Exploring the Experience Among Kindergarten Teachers in Selected Private Preschools in Baguio City
DOI:
https://doi.org/10.5281/zenodo.19059453Keywords:
kindergarten teachers, PECD checklist, private preschools, challenges, coping strategies, qualitative descriptive researchAbstract
Abstract. Kindergarten education in the Philippines serves as a critical foundation for lifelong learning, yet private preschool teachers face unique, understudied challenges in implementing the Philippine Early Childhood Development (PECD) Checklist amid large class sizes, diverse learner needs, administrative burdens, and heightened parental expectations. While existing literature largely focuses on public schools, little attention has been given to the realities of private preschools, particularly in urban settings like Baguio City.
This qualitative descriptive study explored the lived experiences of ten experienced kindergarten teachers in selected private preschools in Baguio City, addressing three research questions: (1) challenges in PECD implementation, (2) effects on developmental competencies, and (3) coping strategies employed. Data were collected through semi-structured written interviews and analyzed using Braun and Clarke’s (2006) thematic analysis framework.
Four major themes emerged: (1) multifaceted PECD implementation challenges, especially time constraints, large classes, and the subjective socio-emotional domain; (2) intensified workload and institutional pressures reducing teaching effectiveness; (3) tangible delays in children's motor, self-help, and socio-emotional outcomes; and (4) teachers' resourceful coping mechanisms (e.g., differentiation, peer collaboration) alongside calls for smaller classes, aides, reduced paperwork, and targeted professional development.
Findings reveal structural constraints hinder equitable PECD attainment and align with global research on emotional labor in high-ratio settings, while extending Philippine observations into the private sector. The study underscores the urgent need for policy reforms (e.g., class-size caps, non-teaching hours) and institutional support to empower teachers and realize Sustainable Development Goal 4 in private early childhood education.
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