Abstract
The study was to investigate the relationship between the academic achievement of kindergarten pupils and the effectiveness of the teaching skills of their teachers in the Valencia City Division. One hundred twenty-two kindergarten teachers were surveyed, and descriptive statistics were used to analyze the data collected. The results showed that the majority of the kindergarten teachers were female, married, and had a bachelor's degree, with most of them between 25-35 years old and having been in service for 6-15 years. They were found to be highly effective in various teaching skills, such as curriculum content, teaching guide, teaching strategies, teaching materials, and learning assessments. However, the academic performance of the pupils revealed a mix of levels, with some needing additional support to improve their grades. The correlational analysis revealed no significant relationship between teaching skills and academic performance, and no significant difference in the degree of effectiveness of teachers' teaching skills based on age and gender, but there was a significant difference based on civil status. The study concludes that supporting pupils' academic performance is crucial and recommends policies and practices related to teacher education, professional development, and recruitment.
