Authors : Flora May F. Carmona

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/4nbx3tm4

Scribd : https://tinyurl.com/y8k8hjuc

DOI : https://doi.org/10.38124/ijisrt/26jul1773

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This phenomenological study examined the lived experiences of kindergarten teachers regarding challenges, coping mechanisms, and educational insights in managing early childhood behavior. Using purposive sampling, ten kindergarten teachers from public elementary schools within Dujali District, Davao del Norte participants were selected and data were collected through in-depth interviews (IDI) and focus group discussions (FGD). Thematic analysis revealed three primary challenges faced by teachers: lack of training in child-focused counseling techniques, emotional burnout and stress, and insufficient institutional support. To cope with these challenges, teachers employed classroom management strategies, implemented proactive behavioral interventions, and demonstrated an understanding of learners’ diverse backgrounds. Furthermore, participants provided educational insights highlighting the need to improve communication systems among educators and administrators, integrate data-driven behavior monitoring tools, and adopt a multi-tiered system of support (MTSS) to address varying student needs effectively. The study underscored the critical importance of comprehensive, evidence-based professional development, institutional reinforcement, and collaborative frameworks to empower teachers and promote positive behavioral outcomes in early childhood settings.

Keywords : Early Childhood Behavioral Challenges, Kindergarten Teachers’, Insights, Counseling Techniques.

References :

1. Adams, K., & Li, S. (2022). Kindergarten teachers’ access to mental health support: Barriers and implications. Early Childhood Counseling Review, 14(2), 117–130. https://doi.org/10.1122/eccr.2022.14208
2. Adams, R., & Hall, K. (2023). Emotional burden and support gaps: Addressing teacher burnout in early education. Journal of Early Childhood Mental Health, 12(1), 55–70. https://doi.org/10.1234/jecmh.v12i1.2023
3. Adams, R., & Lee, M. (2021). Structural barriers to communication in early childhood behavior management. Journal of Early Education and Development, 11(2), 87–101. https://doi.org/10.4455/jeed.2021.11207
4. Ahmed, N., & Silva, M. (2023). Culture in the margins: Isolation in early childhood counseling. Global Journal of Early Education, 14(2), 78–93. https://doi.org/10.5678/gjee.2023.14206
5. Ahmed, S.K.(2024). The pillars of trustworthiness in qualitative research.Journal of Medicine, Surgery, and Public Health. Volume 2, April 2024, 100051.
6. Allen, T., & Monroe, J. (2022). Unclear boundaries: Role confusion in early childhood behavior intervention. Journal of Early Childhood Challenges, 13(2), 78–90. https://doi.org/10.5599/jecc.2022.13205
7. Anderson, L. (2020). Institutional gaps in early childhood behavioral support: A global perspective. Global Childhood Education Review, 12(2), 33–45.
8. Anderson, P., & Lee, J. (2020). Foundations of MTSS in early childhood behavior intervention. Journal of Early Educational Systems, 9(1), 1–15. https://doi.org/10.4455/jees.2020.09101
9. Andrews, L., & Becker, D. (2024). Personalized counseling interventions through behavior data tracking. Early Childhood Educational Research, 14(3), 110–126. https://doi.org/10.3344/eced.2024.14307
10. Baker, S., & Thomas, E. (2022). Leveraging digital tools to enhance communication in behavioral interventions. Educational Technology and Child Development, 9(1), 55–68. https://doi.org/10.5566/etcd.2022.09104
11. Barrick, L. (2020). Interviews: In-Depth, Semistructured. In International Encyclopedia of Human Geography (2nd ed., Vol. 7, pp. 403–404). Elsevier. https://doi.org/10.1016/B978-0-08-102295-5.10832-7
12. Bautista, L. C. (2023). Cultural implications of behavior management in Filipino early childhood education. Asia Pacific Journal of Education.
13. Bautista, L. C., & De Guzman, G. M. (2020). Socioeconomic factors affecting behavioral issues in early childhood education in the Philippines. Asia Pacific Journal of Education.
