ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study aimed to determine the level of fostering behavioral learning engagement among kindergarteners with special needs in terms of building relationships, collaboration with parents, use of rewards and incentives, leveraging learners’ strengths, and creating a supportive environment. It also examined the significant difference and relationship between teachers’ profile variables and their level of fostering behavioral learning engagement. A descriptive research design was used to gather factual, systematic, and quantitative data. The respondents were the thirty-two (32) Kindergarten teachers from the District of Gerona North, who were completely enumerated for School Year 2025–2026. Findings revealed that most respondents were aged 36 and above (40.6%), predominantly female (87.5%), and half were married (50%). In terms of educational attainment, 43.8% were holders of a baccalaureate degree. Most had 1–5 years of teaching experience and participated in district (71.9%), division (56.3%), regional (59.4%), and national (71.9%) level trainings. The respondents varied in profile, with a clear dominance of female teachers. The level of fostering behavioral learning engagement among kindergarteners with special needs obtained a grand overall weighted mean of 4.66, interpreted as “Very High.” This indicates that teachers consistently demonstrate effective practices in promoting engagement among learners with special needs. The result may be associated with teachers’ commitment, dedication, and provision of care that support learners’ active participation in classroom activities. In terms of inferential findings, there was no significant difference in the level of fostering behavioral learning engagement when grouped according to profile variables. However, teaching experience was found to be significantly related to the level of fostering behavioral learning engagement, indicating that years in service influence teachers’ effectiveness in engaging learners with special needs. Based on the findings, teachers are encouraged to pursue graduate studies to further enhance their instructional competence. Experienced teachers may mentor less experienced colleagues through structured coaching programs to improve classroom practices. Strengthening parent collaboration through regular communication, feedback sessions, and home-school coordination is also recommended. Teachers are further encouraged to sustain their very high level of engagement practices by continuously applying strategies such as positive reinforcement, differentiated instruction, and inclusive classroom activities. Lastly, future researchers are encouraged to explore other variables such as classroom environment, teacher training exposure, and instructional resources to further enrich related studies. Keywords: Fostering Behavioral Learning Engagement, Kindergarten, Special Needs