Exploring the Lived Experiences of Teachers Teaching Kindergarten

Abstract

This phenomenological study explored the lived experiences of kindergarten teachers in the Mawab District, Division of Davao de Oro. Specifically, it examined their challenges, coping mechanisms, teaching strategies, support systems, and overall experiences in handling kindergarten learners. Eight purposively selected kindergarten teachers with at least three years of teaching experience who were not graduates of Early Childhood Education participated in in-depth interviews. Data were analyzed using a qualitative phenomenological approach. Findings revealed that teachers found fulfillment in witnessing learners' growth, building positive relationships, and facilitating interactive, play-based learning experiences. However, they encountered challenges related to addressing diverse learner needs, maintaining classroom engagement, overcoming communication barriers, managing time effectively, and responding to the emotional and instructional demands of teaching young children. To address these challenges, participants employed adaptive teaching strategies, effective coping mechanisms, and relied on support from parents, colleagues, and school administrators. They emphasized the use of interactive and hands-on activities, differentiated instruction, structured classroom routines, visual learning materials, and strong home-school collaboration to enhance learning outcomes. The study concludes that kindergarten teaching is both rewarding and demanding, requiring patience, resilience, adaptability, and dedication. It recommends strengthening professional development, collaborative support systems, and instructional practices to better equip kindergarten teachers in addressing the diverse developmental and educational needs of young learners.