The study assessed the relationship between administrative support in the Implementation of universal kindergarten program and teachers' and pupils' performance in the school’s division of Nueva Vizcaya. The objective was pursued by describing the school profile, administrators' profile, the administrative support extended to kindergarten teachers, the assessment of teachers' performance, and kindergarten pupils’ performance. Relationships between the independent and dependent variables were also explored.

Two survey questionnaires were constructed and administered to 252 respondents (126 administrators and 126 kindergarten teachers) randomly chosen from the administrators and teachers of kindergarten education to gather the needed data and were analyzed through descriptive and inferential statistics. Data were gathered from September to December 2015.

The research study found the following: a) number of kindergarten education teachers has a variation from one to four, b) all administrators are qualified school heads who are NQUEST eligible with an average MOOE of P14, 436.55; c) age of KE administrators is 48.93 years; d) most of the KE administrators are females, married, and have master's degrees or pursuing doctorate degree e) most of the KE administrators served an average of 12.24 years as classroom teachers and 8.79 years as an administrator.

Based on the administrative support given to kindergarten education in the schools division of Nueva Vizcaya is 'good' in their availability and 'very functional while administrative support for needed physical facilities for kindergarten is 'good' in availability and 'moderately functional".

In terms of kindergarten teachers' and pupils' performance, the study found that Kindergarten teachers' performance is 'very satisfactory based on RPMS-IPCRF and the kindergarten pupils’ performance is described as 'excellent' based on SREYA.

The study found significant relationship on the following: a) availability and functionality of administrative support in instructional support and number of school heads and amount of MOOE; b) availability and functionality in instructional support and length of service of school head as an administrator, c) level of availability of physical facilities for Kindergarten and teachers' performance of RPMS-IPCRF; d) level of availability of basic instructional support for KE and SREYA rating; and e) kindergarten teachers performance in RPMS-IPCRF.

With the result, it is concluded that when basic instructional materials and physical facilities are available and fully functional then the kindergarten teachers’ performances in the CB-PAST will be enhanced. II facilities are functional, the level of performance in kindergarten education and teacher’s performance in terms of RPMS-PCRY synced. The level of availability and functionality of basic instructional materials and physical facilities contribute to the performance of the pupils as reflected in SREYA Ave, and ECCO eating Kindergarten pupils whose teachers have attended more trainings and seminars in the division and national levels performed better in their SREYA and ECCD rating. Kindergarten teachers who performed well both in their RPMS-IPCRF and in their CB-PAST produced pupils with high ECCD ratings.

Thesis (Master of Education - Educational Administration)

Includes bibliographical references.