The role of school-level support system in fostering positive teacher-learner relationships and their impact on learner outcomes

This study investigated the role of school-level support system in fostering positive teacher-learner relationships and promoting learner outcomes in kindergarten at Tagongtong Elementary School, Mercedes District, Schools Division of Camarines Norte. Using a qualitative descriptive case study design, data were gathered from twelve key informants composed of school administrators, kindergarten teachers, parents, and non-teaching staff who had direct knowledge and experience related to school-level support system and teacher-learner relationships. Interviews, open-ended response forms, observation, and document analysis were used, and the responses were analyzed through thematic analysis. Findings showed that kindergarten teachers needed mentoring, professional learning, instructional materials, structured programs, and strong home-school partnership to build positive relationships with learners. Leadership, professional development, and classroom environment influenced teacher-learner relationships by providing guidance, improving teacher competence, and creating organized learning conditions. Challenges included workload pressures, learner behavior and self-regulation concerns, and parent-related barriers. Based on the findings, the KINDERCARE Support Handbook was developed as a school-based guide to enhance teacher-learner relationships and promote learner outcomes in kindergarten.