Teaching Performance, Classroom Climate and Learning Progress of Public Kindergarten Pupils

This study evaluated teaching performance, classroom climate, and learning progress among public kindergarten pupils in the Negros Island Region (N = 67 teachers) during the 2025–2026 school year. Using a descriptive-correlational design and structured survey instruments, findings revealed Very High levels across all three main variables: teaching performance (M=4.85,SD=0.28), classroom climate (M=4.89,SD=0.18), and pupil learning progress (M=4.56,SD=0.44). Spearman's rank correlation demonstrated a statistically significant positive relationship between teaching performance and learning progress (rs = .365, p = .002), rejecting the null hypothesis. However, no significant relationship was found between classroom climate and learning progress (rs = .215, p = .081). The study concludes that high instructional quality directly drives early childhood learning outcomes and recommends targeted professional development in positive discipline and scaffolded learning.

Teaching Performance, Classroom Climate, Pupil Learning Progress, Early Childhood Education, Public Kindergarten Teachers, Instructional Quality, Academic Achievement

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