Page 55 - GS_Journal_2015

Urdaneta City University

sex, civil status, number of years as a kindergarten teacher, highest educational attainment and
number of relevant trainings 2) level of classroom management skills of kindergarten teachers
3) significant difference between the level of classroom management skills across the profile
variables and 4) the significant relationship between the level of classroom management skills
and their profile variables. The descriptive method and correlational design were used in this
study which sought to describe the respondents in terms of their profile variables as well as
their level of classroom management skills. This study also sought to compare the respondents’
level of classroom management skills across their profile variables and also to correlate such
involvement with the profile variables.
The findings are summarized in the order of which the problems are raised and the
hypothesis posed in this study 1) Majority of the kindergarten teachers belong to age bracket
21-30 that is 32 or 72.7 percent, females that is 43 or 97.7 percent, females that is 43 or 97.7
percent, single that is 28 or 63.6 percent, have 3 years and below number of years as a kinder
teacher that is 30 or 68.2 percent, have earned their masteral units that is 38 or 86.4 percent
and have attended 3 and below number of years of relevant trainings 2) The level of classroom
management skills of kindergarten teachers had a grand overall weighted mean of 4.58 denoting
a descriptive equivalent of “Highly Skillful”.
Based on the results of the findings, the researcher arrived at the following conclusions
1) the kindergarten teachers are relatively young, educationally qualified and with relevant
trainings in the kindergarten 2) the kindergarten teachers are highly skillful in their levels of
management skills except in the number of relevant trainings and 4) the kindergarten teachers
level of classroom management skills is not associated with their profile variables.
In the light of findings and conclusions, the following conclusions are hereby presented:
The kindergarten teachers should continue to grow professionally by completing the Masteral
Degree and Post Graduate studies to further enhance their classroom management skills which
will redound to pupils good performance in the classroom. 2) Training programs on classroom
management skills of the kindergarten teachers aligned with the K-12 program especially in
the use of instructional materials should be designed, formulated and implemented to further
enhance the kindergarten teachers’ classroom management skills for the improvement of
instruction. 3) The kindergarten teachers should sustain their highly skillful level of classroom
management skills to further enhance pupils’ performance and 4) other studies should be
conducted to look into other aspects of kindergarten teachers’ classroom management skills.

BEHAVIORAL PROBLEMS OF KINDERGARTEN PUPILS ENCOUNTERED
BY TEACHERS
ZENIA JOY S. FLORENDO

The study determined the behavioral problems of Kindergarten pupils encountered by
Kindergarten teachers in Sison District, Division of Pangasinan II, S.Y. 2014-2015. Specifically,

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