Assessing Teachers’ Capabilities in Handling Kindergarten Separation Anxiety in Selected Districts, Division of Sulu

Nadzra Bakil; Mary Ann Lim

doi:10.62596/sthgs459

Authors

Nadzra S. Bakil School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Mary Ann G. Lim School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/sthgs459

Keywords:

Separation Anxiety, Kindergarten Teachers’ Capabilities, Early Childhood Education, Classroom Management, Attachment Theory, Child Development

Abstract

This study assessed the extent of teachers’ capabilities in handling kindergarten separation anxiety in selected districts of the Division of Sulu. It employed a descriptive-correlational research design involving 100 teacher-respondents selected through purposive sampling and analyzed data using frequency, percentage, weighted mean, standard deviation, Pearson’s correlation, t-test, and ANOVA. The study examined teachers’ knowledge of separation anxiety, strategies used to alleviate it, and the support or resources needed in handling separation anxiety, considering respondents’ demographic profiles such as age, gender, civil status, educational attainment, and length of service. Findings revealed that most respondents were 26-35 years old, female, married, had 6-10 years of service, and possessed a bachelor’s degree. Results further showed that teachers’ capabilities in handling kindergarten separation anxiety across all domains were generally perceived as favorable, consistently obtaining a ‘Satisfactory’ rating. No significant differences were found in teachers’ capabilities when grouped according to demographic profile, while a high positive significant correlation was observed among the variables. These findings validate John Bowlby’s Attachment Theory (1969), which emphasizes the importance of a secure environment in facilitating healthy transitions for children. The findings also align with Erik Erikson’s Psychosocial Development Theory (1950), suggesting that teachers with diverse alleviation strategies help foster predictability, safety, and trust in children. Furthermore, the study reinforces B. F. Skinner’s Behaviorist Theory (1938), highlighting the use of operant conditioning principles in stabilizing the classroom environment. Overall, the study emphasizes the importance of foundational knowledge and empathetic, proactive approaches in managing separation anxiety and supporting early childhood education.

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