📄 Abstract
The relationship between teacher and student is an important aspect of early childhood education, providing a relational setting in which kindergarten learners develop socially, emotionally, cognitively, and linguistically. The quality of the teacher-student connection and its correlation with the performance of kindergarten learners at selected private schools in Imus City, Cavite, Philippines, were the focus of this study. A descriptive-correlational research approach was utilized in the study. The professional profiles of the teachers, the quality of teacher-student relationships, and the developmental performance of the learners in the social-emotional, cognitive, and language/communication domains were examined. The results indicate that kindergarten teachers were typically qualified and experienced, but there was minimal participation in abroad training. Generally, the interactions between the teacher and students were evaluated as good. However, the areas that needed strengthening were trust-building, attentive listening, consistency, and behavior Management. It was commonly found that kindergarten learners functioned appropriately across the examined developmental domains. Some selected teacher profile features showed significant differences in the quality of teacher–student connection, indicating the importance of personality and professional qualities for relational practice. However, the quality of teacher-student interaction was not statistically significantly correlated with learner performance (r = 0.091, p = 0.323). These findings may reflect the influence of multiple developmental, teaching, family, and contextual factors rather than solely the teacher-student relationship. Based on the results, an intervention plan has been recommended: ongoing professional development and mentoring among teachers; teacher wellbeing; partnership between school and home; adaptable student-friendly instruction; and better instructional materials. Adding localized information to a field of study and contributing contextually grounded suggestions, especially for topics like the teacher-student relationship and other surrounding positive experiences that contribute to better conditions for learning at home and at the learning institution.
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📚 How to Cite:
Janine B. Isigne, Melinda F. Marquez, PhD, PDP-TQM , ROLE OF TEACHERS IN NURTURING THE PERFORMANCE OF KINDERGARTEN LEARNERS: BASIS FOR INTERVENTION PROGRAM , Volume 12 , Issue 9, September 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 133 - 141 ,