Abstract
This study explains the relationship of the working environment and socio-psychological status of teachers and academic resiliency of kindergarten learners. The study assessed the teachers’ physical, human and organizational environments as well as their social, emotional and behavioral well-being. Results showed that their working environment is excellent and socio-psychological as flourishing highlighting strong interpersonal relationships, administrative support and structured workplace policies. On the other hand, the resiliency of kindergarten learners was measured through perseverance, reflecting and adaptive help-seeking and emotional response which were rated as moderate resilience. This indicated that while they could demonstrate independence and perseverance, they struggled with coping strategies and self-regulation. Although the correlation is negative between the work place, socio-psychological status and learners’ resilience, the study suggested that external factors such as parental involvement, home environment and peer interaction play an important role in developing resilience. Thus, the study emphasizes a holistic approach to fostering resilience, integrating teacher well-being programs, socio-emotional learning strategies and family engagement. Recommendations include enhancing teacher recognition, improving technological resources, strengthening professional development, and promoting structured resilience-building activities for students. Future research should further explore external influences on student resilience, ensuring a comprehensive understanding of how to support young learners in their early academic journey.
