Abstract
The transition from kindergarten to elementary school is a pivotal stage in a child's learning journey, demanding academic, social, and emotional adjustments. This descriptive research investigates the perspectives and practices of teachers supporting Key Stage I learners' transitions in District II, Maramag, Division of Bukidnon, for the 2024-2025 school year. The study analyzes teacher demographics, perceptions of student challenges, and the strategies used to facilitate this transition. Results indicate that teachers view academic preparedness as the main hurdle for young students, with behavioral and social adaptation also posing significant challenges. Teachers highlighted the role of parental involvement, open communication, and gradual orientation to the primary school environment while also noting the need for stronger collaboration between preschool and primary educators. Demographic factors such as age and gender influenced teaching approaches, whereas teaching experience did not significantly impact the application of transition strategies. The findings emphasize the necessity of robust early childhood education, enhanced teacher cooperation, and increased parental participation to ensure a successful transition. Recommendations include targeted hiring to foster diversity, ongoing professional development for educators, and further studies comparing practices across regions and over time to evaluate long-term effects.