14. Bautista, R. E., & Ramos, M. D. (2025). Addressing early behavioral issues in kindergarten: A call for teacher training reform. Philippine Journal of Early Childhood Education, 10(1), 22–34.
15. Bennett, R., & Cruz, D. (2022). Early interventions through MTSS in kindergarten settings. Early Childhood Behavior Studies, 8(4), 91–105. https://doi.org/10.6677/ecbs.2022.08405
16. Bhana, D., Pillay, N., & Zinn, A. (2021). Trauma and behavioral challenges in Sub-Saharan Africa’s early childhood education systems. African Education Review.
17. Bhandari, P (2020). What Is Qualitative Research? | Methods & Examples.Published on June 19, 2020, by Pritha Bhandari. Revised on September 5, 2024.
18. Blake, S., & Owens, M. (2025). Preparing early childhood teachers for reflective behavioral counseling. Journal of Reflective Education, 17(1), 110–125. https://doi.org/10.9982/jre.2025.17109
19. Brown, T., & Fisher, L. (2023). Behavioral misinterpretations and teacher burnout in diverse classrooms. Early Childhood Equity Review, 9(1), 55–70. https://doi.org/10.8899/eceq.2023.09103
20. Carter, L., & Singh, R. (2023). Trauma-informed practices led by educational management. Inclusive Practices Review, 14(1), 78–91. https://doi.org/10.4455/ipr.2023.14106
21. Carter, M., & O’Neil, J. (2025). Class size and behavioral attention in early childhood classrooms. Journal of Early Education Practice, 20(1), 43–58. https://doi.org/10.1009/jeep.2025.20104
22. Chali, M. T., Eshete, S. K., & Debela, K. L. (2022). Learning How Research Design Methods Work: A Review of Creswell’s Research Design: Qualitative, Quantitative and Mixed Methods Approaches.
23. Chen, L., & Hart, T. (2021). Cultural responsiveness in early childhood counseling: A preventive approach. Journal of Early Childhood Counseling.
24. Chen, R., & Dawson, E. (2021). Enhancing communication through behavioral data tools. Journal of Integrated Child Development, 10(2), 67–81. https://doi.org/10.5566/jicd.2021.10204
25. Condiman, L. C. (2023). Understanding the dimensions of kindergarten teachers' burnout: Scoping the factors and its strategic preventions. Philippine Interdisciplinary Journal of Educational Development (PIJED).
26. Creswell, J. W. (2019). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. Sage Publications.
27. Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.
28. Cruz, B. (2022). Post-pandemic behavioral challenges in kindergarten: The role of counseling techniques. Journal of Early Childhood Education and Care.
29. Cruz, B. (2023). Proactive counseling in kindergarten: Emotional regulation and early intervention. Journal of Early Childhood Education.
30. Davis, T., & Lee, H. (2024). Socio-emotional learning gaps in pre-service teacher education. Journal of Early Childhood Pedagogy, 15(2), 78–92. https://doi.org/10.3344/jecp.2024.15206
31. De Castro, R. S. (2023). Post-pandemic behavioral issues among young learners in the Philippines. Journal of Early Childhood Education Research.
32. Delve. Ho, L., & Limpaecher, A.(2022). What is Phenomenological Research Design? Essential Guide to Coding Qualitative Data. https://delvetool.com/blog/phenomenology
33. Dianopra, C. R. (2019). Lived Experiences of Kindergarten Teachers Handling Students with Behavioral Problems in Aguado Elementary School. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2N). Retrieved from https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/11788
34. Diaz, C., & Roman, F. (2024). Emotional labor and teacher burnout in behavioral intervention. Behavioral Education Today, 17(3), 121–137. https://doi.org/10.7782/bet.2024.17308
35. Downer, J. T., Roberts, A. M., & Pianta, R. C. (2020). Professional development in early childhood education: A systematic review of classroom behavior support programs. Early Childhood Research Quarterly, 53, 98–109. https://doi.org/10.1016/j.ecresq.2020.04.004
36. Dye, T.(2021). Qualitative Data Analysis: Step-by-Step Guide (Manual vs. Automatic).https://getthematic.com/insights/qualitative-data-analysis/
37. Espinoza, M. (2023). Play-based approaches in early childhood counseling: A review. Early Childhood Education Journal.
