WORKING ENVIRONMENT, SOCIO-PSYCHOLOGICAL STATUS OF

TEACHERS AND ACADEMIC RESILIENCY OF KINDERGARTEN

LEARNERS: AN EXPLANATORY SEQUENCIAL
MIXED METHOD

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 41
Issue 2
Pages: 232-260
Document ID: 2025PEMJ3951
DOI: 10.70838/pemj.410205
Manuscript Accepted: 05-25-2025
 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Working Environment, Socio-Psychological Status of Teachers and Academic Resiliency of

Kindergarten Learners: An Explanatory Sequencial Mixed Method
Georgina B. Batadlan,* Nathaniel D. Naanep
For affiliations and correspondence, see the last page.
Abstract
This study explains the relationship of the working environment and socio-psychological status of teachers and
academic resiliency of kindergarten learners. The study assessed the teachers’ physical, human and organizational
environments as well as their social, emotional and behavioral well-being. Results showed that their working
environment is excellent and socio-psychological as flourishing highlighting strong interpersonal relationships,
administrative support and structured workplace policies. On the other hand, the resiliency of kindergarten learners was
measured through perseverance, reflecting and adaptive help-seeking and emotional response which were rated as
moderate resilience. This indicated that while they could demonstrate independence and perseverance, they struggled
with coping strategies and self-regulation. Although the correlation is negative between the work place, socio-
psychological status and learners’ resilience, the study suggested that external factors such as parental involvement,
home environment and peer interaction play an important role in developing resilience. Thus, the study emphasizes a
holistic approach to fostering resilience, integrating teacher well-being programs, socio-emotional learning strategies
and family engagement. Recommendations include enhancing teacher recognition, improving technological resources,
strengthening professional development, and promoting structured resilience-building activities for students. Future
research should further explore external influences on student resilience, ensuring a comprehensive understanding of
how to support young learners in their early academic journey.
Keywords: working environment, socio-psychological status, academic resiliency, perseverance, adaptive help-
seeking, emotional response, holistic approach

Introduction
The socio-psychological well-being of teachers has gained attention as a critical factor influencing educational quality. Increasingly,
teachers around the world experience heightened job demands, reduced resources, and growing pressure from stakeholders, all of which
contribute to chronic stress and burnout. These conditions have led to declining confidence, poor performance, and emotional fatigue,
as teachers struggle to meet the expectations of their profession while managing extreme workloads, interpersonal conflicts, and external
pressures from parents and communities.
In the Philippines, these challenges continue to affect many educators. According to a national study by the Alliance of Concerned
Teachers (ACT, 2020), around 70% of public-school teachers reported experiencing moderate to severe levels of stress due to the
increasing demands of the profession. These stress-related psychological challenges often manifest as anxiety, disengagement, and
depression. One study revealed that 21% of teachers showed moderate signs of depression, linked to overwhelming paperwork, training
overload, classroom behavior issues, and demanding expectations from stakeholders (Huang & Zhao, 2020; Ansis, 2017). Additionally,
teachers continue to grapple with inadequate training and limited access to psychological support, further worsening their ability to cope
with the rigors of the job (DepEd, 2022). However, it is important to note that amidst these difficulties, there are schools that cultivate
supportive and collaborative environments. In such schools, school heads provide emotional and professional support, enabling teachers
to remain motivated and optimistic. These settings foster resilience and job satisfaction, allowing educators to continue their work with
passion and commitment despite systemic challenges.
In contrast to the broader challenges faced by teachers nationally and globally, the situation in the North Tacurong Cluster presents a
more encouraging outlook. While teachers in the area also manage both teaching and non-teaching responsibilities such as paperwork,
lesson planning, and administrative duties (Mandapat & Farin, 2021), they do so within a relatively supportive environment. Schools in
the cluster benefit from accessible resources, collaborative leadership, and proactive school management. These favorable conditions
help mitigate work-related stress and promote a healthier socio-psychological status among educators. As a result, teachers are better
positioned to engage meaningfully with young learners, especially in the foundational years of kindergarten where emotional and
academic support is crucial.
Hence, to support the claim stated on the previous paragraph, the researcher thought of analyzing whether these practices had something
to do with the resilience of the learners, specifically in kindergarten. However, while numerous studies have examined teacher well-
being and student performance, the existing research on academic resiliency largely focuses on older students, leaving early childhood
learners underrepresented in resilience research.
Moreover, there is limited investigation into how the socio-psychological status of teachers directly impacts kindergarten learners’
academic resiliency. The influence of the schoolworking environment on both teacher mental health and young learners’ coping abilities
remains underexplored, especially in early childhood education settings.
Batadlan & Naanep 232/260
 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Furthermore, there is a notable lack of studies using an explanatory sequential mixed-method approach to analyze this dual dynamic that
is between teacher well-being and student resilience. This methodological gap limits the ability to derive nuanced, evidence-based
insights that can inform practical interventions for early education stakeholders. Thus, a holistic exploration of this relationship is
warranted to bridge the existing void in literature and practice.
Addressing this research gap, the present study sought to explore the interplay among working environments, socio-psychological status
of teachers, and the academic resiliency of kindergarten learners. It utilized both quantitative and qualitative data to draw meaningful
conclusions on how to support early childhood learners through improved teacher support systems and environments. It also aimed to
provide a foundation for intervention programs that bolster both teacher mental health and student academic resilience.
Thus, this study was anchored on the belief that a supportive and healthy working environment enhances teacher well-being, which in
turn fosters resilience in early learners. By examining this relationship, this research intended to fill critical knowledge gaps and offer
practical solutions for stakeholders. Hence, this study is entitled: “Working Environment and Socio-Psychological Status of Teachers
and Academic Resiliency of Kindergarten Learners: An Explanatory Sequential Mixed Method.”.
Research Questions
This study aimed to determine the working environment, socio-psychological status of teachers and academic resiliency of kindergarten
learners. Specifically, this study sought to answer the following questions:
1. What is the level of working environment of teachers in terms of:
1.1 physical environment;
1.2 human environment; and
1.3 organizational environment?
2. What is the level of socio-psychological health of teachers relative to:
2.1 social;
2.2 emotional; and
2.3 behavioral?
3. What is the level of kindergarten learners’ academic resiliency in terms of:
3.1 perseverance;
3.2 reflecting and adaptive help-seeking;
3.3 positive affect and emotional response?
4. Is there a significant relationship among the working environment of teachers and academic resiliency of
kindergarten learners?
5. Is there a significant relationship among the socio-psychological status of teachers and academic resiliency of
kindergarten learners?
6. What are the lived experiences of teachers in handling kindergarten?
7. What are the observed academic resiliency of kindergarten learners?
Methodology
Research Design
This study employed an explanatory sequential mixed-method design, a type of mixed-method approach that begins with the collection
and analysis of quantitative data, followed by qualitative data collection and analysis to further explain or deepen the interpretation of
the quantitative results (Creswell & Plano Clark, 2018). This design was highly appropriate for the nature of the study, as it allowed the
researcher to first measure and determine the levels of key variables such as the working environment and socio-psychological status of
teachers, and the academic resiliency of kindergarten learners, before using qualitative inquiry to explore and interpret the reasons behind
the patterns found.
In the first phase of the study, quantitative methods were used to describe and correlate data involving teachers’ working conditions in
terms of physical, human, and organizational aspects, their socio-psychological health such as social, emotional, behavioral, and the
academic resiliency of kindergarten learners that focused on the perseverance, adaptive help-seeking, and emotional response. The
descriptive design, as supported by Salaria (2012), was used to provide a statistical picture of the current status of the participants.
Additionally, correlational research, as explained by Tan (2014), was applied to investigate the extent of the relationships between
teacher-related variables and learner resiliency, specifically in testing if the changes in teachers' conditions corresponded with variations
in learners’ academic resilience.
The second phase involved qualitative data collection through interviews and observations, which aimed to explore the lived experiences
of kindergarten teachers and the observed academic resiliency of learners. These qualitative insights provided contextual depth to the
numerical findings and helped uncover factors influencing both teaching experiences and learner behavior. The analysis of qualitative
data followed Saldaña’s (2021) coding framework, starting with initial coding to capture significant phrases or actions from the
transcripts, followed by pattern coding to group these into themes. This structured approach enabled the researcher to identify recurring

Batadlan & Naanep 233/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

emotional, instructional, and developmental experiences that could not be fully explained by quantitative results alone.
Respondents
This study was conducted at North Tacurong Cluster. The respondent schools were six (6) public elementary schools of North Tacurong
Cluster, Schools Division Office of Tacurong City. These were: Dr. Manuel J. Griño Memorial Central School, Abang-Suizo Integrated
School-Elementary Department, Buenaflor Elementary School, Maria A. Montilla Memorial Elementary School, New Lagao Elementary
School and San Antonio Elementary School.
The researcher chose the location because all schools were offering kindergarten curriculum (DepEd, 2016). It was also noted based on
the ECD checklist that most kindergartens have average readiness skills based on the ECD readiness assessment.
The DepEd also implemented mental health and psychosocial support programs. The psychosocial support activities were imperative in
promoting, protecting, and prioritizing the learners’ socio-emotional well-being of teachers in every school (DepEd, 2022).
The researcher utilized the two groups of respondents, the teachers and kindergarten learners in the six (6) public elementary schools of
North Tacurong Cluster, Schools Division Office of Tacurong City. There were ninety-one (91) teachers taken as respondents (DepEd
Tacurong, 2025). The inclusion criteria in the selection of the respondents were regular permanent elementary teachers at North Tacurong
cluster and having class advisers. The teacher respondents selected were tasked to describe their working environment and socio-
psychological status. Furthermore, in the qualitative phase, the kindergarten teachers who gained the highest result from the quantitative
phase were selected to answer the given interview questions.
In the kindergarten learners, the researcher utilized the kindergarten learners to answer the survey tool on academic resiliency. The
kindergarten learners in each school were chosen as respondents based on the inclusion criteria. It was either male or female and officially
enrolled as kindergarten learners based on Learners Information System (LIS).
The kindergarten respondents were 264, which represents the total population. They were selected using the appropriate sampling
technique. Moreover, for qualitative phase, the researcher selected one (1) participant in each school through the lowest scored learner
in the quantitative data result. Table 1 presented the population distribution of teacher-respondents by school.
Accad and Accad (2016) proved that qualitative research design, that minimum of five participants was enough. The six (6) target
participants can be changed depending upon the attainment of information and saturations. In the selection of teachers, the researcher
included kindergarten teachers who are more than 5 years in teaching kindergarten and with ECD units. Likewise, the researcher
observed and interviewed six (6) kindergarten learners who performed low on the ECD checklist.
Table 1. Population and Sample Distribution of Respondents
Schools Teachers Kindergarten
(N) Participant
Dr. Manuel J. Griño Memorial Central School 24 67 2
Abang-Suizo Integrated School - E/S 17 49 1
Buenaflor Elementary School 13 33 1
Maria A. Montilla Memorial Elementary School 19 65 1
New Lagao Elementary School 10 37 1
San Antonio Elementary School 8 13 1
Total 91 264 7

Instrument
The researcher utilized the data gathering tool consisting of three parts namely, Part 1, Part 2 and Part 3. The instrument on the socio-
psychological status of teachers had three sub variables such as emotional, behavioral and social condition. Each sub variable had six
(6) indicators. The instrument used the 5-Likert scale such as: 5-Strongly Agree (SA), 4- Agree (A), 3-Moderately Agree (MD), 2-
Disagree (D) and 1-Strongly Disagree (SD).
Similarly, the socio-psychological status of teachers was described with the use of mean and standard deviation. The following mean
range and qualitative description were used to interpret the results.
Moreover, the research instrument to gather data on the working environment of elementary teachers was formulated by the researcher
based on the literature readings and studies. The survey questionnaire was composed of three parts. The instrument used the 5-Likert
scale such as: 5-Strongly Agree (SA), 4- Agree (A), 3-Moderately Agree (MD), 2-Disagree (D) and 1-Strongly Disagree (SD) (Ali,
2019).
On the other hand, the academic resilience of kindergarten was adapted from the AcademicResilienceScale-30(ARS-30). The aim
underlying the ARS-30 was to develop a context-specific construct measure of academic resilience based on kindergartens’ responses
when interviewed by their teachers. The survey questionnaire was composed of three parts-perseverance, reflecting and adaptive Help-
seeking, and positive affect and emotional response. The content of the instrument adapted the DepEd’s Early Childhood Development
Checklist that relates to the academic resiliency where the developmental domains were categorized based on the said ARS parts. The
Batadlan & Naanep 234/260
 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

researcher will use 5 scale checklists where the kindergarten teachers will check the corresponding descriptive rating based on the
learners’ ECD checklist result. The score and interpretation as to the level of academic resiliency of learners will be identified after
getting the mean average score of the responses.
On the other hand, the interview protocol guide was used to gather data on the lived experiences of teachers in handling kindergarten
and observed academic resiliency of kindergarten learners. The content of the research tool will employ 2 to 3 research questions with
question guide for each research questions that express this way: the research questions, the main questions and probing questions
(Shoozan & Mohamad, 2024). All these questions were aligned with the objectives of the study as indicated in the statements of the
problem.
The data gathering tools underwent validity and reliability tests. Initially, these tools were reviewed by the Adviser and the Guidance
Committee members. The structure and grammar were checked using the Grammarly applications. Once enhanced, the contents were
subjected to the validation of three (3) research enthusiasts from the Department of Education in the Division of Tacurong City and other
divisions.
In essence, content validation was used to evaluate the item questions related to a given construction of a problem by retaining the
important while eliminating the unessential items in a given domain. Upon revision or modification of all items, the research instrument,
together with the validation instrument established by Robles (2019) was distributed to the panel of content validators to give their
insights about the research instrument.
Likewise, a pilot test to ensure the reliability of the tool was administered in a selected teachers outside North Tacurong Cluster. In
particular, Cronbach’s alpha was used to determine the internal consistency of the survey instruments. The reliability result was computed
at 0.88 which means highly acceptable.
Procedure
After finding out that the research instrument was valid and reliable, approval of the Dean of Graduate School to conduct the study was
secured. Subsequently, upon securing such approval a letter request was forwarded to the Schools Division Superintendent of Tacurong
City for approval. With the consent of the Schools Division Superintendent, a similar letter was drafted and given to the Cluster Heads
and School Heads for information. Once informed, the distribution of the research instruments to the respondents automatically followed.
The respondents were given sufficient time to answer the survey questionnaire (Karugasik, 2016).
In gathering the data to the kindergarten learners, the researcher sought the assistance of each adviser. The kindergarten adviser copied
the result of the first conducted ECD Assessment and rated the learners based on the given verbal description.
Retrieval of the research instrument from the respondents was done as soon as they completely answered all the items. After retrieval,
data were encoded, organized, and presented appropriately using tables or chart. The use of MS Excel application will be maximized in
the data analysis.
The phase 2 of the data gathering was an interview to the teachers and kindergarten learners. Nevertheless, the consent of the participants
may give utmost consideration. Considering research ethics, no teachers and kindergarten learners who have expressed prior disapproval
or no interest to participate shall not be included or compelled to take part in the interview. Thus, a Consent Form was appropriately
filled out.
During the interview, the researcher took down notes. The researcher used the video recording or sound recorder to get the complete
responses of the participants provided she informed earlier the interviewee and secured the permission. The researcher carefully
transcribed the responses of the teachers and kindergarten learners from the voice recorder or video. The researcher comprehensively
discussed with the key informants to achieve an in-depth result of the topics.
Data Analysis
The study used an explanatory sequential mixed-method approach, which began with the collection and analysis of quantitative data.
The numerical data gathered from survey instruments were analyzed using descriptive and correlational statistical techniques.
Descriptive statistics, such as mean and standard deviation, were used to determine the levels of the teachers' working environment,
socio-psychological health, and the academic resiliency of kindergarten learners. Correlation analysis was then employed to examine
whether significant relationships existed between these variables. This statistical approach allowed the researcher to identify trends and
patterns that helped shape the direction of the qualitative inquiry.
Once the quantitative results were established, the researcher gathered qualitative data through interviews. The purpose of this phase
was to explore the lived experiences of kindergarten teachers and their observations of learner resiliency, providing deeper insight into
the statistical results. The qualitative data were analyzed using Saldaña’s coding framework, which began with initial or open coding.
During this stage, the researcher sought help from the data analyst who closely read each transcript and identified words, phrases, or
statements that stood out or carried significant meaning. These codes captured raw emotions, challenges, coping strategies, and insights
that participants shared about their experiences.

