World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VIII (August 2026), pp.158-166
Author
Cherry Lyn O. Wong
Teacher III, Burot Integrated School
ABSTRACT
This study investigated the lived experiences of public kindergarten teachers in the Schools Division of Tarlac City and examined how these experiences shaped their pedagogical practices in Early Childhood Education. Guided by Husserlian descriptive phenomenology and anchored in Vygotsky’s Sociocultural Theory, Bronfenbrenner’s Bioecological Systems Theory, Dewey’s Theory of Experience, and the Coping-Competence-Context (3C) Theory of Teacher Stress, the study employed a qualitative descriptive phenomenological design with methodological triangulation. Forty (40) public kindergarten teachers from the South A and B Districts participated through purposive sampling. Data were collected using a 27-item survey and semi-structured phenomenological interviews and analyzed through Colaizzi’s Seven-Step Method.
Findings revealed six major themes: Conducting the Symphony of Young Thinkers, Painting Learning with Countless Hues, Dancing with the Tempo of Childhood, Weaving the Fabric of Learning, Weathering the Typhoon, and The Fire That Never Fades. Teachers predominantly employed child-centered, play-based, experiential, and differentiated approaches, integrating storytelling, music, games, hands-on activities, and authentic assessment. They demonstrated resilience, adaptability, and resourcefulness in addressing learner diversity, limited resources, academic demands, overcrowding, and inclusive education concerns. Their practices were shaped by reflective practice, professional learning, collaboration, and classroom experiences.
The study concluded that effective kindergarten teaching emerges from the interaction of reflective practice, adaptive decision-making, collaborative support, and professional commitment.
The study recommended that ECE practitioners establish stronger collaborative partnerships with parents, enhance their competencies in inclusive education, and contribute to ECE through conducting classroom-based research and innovative projects. The Schools Divisions are also recommended to strengthen partnerships with the community, such as LGUs, private organizations, NGO’s and stakeholders, to enrich ECE programs and support.
Ultimately, this study aims to contribute to the holistic development of the kindergarten learners by strengthening teachers' abilities, resilience, adaptability, and commitment to Early Childhood education. It also seeks to provide a foundation for improving the classroom-based system that may be extended to a division-wide structure to support teacher development, enhance pedagogical practices, and promote responsiveness and meaningful learning experiences for ECE learners.
Keywords: kindergarten teachers, pedagogical practices, phenomenology
DOI https://zenodo.org/records/22080353
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
PUBLICATION GUIDELINES
Publication Ethics and Publication Malpractice Statement
PROCESSING FEES AND INCLUSIONS