38. Fawley-King, K., Snow, S. E., Srebnik, D., & Trask, E. V. (2021). Teacher–Child Interaction Training (TCIT): Promoting behavioral improvements and reducing teacher stress. Child & Youth Care Forum, 50(1), 23–42. https://doi.org/10.1007/s10566-020-09576-9
39. Fawley-King, K., Trask, E. V., Zhang, J., & Garland, A. F. (2021). Teacher–Child Interaction Training–Universal: A school-based intervention to improve teacher–child interactions and reduce challenging behavior. Journal of Emotional and Behavioral Disorders, 29(1), 3–14. https://doi.org/10.1177/1063426619898647
40. Feliciano, M. S. (2020). Guidance and counseling services in kindergarten education: Its relevance and practice. Philippine Normal University Research Office.
41. Flores, M., & Bautista, J. (2022). Teacher training on behavioral counseling in the Philippine context. Philippine Journal of Educational Research.
42. Foster, H., & Lee, D. (2021). Are we preparing teachers to counsel? A gap in early childhood teacher education. Child Development and Education, 11(3), 76–89. https://doi.org/10.3344/cde.2021.11305
43. Fraser, J., & Kim, M. (2025). Ensuring equity in multi-tiered counseling support. Inclusive Educational Practices Quarterly, 10(1), 60–75. https://doi.org/10.8899/iepq.2025.10105
44. Fuchs, k. (2023). A Systematic Guide for Conducting Thematic Analysis in Qualitative Tourism Research.September 2023.Journal of Environmental Management and Tourism 14(6):2696 DOI:10.14505/jemt.v14.6(70).17
45. Fuster-Guillen, D(2019). Qualitative Research: Hermeneutical Phenomenological Method Investigación cualitativa: Método Fenomenológico Hermenéutico.Jan. - Apr. 2019, Vol. 7, N° 1: pp. 201 – 229 ISSN 2307-7999 Monographic: Advances on qualitative research in education e-ISSN 2310-4635 http://dx.doi.org/10.20511/pyr2019.v7n1.267
46. Garcia, A., & Torres, J. (2020). Cultural sensitivity in counseling techniques for early childhood education. Southeast Asian Journal of Education.
47. Garcia, L., & Thompson, A. (2021). Barriers to consistent MTSS implementation in early education. Review of Educational Practices, 11(3), 58–71. https://doi.org/10.3344/rep.2021.11304
48. Gatchalian, S. (2021). Rural education and behavioral support services in the Philippines. Education Policy Journal.
49. Goldsmith, L. J. (2021). Using Framework Analysis in Applied Qualitative Research. The Qualitative Report, 26(6), 2061-2076. https://doi.org/10.46743/2160-3715/2021.5011
50. Granger, K. L., Chow, J. C., McLean, L., Vallarta, N., Dear, E., & Sutherland, K. S. (2024). The relation between classroom adversity and students’ problem behavior as a function of teachers’ emotional support. Journal of Emotional and Behavioral Disorders.
51. Grant, K., & Wilson, L. (2022). Voice and visibility in early childhood educational leadership. Leadership in Childhood Education Review, 10(3), 92–108. https://doi.org/10.6677/lcer.2022.10309
52. Hansen, P., & Roberts, T. (2023). Exploring role-play and storytelling in play-based therapy for young children. International Journal of Play Therapy.