Batadlan & Naanep 235/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

After initial coding, pattern coding was applied to group similar codes into broader themes and categories. This process allowed the
researcher to draw meaningful connections between the experiences shared by participants and the earlier quantitative findings. For
example, patterns related to emotional burnout, student behavior, or support systems were compared with the statistical levels of teacher
well-being and learner resilience.
By organizing and interpreting the qualitative data in this structured yet flexible way, the study was able to tell a fuller story. It not only
showed what the numbers indicated but also brought to life the human experiences behind those numbers. Saldaña’s framework helped
ensure that the analysis remained grounded in the participants’ voices while producing reliable, coherent themes that supported the
study’s objectives.
Ethical Considerations
Considering the health and safety protocols, the participants were uncertain to participate in the study because of their hesitancy. In a
qualitative study, ethical considerations have a particular character due to the in-depth nature of the study process. The concern of ethical
issues developed more salient when conducting face-to-face interview with vulnerable group of participants. They may potentially
become stressed while expressing their feelings during the interview session. T
he existing ethical guidance for undertaking qualitative research is often to provide general rules rather than focusing on how to apply it
in practice. The target of this study is to present the researcher’ experience in conducting the interview (Arifin, 2018). There were six
important ethical issues to be considered in this study, and these were discussed below.
Informed Consent and Voluntary Participation. The process of obtaining consent contains of the following like the consent be given
freely (voluntary), subjects should understand what was being asked of them, and involved persons must be competent to consent. All
participants were required to provide written informed consent (Manti & Licari, 2018). The potential participants were approached
individually and given an explanation of the purpose of the study and data collection process. They were given an appropriate time to
ask questions and address any concerns.
Anonymity and Confidentiality. The anonymity and confidentiality of the participants were preserved by not revealing their names and
identity in the data collection, analysis and reporting of the study findings (Kang & Hwang, 2023). Privacy and confidentiality of the
interview environment were managed carefully during cellphone communication, interview session, data analysis and dissemination of
the findings.
Risk-Benefit Assessment. Only minimal risks were associated in this study. The participants were protected from any physical harm and
mental discomfort that might arise in participating in the study (Barrow et al., 2019). The researcher ensured that the participants were
informed of possible risks. Research procedures likely to cause serious harm was not being utilized unless the failure to use these
procedures might expose them to risks of greater harm, or unless the study has a great potential benefit and fully and voluntary consent
is obtained from each participant. The researcher respected the participant’s rights, needs, values and desires and treated equitably and
ensured not inflict harm with the subjects of the study.
Right to withdraw and withhold information. The informed consent also included the right of the participants, even at the very start of
the investigation, to withdraw and withhold any piece of information (Gupta, 2018). The researcher was not in a position of authority to
influence the participants’ decision to participate in the study. The participants were assured that their participation in answering the
interview would be kept with utmost confidentiality. Furthermore, it was stipulated in the informed consent that heartfelt gratitude was
expressed to acknowledge and compensate for the effort and time they willingly shared despite their busy schedules.In case one of the
participants withdrew, the researcher would replace the participant by seeking permission to identify another respondent from another
district within the division.
Conflict of Interest. The researcher disclosed to other parties, including the Graduate School, Advisory Committee, and participants, any
perceived conflict of interest he had in relation to others involved in the study. Moreover, any conflict was avoided, minimized, and
managed using strategies such as oversight and disclosure (Emanuel & Thompson, 2019).
Vulnerability Assessment. This study ensured that susceptibility to exploitation, attack, harm, or injury—whether physical or emotional—
of the participants was completely avoided. Furthermore, special justification was secured beforehand for inviting vulnerable individuals
to serve as research subjects, and if they were selected, the means of protecting their rights and welfare were thoroughly addressed
(Gupta, 2018). In addition, the participants were often placed in potentially coercive situations, especially when the research had already
been approved. The researcher ensured that a vulnerability assessment was conducted before gathering the needed data.
Results and Discussion
Level of Working Environment
In this part of the paper, the table and discussion presented the level of working environment in school. The teacher respondents provided
the data about the level of working environment in terms of Physical Environment, Human Environment, Organizational Environment
through a survey questionnaire.

Batadlan & Naanep 236/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Level of Working Environment (Physical Environment)

The data presented about the physical environment indicated a very positive perception, with mean scores ranging from 4.41 to 4.75
across various items. Each item reflected an "Excellent" rating, suggesting that the school provided excellent physical facilities, ensuring
a safe, clean, and conducive teaching environment. The data gathered was shown on the table below.
Table 2. Mean Distribution of the Level of Working Environment of Teachers in terms of Physical Environment.
Statements Mean SD Interpretation
The teacher keeps well-designed, safe physical space, good equipment and 4.66 0.54 Excellent
conducive workspace in school.
The school management ensures adequate school supplies and other related 4.58 0.65 Excellent
materials are provided
The teacher has enough supply of teaching aids and other learning supplementary 4.44 0.68 Excellent
materials.
The teacher has access to technology workrooms where teacher and students can 4.41 0.78 Excellent
collaborate physically or virtually.
The teacher sets classrooms and other workspaces and ensures regular sanitation 4.64 0.58 Excellent
and disinfection of facilities, furniture, and equipment.
The school has provided an appropriate learning and development support plan 4.75 0.50 Excellent
in providing better quality basic education services.
Section Mean 4.58 0.48 Excellent

Notably, Item 6, which scores the highest at 4.75, indicated that the provision of an appropriate learning and development support plan
is particularly valued, as it enhances the quality of education services. Items related to the safety and design of physical spaces, adequate
supplies, and access to technology also received high ratings, with Item 4 having the lowest mean score of 4.41, yet still reflecting a
favorable perception. The overall section mean of 4.58, with a standard deviation of 0.48, reinforced the conclusion that teachers
perceived their physical working environment as excellent, which was crucial for fostering effective teaching and learning conditions
(Higgins et al., 2005; Gislason, 2007). This positive assessment highlighted the importance of maintaining and improving physical
environments to support teachers' needs and enhance educational outcomes.
Level of Working Environment (Human Environment)
Table 3. Mean Distribution of the Level of Working Environment of Teachers in Terms of Human Environment..
Statements Mean SD Interpretation
The teacher is satisfied with the opportunities for professional growth and 4.73 0.49 Excellent
development
The teacher establishes positive working relationships with parents and the 4.77 0.45 Excellent
community
The school addresses the needs of teachers and non-teaching staff in fostering a 4.68 0.55 Excellent
safe workplace culture
The school provides merit systems to the teachers for effective work outcomes 4.59 0.53 Excellent
The school head provides an adequate supervision and support to the teachers 4.77 0.47 Excellent
The school organizes and conducts capacity building to the teachers 4.79 0.48 Excellent
Section Mean 4.72 0.39 Excellent

The information in Table 3 illustrated an excellent perception of the human environment among teachers, reflected in the impressive
mean scores between 4.59 and 4.79. All items were classified as "Excellent," indicating that strong professional relationships exist among
teachers, students, and administrators fostering a positive and supportive atmosphere. In particular, Item 6, which achieved the highest
score of 4.79, underscored the success of the capacity-building initiatives provided by the school, suggesting that teachers highly value
the opportunities for professional growth.
Similarly, Item 2, with a mean score of 4.77, underscored the importance of establishing positive working relationships with parents and
the community, which was crucial for fostering a collaborative educational environment. The overall section mean of 4.72, combined
with a low standard deviation of 0.39, reinforces the conclusion that teachers perceive their human working environment as excellent,
which was essential for enhancing job satisfaction and overall effectiveness in their roles (Bakker & Demerouti, 2017).
Furthermore, the relatively low standard deviations, ranging from 0.45 to 0.55, indicate a strong consensus among respondents regarding
their perceptions of the human environment. For instance, Item 2 had the smallest standard deviation (0.45), suggesting that teachers
uniformly agree on the positive nature of their relationships with parents and the community.
In contrast, Item 3, which addressed the school's efforts to foster a safe workplace culture, had the largest standard deviation (0.55),
reflected slightly more varied opinions among respondents. Despite this variability, the consistently high mean scores across all items
suggest that teachers generally feel supported and valued within their human environment, which is critical for promoting a positive
school culture and improving educational outcomes (Higgins et al., 2005; Gislason, 2007).

Batadlan & Naanep 237/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Level of Working Environment (Organizational Environment)

Table 4. Mean Distribution of the Level of Working Environment of Teachers in Terms of Organizational
Environment
Statements Mean SD Interpretation
The school's schedule allows adequate time for teacher collaboration and 4.69 0.53 Excellent
adjustment of work tasks.
The school head recognizes and provides useful feedback to the teachers to 4.79 0.46 Excellent
improve their work
The school head gives appropriate workloads, teaching loads and other ancillary 4.76 0.50 Excellent
services to the teachers
The school manifests harmonious working relationship of school heads, teachers 4.65 0.60 Excellent
and stakeholders
The teacher shows positive view of school communication that elicit cooperation 4.74 0.51 Excellent
and approval of desired goals
The teacher demonstrates knowledge of policies, guidelines and procedures that 4.81 0.44 Excellent
provide safe and secure learning environments.
Section Mean 4.74 0.44 Excellent

The data shown in Table 4 reveals an excellent perception of the organizational environment among teachers, evidenced by mean scores
ranging from 4.65 to 4.81. All items were rated as "Excellent," indicating that the school has clear policies, manageable workloads, and
excellent administrative support. Notably, Item 6, which scores highest at 4.81, emphasized the importance of teachers' knowledge of
policies, guidelines, and procedures that contributed to creating safe and secure learning environments. This finding underscored the
critical role that clear organizational policies play in fostering a sense of security and stability within the school setting. Additionally,
Item 2, with a mean score of 4.79, highlighted the significance of recognition and constructive feedback from school heads, which was
essential for promoting teacher development and enhancing job satisfaction (Bakker & Demerouti, 2017).
The overall section mean of 4.74, combined with a low standard deviation of 0.44, reinforced the conclusion that teachers perceived
their organizational environment as highly favorable and consistent. The relatively low standard deviations across the items, ranging
from 0.44 to 0.60, indicated a strong consensus among respondents regarding their perceptions of the organizational environment. For
instance, Item 6 has the smallest standard deviation (0.44), suggesting that teachers uniformly agree on the importance of understanding
school policies for maintaining a safe learning environment. In contrast, Item 4, which addressed the harmonious working relationships
among school heads, teachers, and stakeholders, had the largest standard deviation (0.60), reflecting slightly more varied opinions.
Despite this variability, the consistently high mean scores across all items suggest that teachers generally felt supported and valued
within their organizational environment, which was crucial for fostering collaboration and enhancing educational outcomes (Higgins et
al., 2005; Gislason, 2007).
Table 5. Summary Table of Working Environment of Teachers
Indicators Mean SD Interpretation
Physical Environment 4.58 0.48 Excellent
Human Environment 4.72 0.39 Excellent
Organizational Environment 4.74 0.44 Excellent
Grand Mean 4.68 0.44 Excellent

The summary table of the working environment of teachers revealed an excellent overall perception across three key indicators. The
physical environment received a mean score of 4.58 (SD = 0.48), indicating excellent results where teachers keep well-designed, safe
physical space, good environment, and conducive workspace in school. The human environment with the mean of 4.72 (SD=0.39)
reflects satisfaction on the opportunities for professional growth and development. The organizational environment with the highest
mean of 4.74 (SD=0.44), showing that school’s schedule allows adequate time for teacher collaboration and adjustment of work tasks.
The grand mean is 4.68 (SD=0.44), the findings suggest the teachers view their working environment as excellent in all aspects.
Level of Socio-Psychological Health of Teachers Relative to Social Condition
The information in Table 6 revealed a positive assessment of teachers' socio-psychological health concerning their social conditions,
with mean scores varying between 4.47 and 4.74. Each item was categorized as "Flourishing," indicating that teachers experience high
level of social support, professional fulfillment, and emotional well-being. They actively engaged in positive relationships, adapted well
to challenges, and felt valued in their work environment. Notably, Item 4, which pertained to open communication with parents regarding
their child's academic performance and behavior, received the highest mean score of 4.74, indicating that teachers valued this aspect of
their role and perceived it as essential for fostering student success. Conversely, Item 5, which addressed the need for relaxation time,
has the lowest mean score of 4.47, suggesting that while teachers recognized the importance of self-care, they struggled to prioritize it
amidst their professional responsibilities. The standard deviations, ranging from 0.49 to 0.67, indicated moderate variability in responses,
with Item 4 showing greater consensus among respondents.

