International Journal of Academic Multidisciplinary Research (IJAMR)   Year: 2021 | Volume: 5 | Issue: 3 | Page No.: 47-53 Professional Profile and Performance of Kindergarten Teachers in Public Schools: Inputs for a Proposed Training Program Arlyn SJ Cadampog,Jerwin E. Cabanero, Crisanto A. Daing, Ph.D. /> Abstract: This study was conducted to identify the inclination of professional profile and performance of public kindergarten teachers. Using descriptive evaluative and correlational design, a survey was administered to the seventy-five (75) kindergarten teachers in the eighteen (18) schools of two (2) districts of Marilao for the School Year 2018-2019. The researcher found out that majority of the respondents were on the entry-level, married, 1-5 years in teaching major in Early Childhood Education. Furthermore, it was revealed that most of the kindergarten teachers were trained particularly on the experiential training style aligned with information communication and technology skills. The study also revealed that there was a reasonable percentage (10.7%) of teachers who did not participate to any community involvement activity, and 81.3 percent were not members of any professional-lead organizations. Moreover, the study revealed that the length of service, status, specialization, trainings, involvement, position and skills were not statistically related to performance based on the Individual Performance Commitment and Review Form (IPCRF) data. Lastly, the study revealed that most teachers had no awards or recognitions received. This implies that teaching position can be linked to, basically, the required points derived from the awards/recognition. Thus, 51 of 75 surveyed teachers are trapped on the proficient career stage of the Philippine Professional Standards for Teachers. The study recommended that Kindergarten Teachers pursue post-graduate education and that they should attend other form of trainings on teaching strategies. Furthermore, it is recommended that the Department of Education (DepEd) address the gaps between the professional profile of the Kindergarten Teachers in the districts and their performance in the schools.