Competence of Teachers in Identifying Signs of Learning Difficulties Among Kindergarten Pupils

Thirty-two (32) Kindergarten Teachers from Asingan Districts I and II, Pangasinan Schools Division II, DepEd Region I, participated as respondents in this study during SY 2025-2026. In five domains—physical, emotional, psychological, intellectual, and academic—the study assessed the respondents' proficiency in spotting indicators of learning challenges in kindergarten students. It also tested hypotheses on differences in competence across profile variables, and on relationships between competence and profile variables. The study used a descriptive-correlational research design. Data were gathered using a structured questionnaire checklist and analyzed using the Statistical Package for the Social Sciences (SPSS) version 17. It is determined that the respondent teachers are typical yet well qualified to teach kindergarten; they are mostly middle-aged, female, hold a Master of Arts in Education degree, and have 10 or more years of teaching experience. With a grand overall weighted mean (GOWM) of 4.581 for the composite competence across all domains of learning challenges, the respondent-teachers' level of competence in recognizing symptoms of learning difficulties is "Very Competent." In the "physical learning difficulties domain," the respondent-teachers received the highest rating, equivalent to "very competent." In contrast, in the "psychological learning difficulties domain," they received the lowest rating, still similar to "very competent." No notable differences were observed in the competency levels of respondent-teachers in identifying learning difficulty indicators across profile characteristics. Across the variable categories, respondent-teachers consistently demonstrated "very competent" proficiency in recognizing learning difficulties among their kindergarten students. An exception was observed in the psychological domain of learning difficulties at the highest level of educational achievement. No correlation was identified between the competency levels of respondent teachers and any profile characteristics, indicating no association between competence and the variables examined in this study. Kindergarten teachers are advised to enhance their educational credentials by pursuing graduate programs at accredited institutions. Respondent-teachers are strongly advised to maintain their "very competent" status by actively participating in District School Learning Action Cell (D/SLAC) sessions focused on identifying learning issues. Furthermore, it is advisable to undertake additional research to identify learning challenges, examine variables not addressed in this study, and apply these findings to broader contexts, all under the supervision of approved graduate universities. Implementation of the suggested Professional Development for Kindergarten Teachers in Recognizing Signs of Learning Difficulties is recommended.