Batadlan & Naanep 238/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Table 6. Mean Distribution of Level of Socio-Psychological Health of Teachers Relative to Social Condition
Statements Mean SD Interpretation
I possess genuine drive to sustain and direct the goal-directed social behavior of 4.67 0.56 Flourishing
learners and parents
I exhibit my self-control and self-observation in working towards attaining the 4.67 0.56 Flourishing
goals of my work
I cooperate with other teachers to ease burden in the workloads provided to us. 4.69 0.55 Flourishing
I communicate openly with parents about their child’s academic performance 4.74 0.49 Flourishing
and behavior.
I use to give myself enough and flexible time to relax 4.47 0.67 Flourishing
I manage my time for work and recreation despite additional workloads. 4.56 0.58 Flourishing
Section Mean 4.63 0.45 Flourishing

This positive perception aligned with existing literature that emphasizes the importance of social support and communication in
enhancing teachers' psychological well-being and job satisfaction (Bakker & Demerouti, 2017; Jennings & Greenberg, 2009). Overall,
the section mean of 4.63, coupled with a low standard deviation of 0.45, reinforces the conclusion that teachers generally perceived their
socio-psychological health in relation to social conditions as flourishing, highlighting the significance of supportive social interactions
in their professional lives.
Level of Socio-Psychological Health of Teachers Relative to Emotional Condition
Table 7. Mean Distribution of Level of Socio-Psychological Health of Teachers Relative to Emotional Condition
Statements Mean SD Interpretation
I maintain positive emotions like joy and curiosity in harnessing and promoting 4.76 0.48 Emotionally Thriving
work commitment
I was able to manage my feelings and achieve my teaching goals with my 4.75 0.48 Emotionally Thriving
learners.
I enhance my mental flexibility and creativity in giving instructions to my 4.77 0.45 Emotionally Thriving
learners
I learn from unpleasant experiences that I have to behave and compose even 4.60 0.55 Emotionally Thriving
suffering with stress
I was able to acquire and apply the knowledge, skills and attitudes to develop 4.68 0.55 Emotionally Thriving
healthy lifestyles
I always talk openly about mental health issues and coping mechanisms 4.67 0.54 Emotionally Thriving
Section Mean 4.71 0.39 Emotionally Thriving

The data presented in Table 13 reflected a highly positive perception of teachers' emotional well-being, as indicated by mean scores
ranging from 4.60 to 4.77. Each item is categorized as "Emotionally Thriving," suggesting that teachers experienced strong emotional
resilience, high job satisfaction, and a positive outlook. They effectively manage stress, maintain emotional stability, and feel fulfilled
in their role. (Item 1, mean = 4.76). The highest mean score of 4.77 for Item 3, which focused on enhancing mental flexibility and
creativity in instruction, indicated that teachers feel particularly adept at adapting their teaching methods to engage learners effectively.
Conversely, Item 4, which addressed learning from unpleasant experiences while managing stress, had the lowest mean score of 4.60,
yet it still reflected a positive outlook. This suggested that while teachers recognize the challenges they face, they were committed to
personal growth and resilience in their professional roles.
The standard deviations for the items range from 0.45 to 0.55, indicating low variability in responses and suggesting a consensus among
teachers regarding their emotional health. The overall section mean of 4.71, with a standard deviation of 0.39, reinforces the conclusion
that teachers perceive their emotional well-being positively, with consistent responses across the various statements. This was aligned
with existing literature that highlights the importance of emotional intelligence and resilience in teaching, which can enhanced job
satisfaction and overall well-being (Brackett et al., 2019; Jennings & Greenberg, 2009). The ability to manage emotions and maintain a
positive outlook was crucial for teachers, as it not only affected their personal health but also influenced their interactions with students
and colleagues, ultimately impacting the educational environment (Skaalvik & Skaalvik, 2017).
Level of Socio-Psychological Health of Teachers Relative to Behavioral Condition
The data reveals the understanding of the behavioral condition of socio-psychological health among teachers, with mean scores ranging
from 4.57 to 4.82. The highest mean score of 4.82 for Item 1, which addressed the ability to connect and communicate with learners,
parents, and colleagues, suggested that teachers feel confident and effective in their interpersonal relationships. This was aligned with
research highlighting the importance of strong communication skills in fostering positive educational environments and enhancing
student engagement (Brackett et al., 2019).
Conversely, Item 2, which pertains to facing tough personal and work-related problems, has the lowest mean score of 4.57. Despite this
being the lowest score, still reflected a positive outlook, indicating that teachers are generally capable of managing challenges, although
there may be variability in their experiences (standard deviation of 0.67).

Batadlan & Naanep 239/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Table 8. Mean Distribution of Level of Socio-Psychological Health of Teachers Relative to Behavioral Condition
Statements Mean SD Interpretation
I connect and communicate with people especially to the learners, parents and 4.82 0.46 Highly Adaptive
colleague
I face tough problems both personal and work-related 4.57 0.67 Highly Adaptive
I feel relax, give respect and trust in assessing the learners’ performance 4.62 0.53 Highly Adaptive
I possess warmth, accessibility, enthusiasm and care to the pupils considering 4.77 0.45 Highly Adaptive
their situation
I motivate myself to acquire new levels of knowledge and skills and deepen my 4.75 0.48 Highly Adaptive
understanding in a significant way
I demonstrate awareness of existing laws and regulations that apply to the 4.77 0.49 Highly Adaptive
teaching profession, and become familiar with the responsibilities
Section Mean 4.72 0.40 Highly Adaptive

The overall section mean of 4.72 which was determined to be highly adaptive, with a standard deviation of 0.40, further emphasized that
teachers perceived their behavioral health positively, with moderate consistency across the various statements. Items such as
demonstrating warmth, accessibility, and enthusiasm (Item 4, mean = 4.77) and motivating oneself to acquire new knowledge (Item 5,
mean = 4.75) reinforce the notion that teachers were committed to their professional development and to creating supportive learning
environments. This was consistent with findings that suggest teacher well-being is closely linked to their effectiveness and the overall
classroom climate (Jennings & Greenberg, 2009; Skaalvik & Skaalvik, 2017). The data indicated that teachers demonstrated proactive,
positive behaviors. They engaged actively with colleagues and students, showed enthusiasm for teaching, and adapted well to changes
and challenges.
Table 9. Summary Table of Socio-Psychological Status of Teachers
Indicators Mean SD Interpretation
Social Condition 4.63 0.45 Flourishing
Emotional Condition 4.71 0.39 Emotionally Thriving
Behavioral Condition 4.72 0.49 Highly Adaptive
Grand Mean 4.69 0.44 Excellent

Table 9 shows the summary of socio-psychological status of teachers, presenting a comprehensive evaluation of their social, emotional,
and behavioral condition. The social condition, with a mean score of 4.63 (SD-0.45) was interpreted as flourishing indicating that
teachers experience high level of social support, professional fulfillment, and emotional well-being. They actively engage in positive
relationships, adapt well to challenges and feel valued in their working environment. The emotional condition with the mean of 4.71
(0.39) was interpreted as emotionally thriving, suggesting that teachers experience strong emotional resilience, high job satisfaction, and
a positive outlook. They effectively manage stress, maintain emotional stability, and feel fulfilled in their role. Meanwhile, the behavioral
condition, with the highest mean of 4.72 (SD=0.49), was regarded as highly adaptive reflecting that teachers demonstrate proactive
positive behavior. They engage actively with colleagues and students, show enthusiasm for teaching and adapt well to changes and
challenges. Overall, the grand mean of 4.69 (SD=0.44) affirmed an excellent socio-psychological status among teachers, highlighting
their well-balanced and positive state across social, emotional, and behavioral aspects.
Level of Kindergarten Learners’ Academic Resiliency in Terms of Perseverance.
Table 10. Mean Distribution of Level of Kindergarten Learners’ Resiliency in terms of Perseverance
Statements Mean SD Interpretation
Feeds self using spoon without spillage. 3.22 0.65 Moderate Resiliency
Eats without need for spoon-feeding during any meal. 3.85 0.46 Moderate Resiliency
Dresses without assistance including buttons and tying. 3.39 0.74 Moderate Resiliency
Goes to the designated place to urinate (pee) or move bowels (poop) 3.82 0.54 Moderate Resiliency
and never does this in his underpants anymore.
Bathes without any help. 3.67 0.58 Moderate Resiliency
Helps with family chores (e.g., wiping tables, watering plants, etc.). 3.72 0.54 Moderate Resiliency
Waits for turn. 3.76 0.52 Moderate Resiliency
Persists when faced with a problem or obstacle to his wants. 3.56 0.74 Moderate Resiliency
Plays organized group games fairly (e.g., does not cheat in order to 3.83 0.48 Moderate Resiliency
win).
Honors a simple bargain with caregiver (e.g., can play outside only 3.83 0.48 Moderate Resiliency
after cleaning/fixing his room).
Section Mean 3.66 0.48 Moderate Resiliency

Table 10 shows that kindergarten learners exhibit a moderate level of perseverance (M=3.66, SD=0.48), suggesting that while they
demonstrate resilience in daily tasks, they may still struggle in some areas. Among the observed behaviors, eating without the need for
spoon-feeding (M=3.85, SD=0.46) and playing organized games fairly (M=3.83, SD=0.48) showed the highest levels of perseverance,
indicating that children are relatively more independent in these aspects. However, feeding oneself without spillage (M=3.22, SD=0.65)
Batadlan & Naanep 240/260
 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

had the lowest mean, implying that fine motor skills and self-regulation in eating might need further development. The moderate standard
deviations (0.46–0.74) suggest some variability in children's perseverance levels, with greater inconsistency in tasks like dressing without
assistance (M=3.39, SD=0.74) and persisting in the face of obstacles (M=3.56, SD=0.74).
These results are aligned with studies suggesting that early childhood resilience was shaped by both environmental and social factors
(Luthar et al., 2015). In support of this, Masten (2018) stated that perseverance in young learners was influenced by supportive
caregiving, structured routines, and opportunities for independent problem-solving. Thus, the findings emphasized the importance of
fostering nurturing environments and guided autonomy to strengthen resilience and self-regulation among kindergarten learners.
Level of Kindergarten Learners’ Academic Resiliency in terms of Reflecting and Adaptive Help-Seeking
Table 11. Mean Distribution of Level of Kindergarten Learners Academic Resiliency in Terms of Reflecting and
Adaptive Help-Seeking
Statements Mean SD Interpretation
Asks permission to play with a toy being used by another. 3.74 0.51 Moderate Resiliency
Prepares own food/snack. 3.73 0.55 Moderate Resiliency
Prepares meals for younger siblings/family members when no adult is 3.47 0.71 Moderate Resiliency
around.
Identifies feelings in others. 3.74 0.53 Moderate Resiliency
Comforts playmates/siblings in distress. 3.74 0.55 Moderate Resiliency
Demonstrates respect for elders using terms like “po” and “opo.” 3.67 0.62 Moderate Resiliency
Appropriately uses cultural gestures of greeting without much 3.72 0.60 Moderate Resiliency
prompting (e.g., mano, bless, kiss, etc.).
Shares toys with others. 3.77 0.50 Moderate Resiliency
Imitates adult activities (e.g., cooking, washing). 3.79 0.49 Moderate Resiliency
Cooperates with adults and peers in group situations to minimize 3.74 0.56 Moderate Resiliency
quarrels and conflicts.
Section Mean 3.71 0.51 Moderate Resiliency

Table 11 presented that kindergarten learners demonstrate a moderate level of reflecting and adaptive help-seeking (M=3.71, SD=0.51),
suggesting that while they can recognize emotions, interact positively with peers and adults, and seek assistance when needed, they may
still struggle in certain areas. The highest-rated behavior—imitating adult activities (M=3.79, SD=0.49)—reflects children's natural
tendency to learn through observation and role-playing, which aligns with Vygotsky’s (1978) sociocultural theory, emphasizing the
importance of guided participation in skill development. Other high-scoring behaviors, such as sharing toys (M=3.77, SD=0.50) and
asking permission before playing with a toy (M=3.74, SD=0.51), suggest that children are developing social awareness and cooperative
behaviors, crucial for building positive relationships and adaptive problem-solving skills.
However, preparing meals for younger siblings or family members without adult supervision (M=3.47, SD=0.71) received the lowest
mean score, indicating that children may still struggle with independent caregiving tasks, which require both responsibility and
confidence. The greater variability in responses for this item (SD=0.71) suggests differences in exposure to and expectations for
household responsibilities among children. These findings aligned with Masten’s (2018) research on resilience, which emphasized that
adaptive help-seeking behaviors were strengthened through structured guidance and supportive social environments. Consequently, this
underscored the need for parents and educators to provide opportunities for gradual independence, emotional regulation, and problem-
solving experiences, ensuring that children develop the necessary skills to navigate challenges effectively.
Level of Kindergarten Learners’ Academic Resiliency in Terms of Emotional Response
Table 12. Mean Distribution of Level of Kindergarten Learners Academic Resiliency in terms of Emotional
Response
Statements Mean SD Interpretation
Feels motivated when facing difficulty 3.52 0.77 Moderate Resiliency
Feels like moving on when things get too hard. 3.56 0.75 Moderate Resiliency
Laughs or squeals aloud in play. 3.83 0.46 Moderate Resiliency
Hugs or cuddles toys. 3.83 0.46 Moderate Resiliency
Plays alone but likes to be near familiar adults or siblings. 3.60 0.51 Moderate Resiliency
Enjoys watching activities of nearby people or animals. 3.70 0.51 Moderate Resiliency
Friendly with strangers but initially may show slight anxiety or 3.51 0.54 Moderate Resiliency
shyness.
Can talk about difficult feelings (e.g., anger, sadness, worry) he 3.69 0.54 Moderate Resiliency
experiences.
Watches responsibly over younger siblings/family members. 3.50 0.70 Moderate Resiliency
Curious about environment but knows when to stop asking questions 3.81 0.48 Moderate Resiliency
from adults.
Section Mean 3.66 0.47 Moderate Resiliency

Batadlan & Naanep 241/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

The findings suggested that kindergarten learners exhibit a moderate level of emotional response (M=3.66, SD=0.47), indicating that
while they display emotional awareness and positive social interactions, they may still struggle with some aspects of emotional regulation
and coping. The highest-rated behaviors—laughing or squealing aloud in play (M=3.83, SD=0.46) and hugging or cuddling toys
(M=3.83, SD=0.46)—highlight young children's ability to express joy and seek comfort through familiar objects, consistent with
Bowlby’s (1988) attachment theory, which emphasizes the role of secure attachments in emotional development. Additionally, curiosity
about the environment and knowing when to stop asking questions (M=3.81, SD=0.48) suggests an emerging ability to self-regulate
social interactions, aligning with studies on self-regulation as a key component of resilience (Masten, 2018).
However, the lowest-scoring behavior—watching over younger siblings responsibly (M=3.50, SD=0.70)—indicates that children may
struggle with responsibilities requiring emotional maturity and attentiveness to others’ needs. Furthermore, the high variability in
motivation when facing difficulty (SD=0.77) suggests differences in children's ability to persevere through challenges, which aligns with
previous research emphasizing that self-efficacy and supportive environments play a crucial role in developing emotional resilience
(Bandura, 1997). As emotional resilience is shaped by both individual temperament and external influences, educators and caregivers
should provide consistent emotional support, structured routines, and problem-solving opportunities to enhance children's ability to
manage emotions effectively. These findings support the idea that fostering resilience in early childhood requires a combination of
emotional support, autonomy, and guided social interactions (Luthar et al., 2015).
Table 13. Summary Table of Academic Resiliency
Indicators Mean SD Interpretation
Perseverance 3.66 0.48 Moderate Resiliency
Reflecting and Adaptive Help-Seeking 3.71 0.51 Moderate Resiliency
Emotional Response 3.66 0.47 Moderate Resiliency
Grand Mean 3.68 0.47 Moderate Resiliency

The table shows the summary of academic resiliency among kindergarten learners indicates an overall moderate resilience level with the
Grand Mean = 3.68, SD = 0.47. This tells us that while children demonstrate some capacity for perseverance, emotional regulation, and
adaptive help-seeking, they may still struggle in certain areas. Notably, perseverance (M = 4.80, SD = 0.23) was rated as high resilience,
indicating that young learners exhibit strong determination and persistence in completing tasks, which aligns with research emphasizing
the role of perseverance in early academic success (Duckworth & Gross, 2014). High perseverance suggests that children are developing
self-regulation and motivation, both of which are critical for overcoming obstacles in learning and daily activities (Masten, 2018). In
contrast, reflecting and adaptive help-seeking (M = 3.71, SD = 0.51) and emotional response (M = 3.66, SD = 0.47) were both rated at
a moderate resilience level, indicating that while children can seek help and manage emotions, they may still encounter challenges in
fully utilizing these skills.
The variability in resilience indicators suggested that while children persisted in tasks, they needed additional support in emotional
regulation and social adaptation. Specifically, emotional response, which had the lowest mean (M = 3.66), indicated that some children
struggled with coping strategies, self-expression, or emotional control, supporting prior studies that highlighted the importance of
structured guidance in developing emotional resilience (Luthar et al., 2015).
Similarly, the moderate rating for adaptive help-seeking suggested that while children were able to ask for assistance, they did not always
do so effectively, which was consistent with Vygotsky’s (1978) theory emphasizing the role of social interactions and guided learning
in developing self-sufficiency.
Overall, these findings highlighted the importance of fostering resilience through supportive environments that encouraged self-
regulation, problem-solving, and emotional intelligence, ensuring that children built the necessary coping mechanisms for future
academic and social challenges (Masten, 2018).
Table 14. Testing of Significant Relationship on Working Environment and Academic Resiliency
Pearson r Interpretation p-value Decision
Working Environment Academic Resiliency -0.655 Moderate Negative correlation 0.158 Accept Ho1
@5% level of significance

The table indicates a moderate negative correlation of r=−0.655r between the working environment of teachers and the academic
resiliency of kindergarten learners.
However, the relationship is not statistically significant (p=0.158p), suggesting that improvements in teachers' working conditions do
not necessarily correspond to increased resilience in students.
Furthermore, this also because there was a limited number of respondents for working environments having only 6 schools with 91
teachers. While prior research suggests that teachers' emotional well-being and job satisfaction influence student outcomes (Day & Gu,
2014), the lack of statistical significance in this study implies that factors beyond the working environment such as home support, peer
interactions, and individual coping strategies may have a more direct impact on young learners' perseverance, emotional control, and
adaptive help-seeking (Luthar et al., 2015).