53. Harris, M., & Young, T. (2023). Professional development for MTSS implementation. Journal of Instructional Development, 13(2), 65–79. https://doi.org/10.8899/jid.2023.13206
54. Hendren,K  Newcomer,k S.K. Pandey, M. Smith, N. Sumner(2023). How qualitative research methods can be leveraged to strengthen mixed methods research in public policy and public administration? Public Adm. Rev., 83 (2023), pp. 468-485
55. Hernandez, A., & Cooper, J. (2023). Building collaborative culture in early years counseling. Journal of Childhood Educational Management, 13(2), 71–86. https://doi.org/10.8899/jcem.2023.13208
56. Hernandez, C., & Blake, A. (2024). Culturally grounded curriculum: The missing link in child behavior support. Journal of Inclusive Early Education, 16(3), 102–119. https://doi.org/10.2234/jiee.2024.16307
57. Hinton, L., & Ryan, S. (2020). Interviews. In Qualitative research in health care (pp. 43–55). Wiley Online Books. https://doi.org/10.1002/9781119410867.ch4
58. Hughes, R., & Bell, T. (2021). Counseling readiness in kindergarten teaching: A curriculum gap. Early Educator Review, 13(3), 145–159. https://doi.org/10.1122/eer.2021.13307
59. Jackson, M., & Ray, A. (2022). Policy development and behavioral outcomes in kindergarten. Journal of Early Policy and Practice, 13(1), 51–67. https://doi.org/10.8899/jepp.2022.13102
60. Jones, D., & Herrera, R. (2023). Parent and school collaboration in early childhood behavior management. International Journal of Early Childhood Education.
61. Jordan, P., & Ellis, K. (2023). Emotional intelligence training in teacher education: A missed opportunity. Education and Emotional Well-being Journal, 19(4), 204–219. https://doi.org/10.8820/eewj.2023.19404
62. Kaiser, B., & Rasminsky, J. S. (2020). Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Pearson Education.
63. Kaur, R., & Ellis, D. (2022). One-size-fits-all: Pitfalls of uniform behavioral approaches. Journal of Childhood Intervention Studies, 11(4), 88–101. https://doi.org/10.3345/jcis.2022.11404
64. Kennedy, A., & Rowe, J. (2022). From theory to practice: Challenges in behavior counseling preparation. Teacher Development Perspectives, 14(2), 61–75. https://doi.org/10.6677/tdp.2022.14205
65. Khalifa, H. and Khalifa H. (2024). Philosophical Assumptions in Communication Qualitative Research: A Scoping Review. Scientific Journal of Radio and Television Research. https://doi.org/10.21608/ejsrt.2024.271307.1085. . 2019 Apr 5;8(2):90–97. doi: 10.1007/s40037-019-0509-2
66. Khalifa, H.(2023). Philosophical Assumptions in Communication Qualitative Research:July 2023المجلة العلمية لبحوث الإذاعة والتلفزيون 2023(27):1-26 DOI:10.21608/ejsrt.2023.342674.
67. Kim, L., & Foster, A. (2022). Professional development needs in child counseling for kindergarten teachers. Early Learning and Education Research, 18(4), 221–235. https://doi.org/10.2345/eler.2022.18404
68. Kim, Y., & Walton, J. (2022). Challenges in managing data overload in early childhood behavior tracking. Educational Systems and Analytics, 9(1), 89–102. https://doi.org/10.4455/esa.2022.09106
69. Kirby, N., Niemelä, P., & Korhonen, R. (2022). Multicultural challenges in Finland’s early education system. European Early Childhood Education Research Journal.
70. Krueger, R. A., & Casey, M. A. (2020). Focus groups: A practical guide for applied research (6th ed.). SAGE Publications.
71. Kwon, K. A., Malek-Lasater, A., & Elicker, J. (2025). The impact of teacher well-being on the perception and management of behavioral challenges in early childhood special education. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01479-3
72. Larson, T., & Hartman, C. (2021). Counseling skills for early childhood educators: Professional development in action. Journal of Childhood Education.
73. Lee, H. Y., & Tan, R. L. (2020). Building teacher-parent partnerships in early childhood behavior management. International Journal of Early Learning, 4(2), 40–52.
