second key theme on difficulties is shown in Table 5.6 below.
Table 5.6. Key theme 2: Difficulties that emerged from the questionnaire
Theme two: Difficulties
Sub-themes Extracts from questionnaire
Changing children every term
Transformation of classroom is confusing. Changing children every term and discipline of the children is not organised and difficult to observe the children's development (s91).
I prefer teaching my own Pra children throughout the whole year as parents don't like the idea of transformation plus every term there are a lot of parents who demand to transfer back to my class (from other classes). Every term, there are kids crying not wanting to change class (s34).
Children always cry when it is time to change classes and it is a slow process and takes a lot of time to get back on the learning track (s103). Teacher needs to know the children every term with changing children, making it a challenge to keep up with their learning progress from term 1 (s47).
Changes in changing children every term is not good as children take time to get used to their new environment and disrupts their lesson (s105).
Changing children every term is not encouraged as parents, children and teacher does not feel comfortable and creates problems (s122). We have to teach new set of children where we will have to apply new rules for them to learn (s49).
Changing children makes discipline unmanageable and no continuation of teaching and learning. This creates problem for teachers to monitor children's progress (s93).
The need for teachers’ assistants
Teachers who are having children with special needs in the class, the changes implemented can be challenging and there is a need to have teacher assistant (s58).
In order to make the transformation a success, all Pra teachers need an assistant teacher to help in the classroom(s34).
Pressure to be able to read, write and count.
Mind mapping cannot develop children's ideas or thinking as children at this stage does not know how to read and write yet (s91 and s93). I find it difficult to establish these changes for there is so much to do with the syllabus and so little time. I personally think that it is such a hassle to make their transformation of classes (s120).
Project and mind map approach takes a lot of time and children are less focused and give less attention as they cannot read and write (s96). Teaching at preschool is fun but with the drastic changes that need to be implemented makes it a challenge (s75).
There is a lot to achieve and do. Writing, reading, counting skills are all disrupted due to lots of project activities, drama play that takes a lot of time (s91).
Highlight on the downward pressures from Year 1 that emphasises on children's ability to read. To take into account other areas, especially reading, it is difficult to monitor progress with changing the children every term. Because at the end of the day, that is what matters the most (s65).
140 5.4.3. Cautious
The third key theme that emerges from the way the teachers are embracing the changes in teaching Pra, from the questionnaire, is being cautious. Under this theme, being cautious (or exercising caution) has three sub-themes; a) change to be implemented in phases, b) the need to pilot/trial required changes, and c) awareness on current development progress of the changes initiated. The sub-themes and the extracts for the third key theme of being cautious are shown below in Table 5.7.
141 Table 5.7. Key theme 3: Cautious themes that emerged from the questionnaire
Key Theme Three: Cautious
Sub-theme Extracts from questionnaire
Change to be implemented in phases
Changes needed and done by phases. Teachers need to fully understand and skilled to be able to implement the changes (s82).
Teaching Pra is fun but with the changes that are done drastically and all at once brings burden for us Pra teachers. The changes should be introduced by phases (s52).
Changes need to be introduced in phases and time given for adapting (s60). Transformation is needed and necessary in teaching and learning Pra but not to be done drastically (s63).
Changes need to be introduced by phases according to the situation of particular schools. Changes needs to be introduced not in a rush (s66). Change is good when done slowly and not drastically (s70).
All change is good but the changes implemented should be introduced slowly (s10).
The need to pilot/trial required changes
It is recommended for all parties involved in ECCE to build initiative in doing continuous research to enable us to change the systems according to current needs. Any changes made should be given trial first before implementing it in the whole country (s50).
Changes done are positive and in accordance to the needs of SPN21. Before introducing the changes, there is a need to pilot especially the changing of class so that it can be evaluated appropriately (s55).
The changes introduced should be done by phases. The changes should also be piloted first like having pilot schools so we can have reference and see its suitability (s81). Awareness on current development progress of the changes initiated
Without good foundation at the beginning of Pra not only teachers at Year 1 will face difficulty to teach the children if the children do not understand the
concept… no continuation of Pra teaching approaches to Year one (s117) For the relevant people to be more aware with Pra teachers’ problems in implementing the changes. There is no need to move places for teaching and learning like term one, Pra A changes to Pra B (s64).
Changes are necessary and I need it but it should not be too stressful for teachers, sharing with other Pra teachers is good, positive feedback with ways of improving is also good (s104).
Awareness of current change development for Pra, support and help from the principal and other Pra teachers are needed to deliver the changes required smoothly (s67).
Questionnaire should be done before the transformation is implemented fully to find out teachers understanding and classroom suitability (s73 and s80). Needs to be monitored from time to time. Needs to be given assistance and give understanding and skills needed to implement the transformation effectively (s82).
To revise the suitability of the changes without ignoring other teaching approaches that has been used before the changes (s83 and s87).
Transformation changes can be done but needs to look at the school situation. Look into children's conditions, needs, room environment, whether they have assistant teachers or not. Honestly, I am not agreeing to the changes
implemented now (s107).
Hope the support given will be continuous from various appropriate agencies to help teachers to implement effective transformation (s39).
142 5.5. Summary of questionnaire findings
Questionnaire data presented that Pra teachers are mostly embracing the changes introduced to the teaching and learning behaviour associated with Pra. As explained in Chapter 4 on the dissemination of the questionnaire, with the presence of the experts from the Ministry of Education officers involved in the implementation and monitoring of the changes in the teaching and learning in the Brunei preschool education, the data offered or noted may be different from when those officers are not present. Referring back to Chapter 4 on the issue of confidentiality, the teachers were asking for verbal assurance from myself on the anonymity of the participants’ response and the verbal assurance that the officers will not have direct access to the data. It was necessary for me to provide verbal assurance because, as stated in Chapter 4, research ethics evolved dynamically during the data collection process. It should be stressed that written confidentiality assurance had been provided in the first page of the questionnaire, which is the information sheet of the research. The findings based on response data from the questionnaire showed real tensions and challenges in the processes of change that are happening in Brunei. Emerging key themes are some positives towards the changes, some cautious responses, and teachers being very honest about the difficulties that they are facing. There is still the need for continuous professional development, with in- house training, workshops, and seminars from the Ministry of Education, to prepare teachers to deal with the ongoing changes. Collaboration with other Pra teachers is valued by having a Pra committee from different zone areas, which acts as a support system. The members meet during training, workshops and seminars, in order to discuss and share ideas and find ways to solve any problems faced. The findings and the analysis of the interview and observation data, gathered from the teachers, will illuminate these themes in more detail.
143 5.6. Teachers’ interview findings
5.6.1. Introduction
This section aims to understand teachers’ perceptions regarding the changes in the early childhood education curriculum in Brunei. Particular focus is directed towards: i) which aspect of their classroom practice they think they have changed, ii) if changed, how and what have they changed, and iii) in what ways have they made those changes? The analysis will start with presenting details of the four teachers’ backgrounds, and findings of key themes from the teachers’ interviews.