Batadlan & Naanep 242/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Given that the overall resilience level of students that was categorized as moderate, it is possible that their ability to navigate academic
challenges is shaped more by personal and social factors rather than their teachers' working conditions. This aligns with Bronfenbrenner’s
(1979) ecological systems theory, which highlighted the interconnected influence of family, peers, and community in a child’s
development. The findings suggest that while teachers play a crucial role in shaping children's learning experiences, interventions to
enhance academic resiliency should also consider broader socio-psychological factors, including parental involvement and emotional
support systems (Ungar, 2012). Future studies could explore the interaction between these factors to develop holistic strategies for
fostering resilience in early childhood education. Furthermore, the negative correlation result of the study was also influenced by the
limited number of kindergarten teachers to the number of kindergarten learners.
Relationship among the Socio-Psychological Status of Teachers and Academic Resiliency of Kindergarten Learners
Table 15. Testing of Significant Relationship on Socio-Psychological Status and Academic Resiliency
Pearson r Interpretation p-value Decision
Socio-Psychological Status Academic Resiliency -0.520 Moderate Negative correlation 0.231 Accept Ho2

The table reveals a moderate negative correlation (r=−0.520r) between the socio-psychological status of teachers and the academic
resiliency of kindergarten learners, yet the relationship is not statistically significant (p=0.231p = 0.231p=0.231). This suggests that
while a connection may exist, there is insufficient evidence to confirm that improvements in teachers' socio-psychological well-being
directly impact students’ academic resilience. Prior studies, such as those by Jennings and Greenberg (2009), emphasized the importance
of teacher emotional regulation and job satisfaction in fostering positive learning environments. However, the findings of this study
suggest that kindergarten learners' resilience—defined by perseverance, emotional control, and adaptive help-seeking—may be more
directly influenced by personal coping mechanisms, family support, and peer interactions rather than teachers' socio-psychological
conditions (Luthar et al., 2015). Given that the students demonstrated a moderate level of resilience, it is possible that external protective
factors, such as structured routines and supportive caregivers, play a greater role in their ability to navigate academic challenges (Masten,
2018). Future research should explore additional variables, including parental involvement and school-based interventions, to develop a
more comprehensive understanding of how resilience in early childhood education can be effectively strengthened.
Lived Experiences of Teachers Handling Kindergarten
This section was about the lived experiences of teachers handling kindergarten, exploring their insights, challenges, and successes in
nurturing young learners through thematic analysis. The following table is showing a clear categorization of recurring themes, providing
a deeper understanding of teachers’ experiences in early childhood education.
Table 16. Lived Experiences of Teachers in Handling Kindergarten
Emerging Theme/s Clustered Themes Codes Significant Statements
1. Emotional and Emotional Parental attachment "I treat them like my own children." T1
Developmental Connection Sense of joy and "I’m happy every day because they’re like my babies." T1
Journey of fulfillment
Kindergarten Student Growth & Excitement in child "Exciting because I want to see their progress at that age." T1
Teaching Development development
Desire to nurture and "I want to see if they change under my care." T1
guide
Student Challenges with student "When they first come in, they cry a lot." T1
Adjustment adjustment
2. Complexities of Teaching Varied levels of "I would describe it as a daily task or job that has easy,
Early Childhood Experience difficulty in teaching moderate, and also somewhat difficult aspects when dealing
Education with kindergarten students." T2
Student Readiness of students "The easy part, for me, is when my learners already have some
Preparedness background, meaning they have prior experience with
schooling, like attending daycare." T2
Student Ease of instruction with "It’s easier for me to impose instructions, like asking them to
Independence prepared students get paper or write something, and they can do it." T2
Student Need for guidance in "The moderate or slightly difficult part is when I prompt them
Dependence learning to do something, but they don’t know what to do yet, so they
still ask me questions." T2
Emotional and Separation anxiety and "The difficult part is when the children experience separation
Social Adjustment lack of prior schooling anxiety from their parents and have no prior schooling
background." T2
Differentiated Diverse student "I have to deal with a mix of students. I also have to adjust my
Teaching backgrounds and instructions based on their level." T2
instructional
adjustments
Need for flexible "It’s difficult because I can’t just give one continuous
teaching strategies instruction; I have to modify my approach depending on the

Batadlan & Naanep 243/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

student." T2
3. Challenges and Teaching Challenges in handling "Handling a kindergarten class is truly very challenging
Reflections in Difficulties young learners because these children are still very young—they have no idea
Early Childhood what to expect inside the classroom."T3
Education Personal Memorable teaching "That, I think, is one of the most memorable experiences I
Reflections experiences have had since I started teaching kindergarten."T3
Emotional and Separation anxiety "On the first day of class, there’s always crying, and some
Social Adjustment among students children refuse to let go of their parents."T3
Student Fear of a new school "They think to themselves, ‘This is my first time entering this
Adjustment environment kind of school,’ especially since the school is big."T3
Learning Difference between "Although some of them have attended daycare, the
Transition daycare and environment and pace in kindergarten are very different."T3
kindergarten
Social Adaptation Overwhelmed by a "In kindergarten, they have more classmates, and when they
larger class size see so many children inside the school, we can’t avoid
situations where they start crying."T3
Emotional and Attachment to "They will call out ‘Mama,’ ‘Papa,’ or ‘Lola,’ ‘Lolo,’ whoever
Social Adjustment guardians brought them to school, and they won’t want to let go of their
guardians or parents."T3
4. Teacher Teacher Adjustment period in "It was really difficult for me, especially during the first two
Adaptation and Adaptation teaching kindergarten years, because I had to go through a lot of adjustments."T4
Professional Career Transition Shift from high school "I was handling high school learners at first, but then I was
Growth in Early to kindergarten teaching called in to substitute for a kindergarten teacher."T4
Childhood Career Challenges Unexpected teaching "It was a big challenge for me to accept teaching kindergarten,
Education assignment but I had no choice because I was looking for a job."T4
Teacher Difficulty in adjusting "At first, it was very challenging and really difficult because I
Adaptation to kindergarten learners had to adjust to my learners."T4
Pedagogical Struggles in finding "The biggest challenge for me was how to teach them—what
Challenges effective teaching strategies I should use."T4
strategies
Learner Differences in "Kindergarten students are very different—their learning
Characteristics kindergarten learners span, attitudes, how they interact with teachers, and how they
adjust to the learning environment are all different."T4
Curriculum Lack of formal "Back in 2013, kindergarten was not yet part of the K to 12
Challenges kindergarten curriculum curriculum; it was just optional before proceeding to Grade
1."T4
Teacher Emotional struggles and "I even cried during the first week and almost gave up."T4
Emotional near resignation
Experience
Teacher Support Support system from "But with the support of my principal and my co-teachers, I
colleagues was able to adjust."T4
Parental Parental support in "Another big help for me was the kindergarten parents—they
Involvement adjusting to were very supportive."T4
kindergarten teaching
Career Growth Commitment to "After that year, I realized that I wanted to pursue further
professional studies in Early Childhood Education (ECE)."T4
development
5. Student Changing Student Varied Yearly "I have experienced different situations every year because the
Development and Dynamics Experiences children I handle change yearly."T5
Classroom Emotional Separation Anxiety "There are children who do not want to be separated from their
Management in Adjustment mothers. In such cases, I give them a time frame—usually a
Early Childhood maximum of one month—where their mothers can stay with
Education them inside the classroom."T5
Transition Parental Involvement "Some children want their mothers to stay with them all the
Strategies time, so I give them time to gradually adapt to the school
environment and understand that their mothers cannot always
be with them in school."T5
Emotional Student Dependence "They always need guidance and feel like they cannot function
Adjustment without their mothers."T5
Attendance Issues Frequent Absenteeism "Some of them are so dependent that if their mother is not
around, they refuse to come to school and are frequently
absent."T5
Parental Teacher-Parent "Because of this, I often reach out to the parents of children
Engagement Communication who are frequently absent, as constant absences make it hard
for them to learn."T5

Batadlan & Naanep 244/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Academic Learning Readiness "Even basic skills, like recognizing letters and their sounds,
Preparedness Issues may not be mastered before they move on to Grade 1."T5
Developmental Constant Guidance "At the age of five, children still require constant
Needs Requirement guidance."T5
Supervision & Ensuring Student Safety "They cannot be left alone in the classroom because, when left
Security unsupervised, they might start fighting."T5
Teacher’s Presence in "That’s why, as a kindergarten teacher, I never leave my
Daily Activities students alone. Whenever they go to the canteen for recess, I
go with them, and when they return to the classroom, I return
with them."T5
Behavior Individualized "When it comes to discipline, I believe that every child comes
Management Discipline Approach from a different background, so I cannot use the same
disciplinary approach for all of them."T5
Student Behavior Classroom Management "Some children are difficult to manage—they do not want to
Challenges sit down, follow instructions, or do tasks on their own."T5
Teaching Differentiated "Some children understand instructions after being told once,
Strategies Instruction while others need constant repetition before they grasp what
they need to do."T5
Individualized Close Monitoring of "That is why, when I give tasks, I make sure to monitor
Attention Certain Students specific students closely—I cannot leave them alone because
they need more guidance and supervision."T5
6. Balancing Student Student Diversity Challenges due to "It is very hard and challenging because of individual
Diversity and individual differences differences."T6
Effective Teacher Sense of fulfillment in "Sometimes it is also rewarding and enjoyable, especially
Teaching Satisfaction meeting student needs when I am able to provide for the needs of my kindergarten
Strategies in Early students."T6
Childhood Classroom Managing student "The most challenging part for me is dealing with student
Education Management behavior behavior."T6
Teaching Mixed emotions in "Overall, teaching kindergarten is challenging, hard, but also
Experience teaching happy and enjoyable."T6
Adjustment Initial difficulty in "Some pupils' behavior is difficult to manage, and I cannot
Period handling students fully handle them on the first day or even the first week."T6
Teaching Adapting strategies to "By using different strategies daily, I am able to identify their
Strategies student needs weaknesses and strengths, which helps me understand how to
handle them better."T6
Student Assisting with personal "Some children still do not know how to manage their
Dependency care needs personal needs, like when they have accidents."T6
Teacher's Role Hands-on approach and "As a kindergarten teacher, I have to be hands-on in guiding,
emotional support caring for, and showing love to them."T6

Theme 1. Emotional and Developmental Journey of Kindergarten Teachers

Teachers expressed deep emotional connections with their students, often treating them as their own children. This attachment was
evident in statements such as, "I treat them like my own children" (T1) and "I’m happy every day because they’re like my babies" (T1).
These sentiments highlighted the intrinsic motivation and fulfillment that teachers derived from their profession. Additionally, teachers
find joy in witnessing their students' growth, as one teacher shared, "Exciting because I want to see their progress at that age" (T1). This
desire to nurture and guide was a driving force behind their dedication. However, this deep emotional involvement also presented
challenges, as teachers must balance professional responsibilities with personal attachments.
Recent studies emphasized the significance of teachers' emotional connections with their students, particularly in early childhood
education. Zhang et al. (2019) investigated emotional labor among early childhood teachers and found that experienced educators often
engage in deep and natural emotional expressions, genuinely showing care for their students rather than suppressing emotions. This was
aligned with the sentiments expressed by teachers in the study, who described their students as their own children and took joy in
witnessing their development.
The concept of emotional labor was crucial in understanding the emotional journey of kindergarten teachers. According to Hagenauer
& Volet (2018), teachers must constantly manage their emotions to create a nurturing and supportive environment. The emotional bond
they developed with their students strengthens classroom engagement and learning outcomes but also requires teachers to regulate their
emotions professionally. This is evident in the teachers' experiences of balancing their deep attachment with their professional
responsibilities.
Additionally, Yin et al. (2023) highlighted that emotional engagement in teaching had a significant impact on teacher well-being. The
joy and fulfillment teachers experienced from their students' growth can act as protective factors against burnout. However, excessive
emotional investment without proper support mechanisms can lead to emotional exhaustion. This is aligned with the reality that while
teachers feel happiness and excitement in nurturing their students, they also faced challenges in maintaining a balance between emotional
Batadlan & Naanep 245/260
 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

involvement and professional detachment.

