MARIECRIS S. BROSAS

Laguna State Polytechnic University San Pablo City Campus

DOI : https://doi.org/10.58806/ijsshmr.2025.v4i10n17

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ABSTRACT

The study was conducted to determine the relationship of teachers’ motivational ability and parents’ involvement in motivation with that of the aspects of personality development among kindergarten pupils. This study involves 34 kindergarten teachers and 175 parents from schools in the District of Nagcarlan, Division of Laguna during the school year 2022- 2023. It utilizes descriptive correlational design, and convenience sampling design in gathering, analyzing, classifying, and tabulating data. The study utilized a survey questionnaire using Likert Scale of 1- 5 in perceiving the major variables of the study. Correlation results reveal that there is no significant relationship shown between motivational techniques to expressive development (r=0.094), and socio-emotional development (r=0.077) while there is a significant relationship in instructional incentives to fine motor development (r=0.156) and cognitive development (r=0.152). Moreover, there is no significant relationship shown between social interaction to expressive development (r=0.118), cognitive development (r=0.09), and socio-emotional development (r=0.121) while there is a significant relationship in social interaction to fine motor development (r=0.171). The study recommends expanding with a longer timeframe and consist of a larger sample size, and with the added perspective from different schools or grade level as well and use other variables to identify the advantages and disadvantages of motivational ability of teachers and parents’ involvement in motivation in relation to the development of personality among kindergarten pupils. Another study that focus on the challenges faced by the teacher and parents towards and aspects of personality development of kindergarten pupils maybe conducted.

KEYWORDS:

Kindergarten Pupils, Personality Development, Motivational Ability, Involvement in Motivation

REFERENCES

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3) Ryan, R. M., & Deci, E. L. (2018). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.

4) Wulff, D. M., & Maslow, A. H. (1965). Religions, values, and peak-experiences. The Journal of Higher Education, 36(4), 235.

VOlUME 04 ISSUE 10 OCTOBER 2025