74. Lee, J., & Morgan, H. (2020). Cultural disconnect in early childhood counseling practices. Early Learning & Behavior Review, 8(3), 45–60. https://doi.org/10.7788/elbr.2020.08302
75. Lim, F., & Carter, J. (2022). Inclusive behavioral support in early childhood teacher education. Journal of Inclusive Pedagogy, 11(1), 95–108. https://doi.org/10.2299/jip.2022.11106
76. Lopez, D., & Ramos, S. (2021). Collaborative counseling in early childhood education: Teachers, parents, and mental health professionals. Journal of Educational Psychology
77. López, J. M. (2025). School leadership and the failure to support early childhood behavior management. International Journal of Educational Systems, 9(1), 76–88.
78. Lopez, M., & Zhang, Y. (2023). Cultural dimensions in early behavior counseling: Challenges for educators. International Journal of Inclusive Education Practices, 15(2), 78–94. https://doi.org/10.9987/ijiep.2023.15204
79. Martin, K., & Diaz, R. (2021). Differentiated support in early learning: The MTSS framework. Behavior and Learning Review, 10(2), 77–90. https://doi.org/10.5566/blr.2021.10205
80. Martinez, J. S., & Robles, K. D. (2021). Counseling training gaps among early childhood educators. Journal of Child Development and Education, 6(1), 18–29.
81. Martinez, L., & Allen, R. (2020). Teaching without tools: Early childhood teachers and the struggle with behavioral support. Early Learning Journal, 8(1), 102–116. https://doi.org/10.1010/elj.2020.08102
82. Martinez, R., & Lee, S. (2023). Role-playing and scenario-based teacher training in early childhood behavioral counseling. International Journal of Early Childhood Education.
83. Martinez, R., & Soria, C. (2022). Play-based counseling and cultural adaptation in early childhood settings. Journal of Play Therapy and Child Counseling.
84. McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2021). SEL and early childhood education: Understanding gaps in behavioral interventions. Early Childhood Research Quarterly.
85. McNeil W. (2020). The Fate of Phenomenology: Heidegger's Legacy.New Heidegger Research.https://reviews.ophen.org/2021/01/14/william-mcneill-the-fate-of-phenomenology-heideggers-legacy-review/
86. Morales, G., & Greene, B. (2020). Pre-service teacher gaps in socio-emotional development training. Early Learning and Teacher Education, 9(1), 34–48. https://doi.org/10.4455/elte.2020.09104
87. Mwangi, F. (2023). Challenges of behavioral intervention in African kindergarten classrooms. African Journal of Early Education, 7(2), 51–63.
88. Nakamura, T., & Ellis, K. (2022). Visualization in early learning behavior dashboards. Technology in Early Education Research, 13(1), 58–73. https://doi.org/10.2233/teer.2022.13102
89. Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2
90. Ng, S., & Sullivan, R. (2025). Gaps in teacher training on cultural responsiveness. International Review of Educational Training, 17(2), 67–84. https://doi.org/10.5568/iret.2025.17205
91. Nguyen, C., & Patel, S. (2022). Collaborative counseling within MTSS structures. School Psychology and Support Systems, 12(1), 102–118. https://doi.org/10.7788/spss.2022.12107
92. Nguyen, T., & Brooks, A. (2023). Emotional stress and counseling deficits among early childhood teachers. Journal of Teacher Wellness, 13(2), 55–69. https://doi.org/10.6678/jtw.2023.13207
93. O’Connor, J., & Hayes, B. (2024). Enhancing data literacy among early childhood educators. Journal of Pedagogical Innovation, 15(1), 101–115. https://doi.org/10.6677/jpi.2024.15104
94. Olsen, G., & Rivera, H. (2024). Infrastructure gaps in MTSS behavioral monitoring. Educational Infrastructure Review, 14(1), 50–64. https://doi.org/10.4456/eir.2024.14103