Furthermore, the integration of Social–Emotional Learning (SEL) programs had been found to foster empathy and emotional intelligence
among both teachers and students (Brackett et al., 2019). These programs helped teachers navigate the emotional demands of their
profession, ensuring that their deep emotional connections enhance rather than hinder their effectiveness in the classroom.
Theme 2. Complexities of Early Childhood Education
Kindergarten teaching presented multifaceted challenges, particularly when addressing the diverse backgrounds and preparedness levels
of students. Teachers often find it easier to instruct learners with prior educational experiences. As one teacher noted, "The easy part,
for me, is when my learners already have some background, meaning they have prior experience with schooling, like attending daycare"
(T2). Conversely, students without such backgrounds pose greater challenges: "The difficult part is when the children experience
separation anxiety from their parents and have no prior schooling background" (T2).
In addition to student readiness, educators must navigate classroom management complexities due to varying student needs, necessitating
differentiated instructional strategies. One teacher shared, "I have to deal with a mix of students. I also have to adjust my instructions
based on their level" (T2). This diversity required educators to balance independent and dependent learners while maintaining an
inclusive and supportive learning environment.
Recent studies highlighted the increasing challenges educators faced when teaching students with diverse backgrounds, particularly
those with limited prior schooling. According to Deunk et al. (2018), student diversity in early childhood classrooms significantly
impacted teaching effectiveness, as teachers must simultaneously address different learning paces, emotional adjustments, and
socialization needs. Differentiated instruction emerged as a critical strategy in addressing these differences, allowing educators to modify
their approaches based on individual student readiness.
One of the most pressing issues was separation anxiety, which can hinder a child’s ability to adapt to formal schooling. Hall & Sylva
(2019) found that children experiencing separation distress upon entering school are more likely to struggle with social integration and
classroom engagement. This aligns with the teacher's observation that students without daycare experience exhibit greater anxiety and
require additional support to adjust.
Moreover, newcomer students—those who were new to the school environment or formal education system—face additional academic
and emotional hurdles. Hamilton and Moore (2021) emphasized that students without prior schooling often encounter difficulties with
structured learning routines, teacher expectations, and peer interactions. These challenges reinforced the need for teacher training in
trauma-informed practices to help children navigate these transitions effectively.
The increasing diversity in kindergarten classrooms also necessitated specialized professional development for teachers. OECD (2020)
highlighted the importance of equipping educators with the skills to manage mixed-ability classrooms and address the socio-emotional
needs of children from different backgrounds. Without such training, teachers may struggle to implement effective classroom
management and instructional strategies, leading to disparities in student outcomes.
Additionally, integrating language instruction with subject content had been identified as an effective method for helping students with
varied educational backgrounds succeed in kindergarten. Thomas and Collier (2017) found that young learners benefit more from
embedded language development within core subjects rather than isolated language instruction. This ensured that children remain
engaged in meaningful learning experiences while developing foundational skills.
Theme 3. Challenges and Reflections in Early Childhood Education
Kindergarten teachers often encountered significant challenges during students' adjustment periods, particularly concerning separation
anxiety. One teacher observed, "On the first day of class, there's always crying, and some children refuse to let go of their parents" (T3).
This initial separation from caregivers can be distressing for young children, impacting their ability to engage in the classroom.
The transition from daycare to kindergarten introduces additional complexities. Despite prior daycare attendance, children must adapt
to new environments, classroom expectations, and structured routines. A teacher noted, "Although some of them have attended daycare,
the environment and pace in kindergarten are very different" (T3). This shift can be overwhelming, especially when coupled with larger
class sizes: "In kindergarten, they have more classmates, and when they see so many children inside the school, we can't avoid situations
where they start crying" (T3).
Despite these difficulties, educators find profound fulfillment in their roles. Reflecting on their experiences, one teacher shared, "That,
I think, is one of the most memorable experiences I have had since I started teaching kindergarten" (T3), highlighting the emotional
rewards of guiding young learners.
Recent studies emphasized the prevalence of separation anxiety among kindergarten students and its impact on their adjustment. Allen
et al. (2020) found that separation distress is a common emotional challenge in early childhood education, particularly for children
entering formal schooling for the first time. Young learners experiencing anxiety may struggle with focus, social interactions, and overall
classroom participation. The Coping Cat Program, a cognitive-behavioral therapy intervention, has been shown to help children manage

Batadlan & Naanep 246/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

anxiety by teaching coping strategies, relaxation techniques, and gradual exposure to challenging situations (Kendall et al., 2017). These
interventions align with classroom practices where teachers use comforting routines and structured support to ease transitions.
The transition from daycare to kindergarten is another crucial challenge. Dockett and Perry (2019) emphasized that even children who
attended daycare may struggle with the different pace, structure, and increased academic expectations in kindergarten. This is consistent
with teachers' observations that young learners must adjust to new learning environments despite prior schooling experience. A survey
by OECD (2021) found that many children entering school post-pandemic exhibited developmental delays in motor skills and
socialization, reinforcing the need for early interventions to support smoother transitions.
Classroom management became more complex with increasing class sizes and diverse student needs. Sabol et al. (2018) found that
teacher-child ratios significantly impact children's adjustment, behavior, and learning outcomes in kindergarten. Teachers who manage
large groups often face difficulties addressing individual emotional and learning needs, leading to increased classroom disruptions.
Additionally, Graham et al. (2022) reported that some early childhood educators face behavioral challenges that escalate into safety
concerns, highlighting the need for effective behavior management strategies and teacher support systems.
Despite these challenges, educators find personal and professional fulfillment in their roles. Weber (2023) emphasized that early
childhood teachers play a crucial role in shaping children's foundational experiences, which extends beyond academics to include social-
emotional learning, resilience-building, and self-regulation skills. Teachers' reflections on memorable experiences highlight the deep
emotional impact of their profession, reinforcing the idea that early childhood education is both challenging and rewarding.
Theme 4. Teacher Adaptation and Professional Growth
Transitioning from teaching older students to kindergarten presents unique challenges and opportunities for professional growth.
Educators often face initial difficulties but, with adequate support, can adapt and thrive in early childhood education.
Teachers moving from higher grade levels to kindergarten frequently encountered significant adjustments. One educator recounted, "I
was handling high school learners at first, but then I was called in to substitute for a kindergarten teacher" (T4). The shift to teaching
younger children can be daunting, as expressed by another teacher: "It was a big challenge for me to accept teaching kindergarten, but I
had no choice because I was looking for a job" (T4). This transition requires not only a shift in pedagogical strategies but also a deep
understanding of early childhood learning processes, play-based instruction, and developmental needs.
Recent research supported these challenges. Clark and Byrnes (2018) found that teachers who transitioned to early childhood education
often struggle with adjusting their teaching methodologies, particularly in areas of classroom management and curriculum differentiation.
Teachers accustomed to more independent learners must adopt more hands-on, interactive approaches when working with younger
children.
The initial phase of teaching kindergarten can be emotionally taxing. A teacher admitted, "I even cried during the first week and almost
gave up" (T4). However, support from colleagues, administrators, and parents plays a crucial role in easing this transition. Kelchtermans
(2017) highlighted that teacher resilience was often linked to the availability of strong professional communities and mentorship
programs, which help educators cope with the emotional and pedagogical demands of early childhood education.
The role of administrative and peer support is evident in teacher experiences: "With the support of my principal and my co-teachers, I
was able to adjust" (T4). In addition, parental involvement significantly aids in teacher adaptation: "Another big help for me was the
kindergarten parents—they were very supportive" (T4). Studies by Winton & McCollum (2019) emphasized that parental engagement
fosters a collaborative learning environment, which not only benefited students but also provided emotional reassurance and motivation
for teachers.
Despite initial challenges, many educators find teaching kindergarten rewarding and pursue further specialization. One teacher reflected,
"After that year, I realized that I wanted to pursue further studies in Early Childhood Education (ECE)" (T4). This realization is consistent
with findings by Brown (2019), who noted that teachers who persist in early childhood education often develop a deep appreciation for
the field and seek further training to enhance their effectiveness.
A case study by Weber (2023) highlighted how experienced educators, like Adrianna Weber from Texas State University's Child
Development Center, advocated for child-led, play-based curricula, reinforcing the significance of developmentally appropriate
practices. This aligns with teachers’ growing commitment to fostering holistic child development, leading to greater job satisfaction and
professional fulfillment.
Theme 5. Student Development and Classroom Management
Managing student dependence and ensuring effective classroom management were critical aspects of early childhood education.
Teachers often encountered challenges such as separation anxiety, behavioral issues, and the need for constant supervision to maintain
a conducive learning environment.
Kindergarten students frequently exhibit strong dependence on their caregivers, leading to separation anxiety. One teacher observed,
"They always need guidance and feel like they cannot function without their mothers" (T5). This anxiety can result in school refusal and

Batadlan & Naanep 247/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

frequent absences, as another teacher shared: "Some of them are so dependent that if their mother is not around, they refuse to come to
school and are frequently absent" (T5).
Research supports this observation, indicating that anxiety affects one in three children, with many associating schools with stress due
to factors like separation anxiety, bullying, or perceived inability to cope (Allen et al., 2022). Children who struggle with separation
anxiety often experience emotional distress that negatively impacts their socialization and academic performance (Murray et al., 2019).
To help children adjust to school routines and reduce anxiety, teachers must employ structured interventions. Research by García and
de Lourdes Mata (2021) suggested that strategies such as active listening, validating children's emotions, and involving them in problem-
solving were effective in easing separation anxiety. Establishing consistent routines and coping mechanisms, like short parental check-
ins or gradual independence-building exercises, can help children gain confidence.
Parental involvement is also crucial. One teacher explained, "Because of this, I often reach out to the parents of children who are
frequently absent, as constant absences make it hard for them to learn" (T5). Studies show that parent-teacher communication and
collaborative strategies significantly improve student adjustment and attendance rates (Kraft & Dougherty, 2019).
Managing student behavior was another major challenge in kindergarten classrooms. One teacher stated, "Some children are difficult to
manage—they do not want to sit down, follow instructions, or do tasks on their own" (T5). Early childhood educators must navigate
diverse behavior patterns, ensuring that students develop self-regulation skills and positive classroom habits.
Research highlights that structured behavior management strategies, such as the Good Behavior Game (GBG), promote prosocial
behavior and reduce problematic actions (Fletcher et al., 2019). The GBG leverages positive peer influence, encouraging teamwork and
accountability, which helps children internalize expected behaviors in a fun and engaging manner.
Additionally, innovative classroom management approaches have been introduced to help students express concerns in a non-disruptive
manner. For example, the use of a "tattle phone," where children can record their concerns for the teacher to review later, has been shown
to improve student-teacher communication and minimize classroom disruptions (Jones, 2023). Such methods created supportive
environment where children felt heard while also learning emotional regulation skills.
Moreover, close supervision was critical for ensuring student safety and maintaining discipline. One teacher emphasized, "As a
kindergarten teacher, I never leave my students alone. Whenever they go to the canteen for recess, I go with them, and when they return
to the classroom, I return with them" (T5). This highlights the high level of responsibility placed on early childhood educators.
According to OECD (2021), maintaining appropriate teacher-student ratios and structured supervision strategies significantly reduces
accidents, prevents conflicts, and fosters a safe and nurturing learning environment. Teachers who establish clear behavioral expectations
and provide structured guidance contribute to a stable classroom climate that promotes positive student interactions (Harrison & Lakin,
2020).
Theme 6. Balancing Student Diversity and Effective Teaching Strategies
In today’s diverse classrooms, educators face the challenge of addressing the unique backgrounds, learning styles, and needs of each
student. Recognizing and valuing this diversity is essential for fostering an inclusive and effective learning environment. Teachers must
constantly adapt their teaching strategies to meet these needs, ensuring that every child has the opportunity to thrive.
Teachers acknowledged the importance of tailoring disciplinary methods to each child's background and needs. One educator noted,
"When it comes to discipline, I believe that every child comes from a different background, so I cannot use the same disciplinary
approach for all of them" (T5). This perspective aligns with differentiated instruction, a teaching approach that modifies content,
processes, and learning environments to accommodate student differences (Tomlinson, 2017). Differentiated instruction has been shown
to improve student engagement, comprehension, and overall academic performance in diverse classrooms (Santangelo & Tomlinson,
2019).
Furthermore, culturally responsive teaching plays a key role in accommodating diverse learners. According to Ladson-Billings (2021),
culturally relevant teaching integrates students' cultural backgrounds into the curriculum to make learning more meaningful and
inclusive. This ensures that students feel valued, respected, and connected to their learning environment.
The complexity of teaching in diverse classrooms is reflected in the challenges teachers face. One educator expressed, "It is very hard
and challenging because of individual differences" (T6). Teachers must balance multiple learning styles, emotional needs, and behavioral
patterns, making classroom management more demanding. However, educators also highlight the rewards of meeting these challenges,
as one teacher noted: "Sometimes it is also rewarding and enjoyable, especially when I am able to provide for the needs of my
kindergarten students" (T6).
Research by Gay (2018) supported the idea that teachers who embrace student diversity and apply inclusive strategies find greater job
satisfaction and develop stronger relationships with their students. When students feel supported, they engage more actively in learning,
leading to positive academic and social outcomes.
To effectively support diverse learners, teachers must continuously refine their instructional strategies. One educator shared, "By using
Batadlan & Naanep 248/260
 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

different strategies daily, I am able to identify their weaknesses and strengths, which helps me understand how to handle them better"
(T6). This aligned with responsive teaching, where educators adjusted their approaches based on ongoing assessment of student progress
(Hall & Sutherland, 2020).
Implementing explicit teaching methods—which focus on structured, step-by-step instruction—has been shown to improve student
outcomes in diverse classrooms. Hattie (2019) found that clear instructional goals, modeling, and guided practice help students,
particularly those from disadvantaged backgrounds, achieve higher levels of academic success. Schools that emphasize explicit literacy
and numeracy instruction, such as Canley Vale High School in Sydney, have demonstrated significant improvements in student
achievement despite language barriers (Johnson, 2019).
Creating inclusive learning environments was crucial for addressing student diversity and promoting a sense of belonging. Research
showed that early intervention programs can help identify and support students who need additional assistance. Woods and Grigorenko
(2022) highlighted that schools that implement early intervention strategies, such as targeted support services and collaborative teacher-
parent initiatives, are more effective in ensuring student success.
Additionally, initiatives such as trauma-informed teaching help educators better support students who face emotional and social
challenges. Brunzell et al. (2021) emphasized that teachers who received training in trauma-sensitive education can create safe and
responsive classrooms that helped children developed emotional resilience.
Connecting Quantitative and Qualitative Findings
The quantitative data reflected a consistently excellent perception among teachers regarding their physical, human, and organizational
working environments. High mean scores across all categories, such as the organizational environment and the human environment,
indicated that teachers experience strong support, collaboration, and clear leadership within their schools. Similarly, their socio-
psychological health was consistently positive, described as "Flourishing," "Emotionally Thriving," and "Highly Adaptive." These high
ratings revealed a structured, nurturing environment that set the foundation for professional effectiveness. However, the real depth of
understanding emerges when connecting these numbers with the lived experiences shared by teachers where emotions, struggles, and
triumphs paint a fuller, more human picture of what those "excellent" scores truly mean.
When examined alongside the qualitative themes, the Teachers spoke of how their environment empowered them to handle challenges,
such as managing students’ separation anxiety that is highlighted in the statement: "When they first entered, there were so many kids
crying, so as a teacher, you have to keep looking for ways to comfort them" (Theme 3: The Emotional Journey). Without the strong
professional environment such as adequate supervision, collaborative time, and capacity-building programs, this emotional burden could
have been overwhelming. Instead, it became a powerful opportunity for growth. Teachers also expressed that despite the initial
difficulties, they felt supported enough to adapt and thrive, as shared by one teacher who said that "With the support of my principal and
my co-teachers, I was able to adjust" (Theme 4: Teacher Adaptation and Professional Growth). This connection shows that the school's
organizational excellence directly buffered emotional stress and promoted resilience.
Furthermore, the correlation between the high ratings on capacity building initiatives connect with teachers’ accounts of growing
professionally despite the steep learning curve supported by the line, "After that year, I realized that I wanted to pursue further studies
in Early Childhood Education" (Theme 4). Similarly, the flourishing socio-psychological health scores, particularly regarding
communication and collaboration, resonate with the heartfelt stories where teachers highlighted the impact of building students' social
confidence: "It was exciting for me, like a challenge, to figure out how to motivate them and help them overcome that fear" (Theme 1:
Impact of Student Progress and Social Development). These narratives reveal how a supportive environment empowers teachers not just
to manage challenges, but to transform them into meaningful milestones for both themselves and their students.
Thus, the lived experiences of the Kindergarten Teachers confirm that behind each high mean score lies a teacher who, while facing
emotional complexities, is able to say, "The challenging part is that once you accomplish it, it feels very fulfilling, rewarding inside"
(Theme 2: The Rewards of Overcoming Teaching Challenges).
Observed Academic Resiliency of Kindergarten Learners
This part explored the observed academic resiliency of kindergarten learners, examining how young children demonstrated persistence,
adaptability, and problem-solving skills in their learning experiences. Through thematic analysis, the table on the next page presented a
clear categorization of recurring themes, providing a deeper understanding of the factors contributing of their academic resilience.
Table 17. Developmental Skills Affecting Academic Resiliency of Kindergarten Learners
Emerging Themes Codes Significant Statements
1. Lack of Knowledge Difficulty in Singing "I don't sing during the flag ceremony because I don't know
or Ability how."L1
"I don't know how to sing."L2
Difficulty in Dancing "I don't know how to dance."L2
Lack of Personal Information Awareness "I don't know my age." L2
Efficient Watering of Plants "I pour water on the plants without wasting it."L1

