📄 Abstract
Many kindergarten learners experience separation anxiety when they start schooling in a formal school. This study examined the support provided by school heads to kindergarten teachers, the teachers' competence and resilience, and how secure parent-child attachment helps manage separation anxiety among kindergarten learners. The study used an explanatory correlational design employing mediation analysis. The total population of 31 School Heads and 31 kindergarten teachers was included as respondents. The data were analyzed to examine the relationships among school support, parent-child attachment, and the reduction of separation anxiety. The results showed that teachers had a high level of competence, confidence, and self-efficacy. They also demonstrated strong resilience, especially in commitment and professional growth. Parent-child attachment security was generally high, particularly in emotional closeness and parental responsiveness. Teachers received strong support from school heads in instructional, emotional, capacity-building, and policy areas. The ‘Med-Mod Analysis’ highlighted that parent-child attachment security significantly moderates the relationship between school-based support strategies and the reduction of separation anxiety. The interaction effect was statistically significant, indicating that the quality of the parent-child bond heavily influences the effectiveness of school support, teacher competence, and classroom strategies. The study concludes that reducing separation anxiety among kindergarten learners cannot be achieved solely by the school. It requires a strong, coordinated partnership between parents and teachers, supported by proactive leadership from school heads. Strengthening parent-child attachment security, improving consistency of care at home, and maintaining high levels of support are all essentials. When home and school work together with aligned strategies and shared goals, kindergarten learners are more likely to experience smoother transitions, reduce anxiety, and have better emotional adjustment to school life.
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📚 How to Cite:
Jomel Impreso Calucin, Elaine Rose Gordula Nachon , STRATEGIES EMPLOYED BY SCHOOL HEADS TO SUPPORT TEACHERS IN HANDLING SEPARATION ANXIETY AMONG KINDERGARTEN LEARNERS , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 416 - 422 ,