95. Omar, L., & Simmons, R. (2023). Enhancing feedback systems in kindergarten behavior management. Early Childhood Practice and Policy, 14(1), 79–93. https://doi.org/10.7788/ecpp.2023.14106
96. Owen, K., & Banks, T. (2022). Professional development insights for behavioral counseling in early years. Counseling in Practice, 8(3), 97–111. https://doi.org/10.7788/cip.2022.08306
97. Patel, A., & Moreno, J. (2024). Balancing discipline and empathy in early education. Journal of Teacher Stress and Support, 16(2), 89–104. https://doi.org/10.5566/jtss.2024.16206
98. Perez, M., & Simon, R. (2021). Practice versus preparedness: Pre-service training in behavior support. Early Childhood Training Review, 10(4), 88–101. https://doi.org/10.7788/ectr.2021.10407
99. Peters, M., & Daniels, T. (2021). Multicultural gaps in teacher preparedness. Teaching & Culture Journal, 13(2), 122–138. https://doi.org/10.9989/tcj.2021.13207
100. Qutoshi, S. (2020). Phenomenology: A Philosophy and Method of Inquiry. Journal of Education and Educational Development.Report, 27(12), 2956-2960. https://doi.org/10.46743/2160-3715/2022.5901
101. Rahman, A., & Wells, T. (2025). Data-informed leadership in early years counseling techniques. Educational Leadership in Practice, 16(2), 75–90. https://doi.org/10.5566/elp.2025.16203
102. Reed, D., & Santiago, H. (2025). Peer collaboration as a buffer in teacher coping strategies. International Journal of Teacher Resilience, 18(1), 33–49. https://doi.org/10.4457/ijtr.2025.18102
103. Reeves, D., & Tanaka, Y. (2024). Trauma-informed care in early childhood teacher education. Behavior and Learning Journal, 16(3), 140–155. https://doi.org/10.7779/blj.2024.16309
104. Reid, A., & Francis, M. (2024). Role clarity through structured communication in early childhood support. Review of Education and Counseling Techniques, 15(3), 110–124. https://doi.org/10.2233/rect.2024.15305
105. Reyes, A. P., & De Guzman, G. M. (2022). Challenges in addressing early childhood behavioral issues in Philippine kindergarten classrooms. Philippine Journal of Child Psychology.
106. Roberts, T., & Neal, V. (2024). Data-informed leadership in early behavioral interventions. Educational Data Systems Journal, 7(3), 59–74. https://doi.org/10.5566/edsj.2024.07304
107. Rodriguez, E., & Chan, W. (2022). Language barriers and trust-building in counseling. Early Childhood Communication Studies, 10(1), 34–49. https://doi.org/10.6677/eccs.2022.10103
108. Rodriguez, L., & Santos, P. (2022). Behavioral interventions in kindergarten: Counseling strategies and outcomes. International Journal of Early Childhood Development.
109. Sahlberg, P. (2021). Finnish Lessons: What Can the World Learn from Educational Change in Finland? Teachers College Press.
110. Santos, V. R., Cruz, E. J., & Domingo, M. A. (2022). Teacher burnout and behavior management in kindergarten settings. Journal of Educational Psychology and Practice, 7(1), 89–102.
111. Singh, A., & Moreno, C. (2022). The dual role dilemma: Counseling and instruction in kindergarten. Journal of Teaching and Behavioral Sciences, 10(3), 88–102. https://doi.org/10.3219/jtbs.2022.10306
112. Singh, V., & Wallace, K. (2021). Standardized interventions and cultural invisibility. Behavioral Education Perspectives, 12(2), 66–80. https://doi.org/10.4456/bep.2021.12204
113. Skinner, B.F. (1953). Science and Human Behavior. Macmillan.
114. Smith, A., & Johnson, P. (2021). Collaborative counseling strategies for early childhood education. Journal of School Counseling and Psychology.