Batadlan & Naanep 249/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Lack of Awareness of Personal Details "I don't know my birthday."L2

Difficulty in Navigating and Following "I don’t know how to go home yet" L4
Directions
2. Writing and Difficulty in Reading "Read" L3
Literacy Difficulty in Writing Name "I write."L4
“Write my name" L3
"Write" L4
"Write again" L4
"Write, that’s all" L5
3. Colors and Difficulty in Counting "Count" L3
Counting Difficulty in Coloring "Color" L3
"Color" L4
4. Water Usage and Difficulty in Water Management "Pouring water from the faucet with waste"L6
Waste Difficulty in Water Control and "I don’t know how to pour water from the faucet without
Conservation wasting it" L4
Difficulty in Controlling Motor Movements "Put water on the plants, spilled" L3
5. Birthdays and Lack of Awareness of Personal Details "My birthday" L3
Personal Lack of Personal Information Awareness "No birthday"L6
Information
6. Challenges in Daily Difficulty in Visual Engagement "I find it difficult to watch TV."L1
Activities Inefficient Eating Habits "Eating with waste"L6
Challenges in Toilet Habits and Hygiene "Difficult to poop, wash, and pour"L6

The analysis of the utterances from kindergarten learners reveals multiple developmental skill challenges that directly impact their
academic resiliency. These challenges fall into six key clustered themes, affecting their ability to adapt, persist, and succeed in early
education.
Theme 1. Lack of Knowledge or Ability
Children's struggles in acquiring basic skills such as singing, dancing, and recognizing personal details highlight challenges in both
cognitive and motor development. These foundational skills are crucial for effective participation in classroom activities and for fostering
self-confidence. Some children expressed difficulties in performing tasks that require both cognitive awareness and motor coordination,
as reflected in their statements: "I don't sing during the flag ceremony because I don't know how." (L1), "I don't know how to sing."
(L2), "I don't know how to dance." (L2), "I don't know my age." (L2), and "I don't know how to go home yet." (L4). These utterances
indicate that some learners have not yet developed basic abilities that are essential for their overall growth and independence.
During the preoperational stage, children primarily learn through observation and repetition, which are essential for skill acquisition
(Piaget, 1952). A lack of abilities in areas like singing and dancing may indicate insufficient exposure or practice, either at home or in
educational settings. Similarly, difficulties in recognizing personal details, such as age or home address, suggest underdeveloped self-
awareness and memory skills, which are vital for personal identity and social interactions. Without proper reinforcement, these gaps in
knowledge and ability can hinder children's ability to adapt to learning environments and develop resilience in academic settings.
To address these developmental challenges, educators and parents can implement various strategies. Encouraging interactive learning
through educational games and songs can enhance engagement and facilitate skill development. This approach aligns with the concept
of 'edutainment,' which blends education and entertainment to make learning more enjoyable and effective (Johnson & Mayer, 2019).
Additionally, integrating repetitive reinforcement techniques, such as daily routines that involve recalling personal information, can
strengthen memory and self-awareness. Studies suggest that consistent practice helps children internalize information, leading to
improved confidence and participation (Smith et al., 2021). Furthermore, gradually introducing skill-building activities allows children
to develop competencies at their own pace, reducing frustration and promoting a sense of achievement. For example, starting with simple
movements in dance or basic melodies in singing can build a foundation for more complex skills (Brown & Harris, 2023).
By addressing these developmental challenges through targeted strategies, educators and parents can support children's growth in
essential skills, thereby enhancing their academic resiliency and overall learning experience. When children are given opportunities to
practice and refine their abilities in a supportive environment, they become more confident in navigating both academic and social
challenges, ultimately fostering a more resilient and adaptive mindset.
Theme 2. Writing and Literacy Challenges
Literacy skills are foundational to academic resilience, yet some learners struggle with reading, writing, and recognizing words, which
can hinder their ability to engage in classroom learning. These challenges are evident in their statements: "Read." (L3), "I write." (L4),
"Write my name." (L3), and "Write, that’s all." (L5). These utterances suggest that while some children are aware of writing and reading
tasks, they may still struggle with fluency, letter formation, or word recognition. Such difficulties can lead to frustration and
disengagement, making it harder for them to develop confidence in their academic abilities.
According to Vygotsky’s (1978) Zone of Proximal Development, children benefit from scaffolded instruction, where teachers provide
Batadlan & Naanep 250/260
 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

guided support until independence is achieved. This means that young learners who struggle with literacy need structured assistance
through gradual learning experiences tailored to their current skill levels. Struggles in writing and reading at this stage could be attributed
to underdeveloped phonemic awareness, limited exposure to print-rich environments, or difficulties with fine motor control needed for
proper handwriting. Without adequate intervention, these challenges may persist and affect their ability to comprehend and express ideas
effectively in later academic stages.
To enhance literacy skills and promote academic resilience, educators can introduce several targeted strategies. Phonemic awareness
activities, such as letter tracing and sound blending, help children recognize letter sounds and improve their ability to form words
(National Early Literacy Panel, 2019). Additionally, using play-based literacy techniques, such as storytelling with visuals, fosters
engagement and comprehension while making reading and writing more enjoyable. Research suggests that integrating storytelling into
early childhood education enhances vocabulary acquisition and narrative skills (Mol & Bus, 2019). Furthermore, providing multisensory
writing tools, such as sand trays and clay modeling, can strengthen fine motor skills necessary for writing, thereby improving letter
formation and handwriting fluency (Giles & Wellman, 2020).
By incorporating these strategies into early learning environments, educators and parents can help children build stronger literacy skills,
reducing frustration and fostering a sense of accomplishment. As children gain confidence in reading and writing, they become more
engaged in classroom activities, enhancing their academic resilience and setting a strong foundation for future learning.
Theme 3. Colors and Counting (Numeracy Skills)
Basic numeracy skills, such as counting and recognizing numbers, play a crucial role in children's cognitive development and problem-
solving abilities. Difficulties in these areas may indicate cognitive gaps that require targeted interventions. When children express
challenges with simple numerical tasks, such as saying "Count" (L3) or "Color" (L3, L4), it highlights the need for effective instructional
strategies that strengthen these foundational skills. According to Bruner's (1966) Constructivist Learning Theory, children acquire
numerical skills best through active participation and hands-on experiences. This perspective aligns with modern educational approaches
that prioritize conceptual understanding over rote memorization, ensuring that young learners grasp the meaning behind numbers rather
than just memorizing them. Recent research also emphasizes the importance of play-based and experiential learning in early numeracy,
which enhances engagement and long-term retention of mathematical concepts (Ginsburg et al., 2021).
To address these numeracy challenges, several strategies can be implemented. First, using manipulatives, such as counting beads and
number puzzles, can make abstract numerical concepts more tangible for young learners. Studies show that hands-on learning
experiences help children develop a deeper understanding of mathematical principles and improve problem-solving skills (Sarama &
Clements, 2018). Second, integrating numbers into daily routines, such as counting steps or objects, reinforces numerical skills in
practical contexts. Research suggests that embedding mathematics in real-life activities helps children develop confidence in numeracy
and fosters a positive attitude towards learning (Young-Loveridge, 2017). Lastly, reinforcing color recognition through arts-based
activities, such as painting and coloring exercises, not only enhances engagement but also supports cognitive and motor skill
development. Art-integrated learning has been found to be particularly effective in early childhood education, as it promotes creativity
while simultaneously reinforcing academic concepts (Eisner, 2017).
By implementing these evidence-based strategies, educators and parents can effectively support children struggling with numeracy skills,
thereby fostering academic resilience and long-term success in mathematics. Strengthening foundational numeracy skills at an early age
ensures that children build confidence and develop a positive approach to problem-solving, which is essential for their future academic
achievements.
Theme 4. Water Usage and Waste (Environmental Awareness and Motor Skills)
Water usage and waste management are essential aspects of early childhood development, as they involve both environmental awareness
and fine motor skills. Many children struggle with tasks requiring controlled water flow and conservation, as reflected in their utterances:
“Pouring water from the faucet with waste” (L6), “I don’t know how to pour water from the faucet without wasting it” (L4), and “Put
water on the plants, spilled” (L3). These difficulties suggest a need for improved hand-eye coordination, motor skill development, and
an understanding of responsible water usage. According to Gallahue and Donnelly (2003), fine motor skills play a critical role in
everyday tasks, influencing children's ability to manage materials and engage in self-care activities. Additionally, research highlights
that early exposure to environmental education fosters sustainable behaviors and promotes resource conservation from a young age
(Ernst & Theimer, 2016).
To address these challenges, structured fine motor activities can be introduced to help children improve their coordination and precision.
Pouring exercises using measuring cups and small containers allow children to practice controlled water usage in a guided setting.
Studies suggest that engaging in structured motor activities enhances both dexterity and self-regulation, which are crucial for completing
everyday tasks (Grissmer et al., 2017). Additionally, incorporating conservation principles into storytelling and classroom discussions
can help children internalize the importance of responsible water use. Research indicates that storytelling enhances young learners’
ability to relate to environmental issues, making abstract conservation concepts more tangible (Ardoin et al., 2018). Lastly, hands-on
gardening activities provide an effective way to develop both responsibility and motor coordination. Encouraging children to water
plants carefully teaches them the value of conservation while refining their fine motor control. Gardening programs in early education
Batadlan & Naanep 251/260
 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

have been shown to improve children's environmental awareness and practical skills, leading to long-term behavioral changes regarding
sustainability (Bamberg et al., 2018).
By implementing these strategies, educators and parents can help children develop both the motor skills and environmental awareness
needed to manage water responsibly. Teaching conservation practices at an early age not only fosters responsible behavior but also lays
the foundation for lifelong environmental stewardship. Strengthening children’s coordination through practical activities ensures they
develop the necessary skills for self-care and sustainability, enhancing both their independence and awareness of ecological
responsibility.
Theme 5. Birthdays and Personal Information Awareness
Birthdays and personal information awareness are essential components of early childhood identity formation and cognitive
development. Many young learners struggle to recall their birthdate and other personal details, as reflected in their utterances: “My
birthday.” (L3) and “No birthday.” (L6). These challenges highlight gaps in memory reinforcement and the development of self-
awareness. According to Erikson’s (1950) Psychosocial Development Theory, early childhood is a crucial stage for identity formation,
where children begin to develop a sense of self through social interactions and personal recognition. When children have difficulty
recalling their birthdate, it may indicate a lack of repeated exposure to this information at home and in school settings. Research suggests
that children learn and retain personal information more effectively when it is integrated into daily routines and reinforced through social
engagement (Zosh et al., 2018).
To address these challenges, educators can implement strategies to improve memory recall and self-recognition. One effective approach
is the use of birthday charts and visual reminders in classrooms. Studies show that visual learning aids, such as calendars and personalized
charts, help young learners associate key details with familiar cues, strengthening their memory retention (Miller & Almon, 2019).
Additionally, engaging parents in teaching personal information can enhance learning reinforcement outside the classroom. Encouraging
birthday conversations at home, such as discussing age and birthdate during family interactions, provides children with repeated
exposure, making the information more memorable (Whitebread & Basilio, 2017).
Interactive “All About Me” activities in early education settings also serve as effective tools for reinforcing memory recall. These
activities, which include self-portraits, name-writing exercises, and storytelling about personal experiences, foster both cognitive
development and social-emotional learning. Research indicates that such personalized learning experiences help children develop a
stronger sense of identity while improving their ability to recall and articulate personal information (Papandreou, 2020).
By incorporating these strategies, educators and parents can support children in developing greater self-awareness and memory retention.
Strengthening personal information awareness not only fosters cognitive growth but also enhances a child’s sense of belonging and
identity, which are essential for overall academic and social development.
Theme 6. Challenges in Daily Activities (Self-Care and Hygiene)
Self-care abilities, including eating habits, hygiene, and toilet training, play a crucial role in children's autonomy, social interactions, and
overall academic resilience. Some learners in the study expressed difficulties in daily routines, as reflected in their utterances: “Eating
with waste.” (L6), “I find it difficult to watch TV.” (L1), and “Difficult to poop, wash, and pour.” (L6). These statements highlight
struggles with executive functioning skills, which are essential for planning, organizing, and completing everyday tasks. Research
suggests that young children who experience difficulties in self-care routines may also face challenges in attention regulation, problem-
solving, and self-reliance, which are foundational to academic success (Diamond, 2013).
Executive functioning, which includes working memory, cognitive flexibility, and self-control, is crucial for developing independence
in daily activities. Studies indicate that children with underdeveloped executive functioning may struggle with adapting to structured
environments, leading to delays in both self-care and learning-related skills (Best & Miller, 2015). For instance, challenges in eating
habits and hygiene can affect classroom participation and peer interactions, influencing a child's confidence and willingness to engage
in learning tasks. Additionally, difficulty in managing toilet routines can contribute to stress and social anxiety, further impacting a
child’s ability to focus and perform in academic settings (Blair & Raver, 2016).
To support children in developing essential self-care skills, educators and parents can implement structured interventions that encourage
independence. One effective strategy is the use of visual schedules and step-by-step guides for hygiene and eating habits. Visual learning
tools, such as pictorial sequences for washing hands or proper eating etiquette, help reinforce routines and provide clear expectations
(Casey et al., 2019). Additionally, role-playing activities, such as “How to wash hands” practice, allow children to engage in hands-on
learning experiences that promote self-sufficiency and motor coordination. Research has shown that interactive and play-based
approaches enhance skill acquisition in young learners, making self-care activities more engaging and memorable (Gómez et al., 2020).
Moreover, parental involvement is critical in reinforcing self-care routines at home. Encouraging structured guidance, such as
establishing daily hygiene and meal-time routines, fosters consistency and helps children internalize these habits (Morrissey et al., 2018).
Parents can support independence by gradually allowing children to take responsibility for personal tasks while providing positive
reinforcement and modeling appropriate behaviors.

