📄 Abstract
This qualitative phenomenological study explored the lived experiences of kindergarten teachers in the Tagum City Division regarding the challenges they encountered in early childhood teaching and the coping strategies and meaningful practices they employed in managing these experiences. Specifically, the study aimed to describe the challenges encountered by kindergarten teachers, identify their coping strategies and meaningful practices, and propose an intervention program based on the findings. The study employed a phenomenological research design to capture the lived experiences of kindergarten teachers in public elementary schools. Purposive sampling was used in selecting fifteen participants, wherein ten participated in in-depth interviews and five participated in a focus group discussion. Data were gathered through semi-structured interview guides and analyzed using Colaizzi’s thematic analysis framework. Findings revealed that kindergarten teachers experienced emotional, developmental, instructional, and structural challenges in early childhood teaching. Three major themes emerged: Emotional and Developmental Challenges, Physical and Instructional Constraints, and Daily Teaching Realities and Emotional-Physical Demands. Teachers encountered learners’ adjustment difficulties, diverse developmental readiness, large class sizes, limited instructional resources, workload pressures, and emotional fatigue. Three major themes also emerged regarding coping strategies and meaningful practices: Emotional Regulation in Early Childhood Teaching, Meaningful Instructional Practices for Student Engagement, and Professional and Social Resources Supporting Teaching Practice. Teachers managed challenges through emotional regulation, peer collaboration, self-care, play-based instruction, classroom structuring, and support from school leaders, families, and communities. Based on the findings, the STRIVE-K intervention program was proposed to strengthen teachers’ emotional resilience, instructional practices, and support systems in kindergarten education.
🏷️ Keywords
📚 How to Cite:
Roxanne G. Ybañez , HEART WORK BEYOND HARD WORK: CHALLENGES OF TEACHERS IN EARLY CHILDHOOD TEACHING , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 51 - 64 , DOI: https://doi.org/10.36713/epra28237