Page 22 - GS_Journal_2014

Urdaneta City University

It looked into the level of awareness of the kindergarten teachers on the causes of
separation anxiety among kindergarten pupils, the significant difference between the level of
awareness of kindergarten teachers on the causes of separation anxiety among kindergarten
pupils across profile variables and the significant relationships between the level of awareness of
kindergarten teachers on the causes of separation anxiety among kindergarten pupils and their
profile variables.
The descriptive method of research was employed and the questionnaire checklist was
used in gathering data. The frequency counts, percentages, average weighted mean and ANOVA
were the statistical tools used in the analysis of data.
The findings indicate that the kindergarten teachers belong to age bracket of 20-35
years of age, most of them are females, married, have earned their masteral units, have been
teaching in the kindergarten for 5 years and have attended at least five relevant trainings.
The level of awareness on the causes of separation anxiety had an over-all weighted mean of
3.75 which denotes a descriptive equivalent rating of “aware”, there is no significant difference
on the level of awareness of the kindergarten teachers on the causes of separation anxiety
among kindergarten pupils across sex, civil status, number of years teaching in the kindergarten
pupils across sex, civil status, number of years teaching in the kindergarten and the number of
relevant trainings. It was also found out that the respondents’ level of awareness on the causes
of separation anxiety among kindergarten pupils are significantly related to age and highest
educational attainment.
In the light of the findings, the following conclusions were drawn: the respondents are
young, female dominated, married, educationally qualified, trained and young in the service,
aware of the causes of separation anxiety among kindergarten pupils, the level of awareness
of the kindergarten teachers on the causes of separation anxiety among kindergarten pupils do
not vary significantly in terms of sex, civil status, number of years teaching in the kindergarten
and number of relevant trainings, respondents’ level of awareness on the causes of separation
anxiety among kindergarten pupils are comparable in age and highest educational attainment.
Based on the findings and conclusions derived from the study, the following
recommendations are deemed essential and suitable: the respondents must be encouraged
to pursue their graduate studies, training programs on separation anxiety should be designed,
formulated and implemented to upgrade kindergarten teachers’ knowledge in dealing with pupils
with separation anxiety, strengthen linkages to parents to further develop the coping mechanisms
of their children with separation anxiety disorder, the development of pupil adjustment program
is encouraged to address the issue on separation anxiety among kindergarten pupils and other
studies should be conducted using other variables and in a wider perspective.

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