Batadlan & Naanep 252/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

By integrating these strategies, educators and caregivers can help children develop self-care abilities that contribute to their overall well-
being and academic resilience. Strengthening executive functioning skills through structured routines and guided practice not only
promotes independence but also enhances children's ability to navigate both social and learning environments successfully.
Connecting Quantitative and Qualitative Findings
In connection with the result of the quantitative data, it was indicated that kindergarten learners exhibited an overall moderate level of
academic resiliency in perseverance (M = 3.66), emotional response (M = 3.66) and adaptive help-seeking (M = 3.71). These results
suggest that while kindergarten learners demonstrate determination in completing tasks, they still struggle with emotional regulation and
independently seeking assistance. This was strongly supported by the qualitative data, where kindergarten learners articulated difficulties
in performing basic developmental skills, such as expressing, "I don't know how to sing" (L1), "I don't know my age" (L2), and "I don't
know how to dance" (L2). These utterances reflected the moderate resiliency levels captured quantitatively, particularly highlighting
that gap in basic knowledge and motor development that may contribute to struggles in emotional confidence and self-sufficiency.
Moreover, the learners' emotional responses to their struggles further deepened the interpretation of the quantitative data. Participants
expressed sadness, fear, and anxiety when unable to perform specific skills, as seen in statements like, "I was sad, silent, crying" (L4)
and "I was afraid" (L2, L3). These expressions correspond directly to the moderate emotional response score (M = 3.66), revealing that
while learners engage socially and can exhibit joy in activities, emotional vulnerabilities surface when faced with academic or social
challenges. Similarly, the learners' coping strategies, such as seeking help shown from the utterances, "Teacher, help me write my name"
and "I will ask Ma’am Dianne to teach me", align with the moderate adaptive help-seeking mean score (M = 3.71). This shows the
tendency to rely heavily on adults or peers and tells us that while the ability to seek assistance is developing, a child is not yet fully
independent and lacks resilience.
Furthermore, the high perseverance scores suggest that with appropriate support systems, children are willing to persist through
challenges. However, the lived experiences from struggling in writing their names, difficulty in counting and coloring ("Write, that’s
all" (L5); "Count" (L3)), to coping with emotional distress emphasizes the need for continued guidance in emotional regulation and
independent problem-solving. Thus the data in the study imply that fostering resiliency at this stage requires more than encouraging
persistence, it demands an environment that supports emotional safety, scaffolds skill development, and promotes gradual independence.
Conclusions
The findings of this study underscored the crucial role of a supportive working environment and strong socio-psychological health in
shaping teachers' effectiveness and well-being, which, in turn, influenced students' academic resiliency. Teachers rated their physical,
human, and organizational environments as excellent, suggesting that they worked in well-equipped schools with strong interpersonal
relationships and structured administrative support. Additionally, their socio-psychological health was flourishing, particularly in areas
of social engagement, emotional regulation, and behavioral adaptability.
However, despite these favorable conditions, the study found no statistically significant relationship between teachers' working
environment or socio-psychological status and the academic resiliency of kindergarten learners. This suggested that while a positive
school climate contributed to teacher satisfaction and efficiency, other external factors, such as parental involvement, home environment,
and individual coping mechanisms, may have played a more direct role in shaping young learners’ resilience.
Meanwhile, the academic resiliency of kindergarten learners was assessed through perseverance, reflective and adaptive help-seeking,
and emotional response, with results indicating only moderate levels in the other all domains. While children demonstrated independence
and determination in completing tasks, they still struggled with seeking help, emotional regulation, and coping with setbacks.
These findings emphasized the need for structured guidance, social-emotional learning programs, and family engagement to strengthen
resilience in early childhood education. Young learners overcame challenges by seeking support from teachers, parents, and peers while
engaging in self-directed practice. However, some students exhibited passive coping strategies, highlighting the need for stronger
guidance in fostering independence and resilience. This suggested that while external support was crucial, developing self-regulation
and problem-solving skills was equally important for their academic and personal growth.
Furthermore, the lack of a significant correlation between teachers' work conditions and student resilience indicated that a holistic
approach in integrating both school- and home-based interventions was necessary to fully develop young learners' ability to navigate
academic and social challenges.
On the other hand, the lived experiences of kindergarten teachers highlighted the challenges, emotional connections, and professional
growth involved in shaping young learners' development. Despite the difficulties, teachers found deep fulfillment in witnessing student
progress, fostering social and emotional growth, and overcoming obstacles in the classroom.
Finally, future research could explore longitudinal studies on resilience-building strategies and the impact of home-school collaboration
to further understand the factors that best supported children's academic and emotional development.
Based on the study's results and findings, several recommendations were proposed to further support teacher motivation and improve

Batadlan & Naanep 253/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

instructional practices. First, it is advised to develop a formal Incentive and Recognition Program that honors exceptional performance,
innovative teaching strategies, and collaborative work. This recognition—whether through awards, professional development
opportunities, or public commendations—can significantly boost morale and encourage sustained professional commitment. To support
teachers’ well-being, schools should design wellness programs and stress-management interventions, such as mindfulness training, peer
counseling, and systems to manage workload, helping reduce burnout and maintain emotional balance.
In addition, it is important to integrate structured Social–Emotional Learning (SEL) programs that nurture emotional regulation, coping
strategies, and self-awareness through age-appropriate methods like storytelling, emotion-based games, and reflective activities.
Promoting teacher mentorship programs and collaborative professional development can further enhance teaching effectiveness while
supporting emotional resilience. Schools are encouraged to actively support teachers’ socio-psychological health through initiatives like
peer support groups, regular reflective practices, and engaged administrative leadership—creating a nurturing environment that benefits
both educators and students.
To better equip teachers for diverse classroom challenges, specialized training in early childhood education, classroom management,
and child psychology is recommended, particularly for addressing the needs of learners with behavioral or foundational learning
difficulties. Integrating structured play and problem-solving activities into daily instruction can help develop children’s perseverance,
independence, and executive functioning in a developmentally appropriate way. Lastly, enhancing early learning outcomes also requires
greater parental involvement. Schools should offer parenting seminars, promote home-based learning activities, and establish regular
school-family communication to ensure that the resilience-building process is consistent and reinforced across both home and school
settings.
References
Accad, M.F. and Acaced, A.S. (2016). Qualitative methods of research. Kampana Publishing, Koronadal City,
Philippines.address mental health care to empower society. Lancet 22, e37–e38. doi: 10.1016/S0140-6736(20)30309-3
activities shape language development in preschoolers. Journal of Early Childhood Literacy, 19(3), 321-345.
Ahmad, I., & Ahmad, S. (2019). The mediation effect of strategic planning on the relationship between business skills and firm’s
performance: evidence from medium enterprises in Punjab, Pakistan. Opcion, 35(24), 746-778.
https://dialnet.unirioja.es/servlet/articulo?codigo=8155778
Akinyemi, A. F., Rembe, S., & Nkonki, V. (2020). Trust and positive working relationships among teachers in communities of practice
as an avenue for professional development. Education Sciences, 10(5), 136. http://www.mdpi.com/journal/education
Allen, K. A., Slaten, C. D., Arslan, G., Roffey, S., Craig, H., & Vella-Brodrick, D. A. (2021). School belonging: The importance
of student and teacher relationships. In The Palgrave handbook of positive education (pp. 525- 550). Cham: Springer International
Publishing.
Alliance of Concerned Teachers (ACT). (2020). National survey on teacher well-being and stress levels. Retrieved from
http://www.act.org.ph
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher
relationships in problem-based learning. Frontiers in psychology, 12, 713057.
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.713057/full
Ansis, J. C. (2017, June 18). Filipinos cite job, studies as top cause of stress — CNN PH poll. CNN Philippines.
http://cnnphilippines.com/l
Ardoin, N. M., Clark, C., & Kelsey, E. (2018). Motivation, learning, and transformation: How environmental education fosters
sustainable behaviors. Environmental Education Research, 24(4), 1-20.
Arifin, S. R. M. (2018). Ethical considerations in qualitative study. International journal of care scholars, 1(2), 30-33.
https://journals.iium.edu.my/ijcs/index.php/ijcs/article/view/82
Asak, A., Jalilul, A., & Asiri, M. (2024). Teachers’ mental health status in new normal among public secondary schools in Jolo, Sulu.
Social Psychology and Human Experience, 1(1), 1-16. https://sphe.stratworksresearch.com/index.php/sphe/article/view/28
Asiabaka, I. P. (2018). The need for effective facility management in schools in Nigeria. New York Science Journal, 10-21.
https://foeiaue.ng/publications/Volume12_Issue1/10.pdf
Attia Farage, N., Mahmoud Hassan, R., & Mohamed Elsayed, S. (2022). Organizational trust and its influence on nursing teachers'
performance at technical health institute. Egyptian Journal of Health Care, 13(4), 535- 544.
https://ejhc.journals.ekb.eg/article attitudes and work environments of health support workers in Ontario long-term care and home
and community care settings. Human Resources for Health, 16, (15). https://link.springer.com/article/10.1186/s12960-018-0277-9

Batadlan & Naanep 254/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Baafi, R. K. A. (2020). School physical environment and student academic performance. Advances in Physical Education, 10, 121-137.
https://doi.org/10.4236/ape.2020.102012
Bakker, A. B., & Demerouti, E. (2017). Job demands-resources theory: Taking stock and looking forward. Journal of Occupational
Health Psychology, 22(3), 273-285.
Bamberg, S., Rees, J., & Seebauer, S. (2018). Collective climate action: Determinants of participation intentions in community-based
pro-environmental initiatives. Journal of Environmental Psychology, 56, 67-78.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Baniani P. & Davoodi A. (2021). Predicting academic resilience based on metacognitive beliefs and achievement Motivation in High
School Students in Shiraz, Iran. Int J Pediatr, 9(6), 137 https://ijp.mums.ac.ir/article_17330.html
Barile, Nancy. (2021, October 9). How to achieve work-life balance as a teacher. https://www.wgu.edu/heyteach/article/how-
achieve-work-life- balance-teacher1807.html
Barrow, J. M., Brannan, G. D., & Khandhar, P. B. (2019, May 6). Research ethics. https://europepmc.org/books/nbk459281
Bassey, S. U. & Bassey, U. U. (2019). Perceived resource availability and job performance among teachers in AkwaIbom
and Cross River States of Nigeria. Journal of Education and Society. 6(1), 1-8.
https://www.academia.edu/download/57075567/11.pdf
Benevene, P., De Stasio, S., & Fiorilli, C. (2020). Well-being of school teachers in their work environment. Frontiers in
Psychology, 11, 1239. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01239/full
Best, J. R., & Miller, P. H. (2015). A developmental perspective on executive function: From attention control to goal-directed behavior.
Advances in Child Development and Behavior, 48, 45-64.
Bilkisu, B. A. (2024). Utilization and maintenance of school facilities as correlate of students ‘academic achievement in senior
secondary schools in Kaduna State, Nigeria. Journal of Association of Educational Management and Policy Practitioners, 4(1),
56-61. https://journals.aemapp.org/index.php/
Blair, C., & Raver, C. C. (2016). Poverty, stress, and brain development: New directions for prevention and intervention. Academic
Pediatrics, 16(3), S30-S36.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2019). Enhancing Academic Performance and Social and
Emotional Learning: A District-Level Evaluation of the RULER Approach to Social and Emotional Learning. American Journal of
Community Psychology, 62(3-4), 1-13.
Brown, Tara. (2019, December 9). Developing stronger teacher-student connections.
https://www.gettingsmart.com/2018/11/15/developing-stronger-teacher-student-connections/
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Canonizado, Sagani C. (2021, August 17). Challenges that teachers are facing under the new normal system in education.
https://discover.
Casey, A. M., Williamson, R. A., & Gormley, M. E. (2019). The impact of visual schedules on young children's independent behaviors
in early childhood settings. Early Childhood Research Quarterly, 48, 134-143.
Cheng, X., Xie, H., Hong, J., Bao, G., & Liu, Z. (2022). Teacher's emotional display affects students' perceptions of teacher's
competence, feelings, and productivity in online small-group discussions. Frontiers in Psychology, 12, 795708.
https://www.frontiersin.org/articles/
Chou, C. Y., & Chang, C. H. (2021). Developing adaptive help-seeking regulation mechanisms for different help-seeking tendencies. ]
Educational Technology & Society, 24(4), 54-66. https://creativecommons.org/licenses/by-nc-nd/3.0/).
Cipriano, Christina & Brackett, Marck. (2020, May 26). How to support teachers’ emotional needs right now.
https://greatergood.berkeley.
Clarion, E. B., & Palarisan, N. J. (2023). Mental health of public-school teachers in Davao de Oro, Philippines. Asian J. Educ. Soc. Stud,
43(2), 1-8. https://www.academia.edu/download/105118851/1826.pdf
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand
Oaks, CA: Sage.

Batadlan & Naanep 255/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

De Jong, L., Meirink, J., & Admiraal, W. (2022). School-based collaboration as a learning context for teachers: A systematic review.
International Journal of Educational Research, 112, 101927. https://www.sciencedirect.com/
DepEd. (2016, June 28). DO 47, s. 2016 – omnibus policy on kindergarten education.www.deped.gov.ph
DepEd. (2017, May 18). Philippine professional standards for teachers. https://www.deped.gov.ph/wp
DepEd. (2022). Teacher mental health and well-being report: A review of challenges and opportunities in Philippine schools. Department
of Education. Retrieved from http://www.deped.gov.ph DepEd Order (DO) No. 34, s. 2022. School Calendar and Activities for the
School Year 2022-2023. www. deped.gov.ph
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
Dou, K., Liu, Y., Wang, Y., and Nie, Y. (2019). Willingness to cooperate: emotion enhancement mechanism of perceived social
mindfulness on cooperative behaviour. Acta Psychol. Sin. 50, 101. https://psycnet.apa.org/record/2018-28108-010
Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in
Psychological Science, 23(5), 319-325.
Duplon, N. D., Ventura, E. C., & Decena, V. D. (2022). Work environment, challenges and teaching performance of newly hired
teachers in the new normal, Zambales, Philippines. EAS Journal of Humanities and Cultural Studies, 4(4), 149-160.
https://www.academia.edu/
Edu, B.L. & Nwosu, I.C. (2019). Working environment and teachers’ productivity in secondary schools in Port-Harcourt Metropolis.
nternational Journal of Innovative Psychology & Social Development 6(4), 39-49. https://www.aladzkiyajournal.com
Edu, Barineka Lucky (Ph.D) & Nwosu, Isabella Chika. (2018). Working environment and teachers’ productivity in secondary
schools in port- Harcourt Metropolis. International Journal of Innovative Psychology & Social Development 6(4), 39-49.
https://www.aladzkiyajournal.com/
Eisner, E. W. (2017). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Teachers College Press.
Emanuel E.J., & Thompson D.F. (2019). The concept of conflict of interest. In: Emanual, E.J., Grady, C., Crouch, R.A, Lie, R.K., Miller,
F.G., & Wendler, D.D. The Oxford Textbook of Clinical Research Ethics. Oxford: Oxford University Press, 758-766.
Erikson, E. H. (1950). Childhood and society. Norton.
Ernst, J., & Theimer, S. (2016). Evaluating the effects of environmental education programs on connectedness to nature. Environmental
Education Research, 22(5), 1-15.
Flushman, T., Guise, M., & Hegg, S. (2021). Partnership to support the social and emotional learning of teachers. Teacher Education
Quarterly, 48(3), 80-105. https://www.jstor.org/stable/27094743
Gallahue, D. L., & Donnelly, F. C. (2003). Developmental physical education for all children. Human Kinetics.
García, E., & Weiss, E. (2019, May 30). Challenging working environments (school climates), especially in high-poverty schools, play
a role in the teacher shortage. Economic Policy Institute. https://www.epi.org/publicatio
Gibbons, T. B. (2023). Workplace factors that contribute to teacher intent to leave the profession. Electronic Theses and
Dissertations. 165. https://digitalcommons.coastal.edu/etd/165
Giles, R. M., & Wellman, R. H. (2020). Developing fine motor skills in early childhood education: Strategies for improving handwriting
fluency. Early Childhood Research Journal, 35(4), 215-230.
Ginsburg, H. P., Lee, Y. S., & Boyd, J. S. (2021). Mathematics education for young children: What it is and how to promote it. Early
Education and Development, 32(3), 1-18.
Gislason, K. (2007). The effects of school climate on students’ emotional and behavioral outcomes. International Journal of Educational
Management, 21(4), 232-245.
Gogoi, G. S., & Bora, S. (2021). Academic Perseverance as a non-cognitive skill: Role of classroom. Ilkogretim Online,
20(5).https://search.ebscohost.com/login.
Gómez, R. L., Bootzin, R. R., & Nadel, L. (2020). Naps promote abstraction in preschool children. Psychological Science, 31(3), 1-9.
Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P., & Greece, T. C. (2019). Help seeking as a self-regulated
learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies, 30(1-2), 147-166.
https://www.tandfonline.com/doi/abs/10.1080/13598139.2018.1535244
Granziera, Helena, Rebecca Collie & Andrew Martin. (2020). Understanding

