Authors : Edith P. Cabarrubias; Elizabeth N. Farin

Volume/Issue : Volume 11 - 2026, Issue 10 - October

Google Scholar : https://tinyurl.com/275mzjxf

DOI : https://doi.org/10.38124/ijisrt/26Oct080

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

Abstract : Kindergarten teachers work in emotionally demanding environments where effective coping and emotional intelligence are essential in responding to complex classroom, instructional, assessment, and parent-related demands. This research examined the professional challenges, coping mechanisms, and emotional intelligence of kindergarten teachers in public elementary schools in Zone IV, Division of Zambales, Philippines, and determined the relationships among these constructs. A descriptive-correlational research design was employed involving 150 kindergarten teachers from 53 public elementary schools in San Marcelino, Castillejos, and Subic. Data were gathered using a structured questionnaire covering professional challenges, coping mechanisms, and seven dimensions of emotional intelligence. The instrument was pilot-tested with 30 kindergarten teachers outside the main study sites and obtained an overall Cronbach’s alpha of .996, indicating excellent internal consistency.

Keywords : Emotional Intelligence; Coping Mechanisms; Kindergarten Teachers; Teacher Challenges; Early Childhood Education.

References :

1. Agbaria, Q. (2021). Classroom management skills among kindergarten teachers as related to emotional intelligence and self-efficacy. International Journal of Instruction, 14(1), 1019-1034. https://doi.org/10.29333/iji.2021.14160a
2. Akgün, E., & Aydın, İ. (2020). Communication problems between parents and teachers in preschool education and solution proposals. Participatory Educational Research, 7(2), 234-251. https://doi.org/10.17275/per.20.25.7.2
3. Benatov, J., Keleynikov, M., & Berger, R. (2022). Preschool teachers' psychological distress and work engagement during COVID-19 outbreak: The protective role of mindfulness and emotion regulation. International Journal of Environmental Research and Public Health, 19, 2645. https://doi.org/10.3390/ijerph19052645
4. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
5. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
6. Fernández-Berrocal, P., Cabello, R., Castillo, R., & Extremera, N. (2021). Integrating emotional intelligence skills in teacher education: A case study of emotional education in Spain. Teaching and Teacher Education, 98, 103235. https://doi.org/10.1016/j.tate.2020.103235
7. García-Martínez, I., Pérez-Navío, E., Pérez-Ferra, M., & Quijano-López, R. (2021). Relationship between emotional intelligence, educational achievement, and academic stress of pre-service teachers. Behavioral Sciences, 11(7), 95. https://doi.org/10.3390/bs11070095
8. Ghasemi, F., Herman, K., & Reinke, W. (2022). Shifts in stressors, internalizing symptoms, and coping mechanisms of teachers during the COVID-19 pandemic. School Mental Health, 15, 272-286. https://doi.org/10.1007/s12310-022-09549-8
9. Go, M. B., Golbin, R. A., Velos, S. P., & Bate, G. P. (2020). Filipino teachers' compartmentalization ability, emotional intelligence, and teaching performance. Asian Journal of University Education, 16(3), 141-151.
10. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
11. Haroun, R., & Alkhales, B. M. (2019). Practices and beliefs relating to authentic assessment of kindergarten teachers in the suburbs of Jerusalem. Modern Applied Science, 13(3), 112-120. https://doi.org/10.5539/mas.v13n3p112
12. Ishibashi, S., Tokunaga, A., Shirabe, S., Yoshida, Y., Imamura, A., Takahashi, K., Kawano, K., Iwanaga, R., & Tanaka, G. (2022). Burnout among kindergarten teachers and associated factors. Medicine, 101(10), e30786. https://doi.org/10.1097/MD.0000000000030786
13. Jacoba, F., Gabriel, A., Cuya-Antonio, O., Obispo, C., & Gabriel, J. (2022). Emotional quotient and teaching performance of selected faculty in a higher education institution in the Philippines. Philippine Social Science Journal, 5(3). https://doi.org/10.52006/main.v5i3.553
14. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
15. Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290-300. https://doi.org/10.1177/1754073916639667
16. Preston, J. P., MacPhee, M. M., & O'Keefe, A. R. (2018). Kindergarten teachers' notions of parent involvement and perceived challenges. McGill Journal of Education, 53(3). https://doi.org/10.7202/1058416ar
17. Pyle, A., DeLuca, C., Danniels, E., & Wickstrom, H. (2020). A model for assessment in play-based kindergarten education. American Educational Research Journal, 57(6), 2251-2292. https://doi.org/10.3102/0002831220908800
18. Sandu, M., & Marin, M. V. (2022). Emotional distress and the quality of life for teachers during the pandemic. Technium Social Sciences Journal, 30. https://doi.org/10.47577/tssj.v30i1.6318
19. Sherfinski, M. (2021). Spaces for coping with change: Kindergarten educators' emotional refuges. International Journal of Early Years Education, 31, 79-94. https://doi.org/10.1080/09669760.2021.1956438
20. Siddiqui, F., & Soomro, N. (2019). Emotional intelligence, occupational stress, problem-focused and active avoidance coping strategies of female teachers. Pakistan Journal of Psychological Research, 34(1), 55-70.
21. Yang, Y., Lu, X., Ban, Y., & Sun, J. (2022). Social support and job satisfaction in kindergarten teachers: The mediating role of coping styles. Frontiers in Psychology, 13, 809272. https://doi.org/10.3389/fpsyg.2022.809272
22. Yazon, A., & Ang-Manaig, K. (2019). Emotional intelligence and occupational stress among Filipino teachers. Universal Journal of Educational Research, 7(11), 1108-1115. https://doi.org/10.13189/ujer.2019.071108
23. Yin, H., Huang, S., & Wang, W. (2019). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health, 16(3), 414. https://doi.org/10.3390/ijerph16030414
24. Zhang, J., Cheng, M., Yi, R., Zhao, X., & Tan, F. (2019). A survey of kindergarten teachers' classroom teaching practices: A case study of four kindergartens in Kaizhou District, Chongqing, China. In Proceedings of the 9th International Conference on Education, Management, and Computer (pp. 605-609). Atlantis Press.