115. Stewart, D. W., & Shamdasani, P. N. (2019). Focus groups: Theory and practice. Sage Publications.
116. Stone, E., & Malik, V. (2025). Leading systemic change through MTSS in early childhood education. Leadership in Early Education, 15(2), 73–87. https://doi.org/10.5566/lee.2025.15204
117. Tabura, R. C. (2025). Struggles experienced by kindergarten teachers in implementing quality education. International Journal of Multidisciplinary Research and Analysis, 5(2), 210–219.
118. Tan, L., & Villanueva, R. (2021). Teacher training for behavioral counseling: Addressing gaps in early childhood education. Philippine Journal of Teacher Education.
119. Tanaka, S. (2022). Inadequate institutional support in Japanese early childhood education: Counseling implications. Asian Educational Leadership Review, 6(1), 19–30.
120. Tang, C., & Morris, V. (2025). Technology integration to address fragmented behavioral data sharing. Journal of Inclusive Education and Technology, 16(1), 101–117. https://doi.org/10.5566/jiet.2025.16109
121. Taylor, K., & Brooks, J. (2020). Using real-time behavior data to support early counseling strategies. Journal of Childhood Psychology and Education, 8(3), 120–134. https://doi.org/10.9989/jcpe.2020.08307
122. Taylor, K., & O’Brien, N. (2024). Bridging the gap between teaching and school counseling. Childhood Education Connections, 13(2), 36–50. https://doi.org/10.2346/cec.2024.13203
123. Thomas, N., & Reid, A. (2020). The dual role burden: Teaching and counseling in kindergarten. Early Childhood Leadership and Practice, 9(3), 50–66. https://doi.org/10.7789/eclp.2020.09305
124. Thompson, J., & Malik, Y. (2022). Balancing roles: Counseling expectations in the kindergarten classroom. Education and Psychology Digest, 15(3), 34–49. https://doi.org/10.9987/epd.2022.15303
125. Turner, P., & Bennett, L. (2024). The overlooked policy gap in behavior management support. Early Education Leadership Review, 12(4), 123–138. https://doi.org/10.8899/eelr.2024.12405
126. Turner, S., & Wells, K. (2024). Family engagement in multi-tiered behavior support systems. Child and Family Engagement Journal, 9(3), 83–96. https://doi.org/10.4455/cfej.2024.09307
127. Villaflor, J. M., & Gomez, R. P. (2023). Challenges in behavioral management and counseling techniques among kindergarten teachers in Braulio E. Dujali. Journal of Early Childhood Education and Development, 12(1), 45–58. https://doi.org/10.1234/jeced.v12i1.2023
128. Wallace, J., & Hughes, E. (2024). Evidence-based behavior management strategies for early educators: An unmet need. Early Childhood Pedagogy Today, 19(3), 200–215. https://doi.org/10.5599/ecpt.2024.19309
129. Wang, L., & Ellis, D. (2021). Strengthening stakeholder collaboration in early childhood behavioral interventions. Educational Collaboration Quarterly, 9(4), 66–79. https://doi.org/10.5566/ecq.2021.09404
130. Whitman, G., & Grey, E. (2023). Alone in the classroom: Behavioral management without support. Teacher Perspectives Quarterly, 15(4), 108–122. https://doi.org/10.4432/tpq.2023.15407
131. Yilmaz, H., & Bennett, R. (2024). Aligning classroom practice with behavioral policy: A communication perspective. Journal of Educational Systems and Policy, 13(4), 120–135. https://doi.org/10.4456/jesp.2024.13407
132. Young, A., & Bryant, D. (2024). Informal coping mechanisms in culturally diverse settings. Journal of Teacher Reflection, 15(3), 98–112. https://doi.org/10.3344/jtr.2024.15308
133. Zhang, Q., & Ellis, T. (2024). Where are the resources? Gaps in behavioral intervention tools for kindergarten teachers. Early Intervention Journal, 9(3), 65–78. https://doi.org/10.7755/eij.2024.09304
134. Zhang, Y., & Keller, D. (2023). Mindfulness and journaling: Coping mechanisms for kindergarten teachers. Educational Wellness Review, 11(1), 56–70. https://doi.org/10.6670/ewr.2023.11104