Batadlan & Naanep 256/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2017). Fine motor skills and early comprehension of the world:
Two new school readiness indicators. Developmental Psychology, 53(1), 25-40.
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools. Wallace Foundation, 2(1), 30-
41.https://cahnfellowsprograms.org/ f
Gupta, U. C. (2018). Informed consent in clinical research: revisiting few concepts and areas. Perspect Clin Res 4 (1), 26–32.
https://journals.lww.com/
Hafeez, M. (2021). impact of teacher's training on interest and academic achievements of students by multiple teaching methods.
Pedagogical Research, 6(3). https://eric.ed.gov/?id=EJ1304720
Hallarsis , M.D. (2023). Socio-psychological health and stress management of teachers amidst pandemic: basis for coping
development program. International Journal of Research Publications (IJRP.ORG), 116(1), 126-133. http://www.ijrp.org/
Herrmann, Z. (2020, February 8). Make your school a learning organization. https://www.ascd.org/el/articles/make-your-school-a-
learning-organization
Hidalgo-Andrade P, Hermosa-Bosano C, Paz C. (2021). teachers' mental health and self-reported coping strategies during the
COVID-19 Pandemic in Ecuador: A Mixed-Methods Study. Psychol Res Behav Management, 14,933-944.
https://www.tandfonline.com/doi/abs
Higgins, S., Hall, E., Wall, K., Woolner, P., & McCaughey, C. (2005). The impact of school design on pupil outcomes. Building Research
& Information, 33(3), 269-282.
Hirt, C. N., Karlen, Y., Suter, F., & Merki, K. M. (2020). Types of social help- seeking strategies in different and across specific task
stages of a real, challenging long-term task and their role in academic achievement. Frontline Learning Research, 8(4), 74-111.
https://eric.ed.gov/?id=EJ1266030
Huang Y., & Zhao N. (2020). Generalized anxiety disorder, depressive symptoms and sleep quality during COVID-19 outbreak in China:
a web-based cross-sectional survey. Psychiatry Res. 288, 112954.
Imafidon, A. R. (2020). The influence of classroom environment on the academic performance of secondary schools’ students in obio-
akpor local government area (Doctoral dissertation, Faculty of Education, University Of Port Harcourt).
Jacobson, Linda. (2020, May). Study: Teacher merit pay linked to higher student test scores. https://www.k12dive.com/news/study-
teacher-merit-pay-linked-
Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student
and Classroom Outcomes. Review of Educational Research, 79(1), 491-525.
Jimenez, EC. (2020). Professional development, organizational climate, supervisory rapport and overall satisfaction of employees: An
attitudinal study. International Journal of Scientific Research in Multidisciplinary Studies, 6(4), 34-40.
https://papers.ssrn.com/sol3/papers.cfm?a
Jimenez, Edward C. (2021). Impact of mental health and stress level of teacher to learning resource development. Shanlax International
Journal of Education, 9 (2). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3797305
Johnson, C. I., & Mayer, R. E. (2019). Edutainment and learning: The impact of interactive engagement on skill development.
Educational Psychology Review, 31(2), 123-140.
Jones, A.L., & Kessler M.A. (2020). Teachers’ emotion and identity work during a pandemic. Front. Educ. 5:583775.
doi:10.3389/feduc.2020.583775
Kamran, F., Afzal, A., & Rafiq, S. (2022). The teachers’ behavior Influencing the classroom participation of University Students.
Journal of Social Research Development, 3(2), 173-192. https://www.jsrd.org.pk/index.php
Kang, E., & Hwang, H. J. (2023). The importance of anonymity and confidentiality for conducting survey research. Journal of
Research adn Publication Ethics, 4(1), 1-7. https://www.researchgate.net/
Kanwal, A., Rafiq, S., & Afzal, A. (2023). Impact of workload on teachers'efficiency and their students'academic achievement at
the university level. Gomal University Journal of Research, 39(2), 131-146. http://www.gujr.com.pk/index.php/GUJR/article/view/1630
Karaçop A, Inaltekin T. (2022). Self-efficacy, school culture, and teaching anxiety as predictors of science teachers’ job satisfaction.
Journal of Theoretical Educational Science, 15(3), 526-560.https://dergipark.org.tr/en/pub/akukeg/issue/70207/1059709
KARUGASIK. (2016). Sultan Kudarat State University Publication, 9(2). https://www.tendersontime.com
Khine, M. S., Areepattamannil. S(2016). Non- cognitive skills and factors in educational attainment. The Netherlands: Sense Publishers

Batadlan & Naanep 257/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the role of instructional leadership in teacher professional development. Advanced
Qualitative Research, 1(1), 63-73. https://journals.researchsynergypress.com
Kilpatrick, W. H. (1914). The Montessori system examined. Houghton Mifflin.
Kim, L. & Asbury, K. (2021, February 18). A reflection on teachers’ experiences of the COVID-19 pandemic: Where do we go from
here? https://teachertaskforce.org/b
Kramer, R. (2017). Maria Montessori: a biography. Diversion Books.
Kumar, J. (2023). Influence of motivation on teachers’ job performance. Humanities and Social Sciences Communications, 10 (1),
111.https://www.nature.com/articles/s41599-023-01662-6
Llego, M. (2021). DepEd learning delivery modalities for school year2021-2022.https://www.teacherph.com/deped-learning-delivery-
modalities/
López-Mora, C., ... & Clemente-Suárez, V. J. (2024). Sporting Mind: The interplay of physical activity and psychological health. Sports,
12(1), 37. https://www.mdpi.com/2075-4663/12/1/37
Luthar, S. S., Cicchetti, D., & Becker, B. (2015). The construct of resilience: A critical evaluation and guidelines for future work. Child
Development, 71(3), 543–562.
Luthar, S. S., Crossman, E. J., & Small, P. J. (2015). Resilience and adversity. Handbook of Child Psychology and Developmental
Science, 1-40. https://doi.org/10.1002/9781118963418.childpsy406
Lutovac, S. (2020). How failure shapes teacher identities: Pre-service elementary school and mathematics teachers’ narrated possible
selves. Teach. Teach. Educ. 94, 1–11. https://www.sciencedirect.com/science/article/pii/S0742051X1932094
Macina, K. (2019). The use of principal feedback from teachers to create effective leadership. [Dissertations. 3500]. https://scholarworks.
wmich.edu/dissertations/3500
Mandapat, A. M., & Farin, E. N. (2021). School climate and work from home challenges of teachers during the Covid 19 pandemic in
secondary schools in the Division of Zambales, Philippines. Journal of Education, Society and Behavioural Science, 34(2), 103-111.
Martín-Arbós, S., Castarlenas, E., & Dueñas, J. M. (2021). Help-seeking in an academic context: A systematic review. Sustainability,
13 (8), 4460. https://www.mdpi.com/2071-1050/13/8/4460
Martinez, L. (2020, March 28). Developing teachers' social and emotional skills. https://www.edutopia.org/
Martín-Rodríguez, A., Gostian-Ropotin, L. A., Beltrán-Velasco, A. I., Belando- Pedreño, N., Simón, J. A.,
Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory &
Review, 10(1), 12-31. https://doi.org/10.1111/jftr.12255
Miller, E., & Almon, J. (2019). Crisis in the kindergarten: Why children need to play in school. Alliance for Childhood.
Mol, S. E., & Bus, A. G. (2019). Storytelling and early literacy: How narrative
Moore, A. (2016). Stepping up support for new teachers. Educational Leadership, 73(8), 60-64. https://eric.ed.gov/?id=EJ1100635
Morrissey, T. W., Hutchison, L., & Winsler, A. (2018). Family routines and school readiness during the early childhood period. Early
Child Development and Care, 188(8), 1123-1137.
National Early Literacy Panel. (2019). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National
Institute for Literacy.
Nemenzo, N. (2018, May 7). Problems encountered by teachers in the teaching-learning process: a basis of an action plan.
https://www.researchgate.net/publication
Oliveira, S., Roberto, M. S., Pereira, N. S., Marques-Pinto, A., & Veiga-Simão, A. M. (2021). Impacts of social and emotional learning
interventions for teachers on teachers’ outcomes: A systematic review with meta- analysis. Frontiers in Psychology, 12,
677217. https://doi.org/10.3389/fpsyg.2021.677217
Olodude Isaiah Iyanu & Anuodo Ajibike Omolola (2021). Self-efficacy as a determinant of academic resilience among postgraduate
students. International Journal of Psychology and Counselling. https://academicjournals.org/journal/IJPC/ar ticle-in-press
Olugbenga, M. (2019). Impact of school facilities on the academic performance of secondary school students in Kaduna state,
Nigeria. International Journal of Social Science and Humanities Research, 7(3), 497-507. https://www.academia.edu/
Oluremi, O. A. (2018) Academic perseverance, class attendance and students’ academic engagement: a correlational study. European

Batadlan & Naanep 258/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

Journal of Educational Sciences, 1(2), 133-140.https://eric.ed.gov/?id=EJ1236796

Onwuzuligbo, L., & Nwobodo, V. O. (2022). Work environment and employee performance: a study of pharmaceutical firms in Enugu
state Nigeria. British International Journal of Business and Marketing Research, 5(6), 10-22. https://aspjournals.org/Journals/index.p
Ordu, A., & Sari, T. (2022). The role of innovative work behaviour in the relationship between organizational support and organizational
happiness. Research in Educational Administration & Leadership, 7(4), 899-935. https://doi.org/10.30828/real.1075453
Paller, M.F. & Quirap, E.A. (2024). Teachers’ resilience and self-efficacy. International Journal of Multidisciplinary Research and
Analysis, 7(4), 1729-1738. https://www.researchgate.net
Papandreou, M. (2020). Self-expression through play: How "All About Me" activities support young children's identity formation. Early
Childhood Education Journal, 48(5), 623-635.
Pasco, A.A., & Ortega, Dela Cruz, R. A. (2023). Contributing and hindering factors of teachers’ social and emotional learning
competencies. Üniversitepark Bülten, 12(2), 7-22 http://www.unibulletin.com/
Patel, Ruchi. (2018). Compassion fatigue among mental healthcare providers and the impact on overall wellbeing. [Doctoral
Dissertations. 456]. https://repository.usfca.edu/diss/456
Piaget, J. (1952). The origins of intelligence in children. W. W. Norton & Company.
Radhamani, K. Kalaivani. D. (2021). Academic resilience among students: a review of literature. International Journal of Research
and Review, 8(6), 360-369. https://doi.org/10.52403/ijrr.20210646
Rahmi, T. E., Wibowo, S., & Mukti, M. A. (2018). The effect of physical work environment, work safety, occupational health and work
discipline on employee productivity. Journal of Research in Management, 1(4), 33–41. https://www.academia.edu/
Rolf, L. R., Vestal, L., Moore, A. C., Lobb Dougherty, N., Mueller, N., & Newland, J. G. (2023). Psychosocial work environment
stressors for school staff during the COVID-19 pandemic: Barriers and facilitators for supporting wellbeing. Frontiers in
Public Health, 11, 1096240. https://www.frontiersin.org/articles/10.3389/fpubh.2023.1096240/full
Ruhl, C. (2024). Montessori theory of education. About haven montessori school. https://havenmontessori.org/about/
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE Publications
Sarabia, A., & Collantes, L. M. (2020). Work-related stress and teaching performance of teachers in selected school in the Philippines.
Indonesian Research Journal in Education| IRJE|, 6-27. https://online-journal.unja.ac.id/index.php/irje/index%7C
Sarama, J., & Clements, D. H. (2018). Early childhood mathematics education research: Learning trajectories for young children.
Routledge.
Selamat, N., Samsu, N. Z. & Kamalu, N. S. M. (2018). The impact of organisational climate on teachers’ job performance. Educational
Research Journal, 2(1), 71-82. https://dialnet.unirioja.es/servlet/articulo?codigo=4234817
Skaalvik, E. M., & Skaalvik, S. (2017). Teacher Self-Efficacy and Teacher Burnout: A Study of Relations. Social Psychology of
Education, 20(3), 1-15
Smith, J. A., Brown, T. M., & Harris, K. L. (2021). The role of repetition and reinforcement in early childhood learning. Journal of Child
Development Studies, 28(1), 45-60.
Tan, J., Mao, J., Jiang, Y., & Gao, M. (2021). The influence of academic emotions on learning effects: a systematic review. International
journal of environmental research and public health, 18(18), 9678. https://www.mdpi.com/1660-4601/18/18/9678
Tenha, J. & Mabiriyakura, R. (2023). Examining the effects of the school environment on teacher attitudes and learner performance.
Journal of Research in Humanities and Social Science, 11(1), 393-402. http://www.questjournals.org/
Uy, F. T., Calledo, M. F. S., Cerna, Y. T. D., Kilag, O. K. T., Villanueva, K. M., & Angtud, N. A. A. (2023). Quality performance of
teachers: work environment, work attitude, and principal supervision: qualitative investigation. Science and Education, 4(7), 415-429.
https://cyberleninka.ru/article
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, M.-T., & Degol, J. (2015). School Climate: A review of the construct, measurement, and impact on student outcomes.
Educational Psychology Review, 28, 315-352. https://doi.org/10.1007/s10648-015-9319-1
Weiner J, Francois C, Stone-Johnson C, Childs J. (2021). Keep safe, keep learning: principals’ role in creating psychological safety and
organizational learning during the COVID-19 pandemic. Front Educ.. 5,483. https://www.frontiersin.org/articles/
Whitebread, D., & Basilio, M. (2017). The importance of self-regulation for learning in young children. Educational Psychology Review,

Batadlan & Naanep 259/260

 Psych Educ, 2025, 41(2): 232-260, Document ID:2025PEMJ3951, doi:10.70838/pemj.410205, ISSN 2822-4353
Research Article

29(3), 325-344.
Wolomasi, A. K., Asaloei, S. I., & Werang, B. R. (2019). Job satisfaction and performance of elementary school teachers.
International Journal of Evaluation and Research in Education, 8(4), 575-580. https://eric.ed.gov/?id=EJ1238272 writing. Manila:
Great Books Trading
Young-Loveridge, J. M. (2017). The impact of early mathematics experiences on children's later achievement. Mathematics Education
Research Journal, 29(4), 535-553.
Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M., Gray, J., & Robb, M. B. (2018). Accessing the cognitive benefits of play: The role of
play context. Child Development Perspectives, 12(3), 153-158..
Affiliations and Corresponding Information
Georgina B. Batadlan
Jose V. Lagon Sr. Elementary School
Department of Education – Philippines
Engr. Nathaniel D. Naanep, PhD
Sultan Kudarat State University – Philippines

Batadlan & Naanep 260/260