NILA FITRI , YUFIARTI , NURBIANA DHIENI
DOI: https://doi.org/This paper aims to develop and evaluate a competency-based training model to enhance the teaching skills of early childhood educators. The study addresses the need for improved literacy teaching practices in early childhood education, recognising that teacher competency is critical for effective literacy development in young children. The study employed a mixed-methods approach, combining qualitative and quantitative data. Participants included 50 early childhood educators from various educational settings: the research design involved pre-and post-training assessments, surveys, and classroom observations. The training model was developed based on a literature review and expert consultations, focusing on critical competencies essential for early childhood literacy instruction. The primary outcome measures included changes in teacher competency and student literacy outcomes. Implementing the competency-based training model significantly improved teaching skills among participants. Pre- and post-training assessments indicated a 30% increase in competency scores. Additionally, classroom observations showed enhanced literacy instruction practices, leading to better student engagement and learning outcomes. The findings suggest that a structured, competency-based approach can effectively address skill gaps in early childhood educators, ultimately benefiting early literacy development. This research is significant for policymakers, educators, and institutions involved in early childhood education. The competency-based training model provides a practical framework for professional development, ensuring that educators possess the necessary skills for effective literacy teaching. The study introduces a novel approach to teacher training that can be adapted and scaled to different educational contexts, promoting better learning outcomes and contributing to the overall improvement of early childhood education.
