Challenges and Support Systems for Non-Early Childhood Education Teachers in Kindergarten Instruction
DOI:
https://doi.org/10.69569/jip.2025.251Keywords:
Classroom management, Early childhood education, Non-early childhood education teachersAbstract
This study explored the instructional challenges and support systems encountered by non-Early Childhood Education (non-ECE) teachers in kindergarten settings. Recognizing the increasing deployment of non-ECE graduates in early childhood programs, the study examined how gaps in training, pedagogical alignment, and classroom management affected instructional effectiveness. A qualitative, phenomenological approach was utilized, involving in-depth interviews with twelve non-ECE kindergarten teachers across selected Davao del Sur Division districts. Thematic analysis revealed three significant challenges: professional and pedagogical mismatch, student engagement and behavior management difficulties, and limited familiarity with play-based learning. Teachers employed self-directed learning, multimedia tools, and parental collaboration as coping mechanisms. However, these were often unstructured and insufficient. Findings highlighted the critical need for targeted professional development, structured mentorship, and access to quality instructional resources. Moreover, inconsistencies in parental involvement also affected the continuity of learning. The study recommends strengthening institutional support from the Department of Education and teacher training institutions to enhance early childhood instructional competence among non-ECE teachers. These insights contribute to the broader discourse on quality kindergarten education and the urgent need for inclusive capacity-building efforts in the early childhood teaching workforce.
Downloads
References
Bartolome, M. T., Mamat, N., & Masnan, A. H. (2020). Exploring kindergarten teachers’ perspectives in parental involvement in the Philippines. Southeast Asia Early Childhood Journal, 9(1), 44-58. https://ejournal.upsi.edu.my/index.php/SAECJ
Bongabong, J. M., Delicano, M. G., Cagape, W., Dela Cerna, R., Magno, C. N. (2023). Exploring the real-life issues and challenges in an inclusive classroom through the lens of general education kindergarten teachers and parents: A qualitative study. International Journal of Research Publications, 115(1), 601-625. https://tinyurl.com/pbw7hhwa
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391-1412. https://doi.org/10.1007/s11135-021-01182-y
Caingcoy, M., & Gallego, P. (2020). Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education, 3(7), 69–81. https://doi.org/10.31149/ijie.v3i7.491
Cohen-Vogel, L., Sadler, J. R., Little, M., & Merrill, B. (2020). (Mis)alignment of instructional policy supports in pre-k and kindergarten: Evidence from rural districts in North Carolina. Early Childhood Research Quarterly, 52, 30-43. https://doi.org/10.1016/j.ecresq.2019.11.001
Collier, M., Shenoy, S., Ovitt, B., Lin, Y. L., & Adams, R. (2020). Educational diagnosticians' role in home-school collaboration: The impact of efficacy and perceptions of support. School Community Journal, 30(1), 33-58. https://files.eric.ed.gov/fulltext/EJ1257583.pdf
Constantino-Lane, T. (2021). “Mr. toad's wild ride”: Teachers' perceptions of reading instruction in kindergarten. Early Childhood Education Journal, 49(2), 235–245. https://doi.org/10.1007/s10643-020-01065-1
Condiman, L. C. (2024). Understanding the dimensions of kindergarten teachers' burnout: Scoping the factors and its strategic preventions. PPSDP International Journal of Education, 3(2), 269-281. https://doi.org/10.59175/pijed.v3i2.215
Dahlan, M. M., Halim, N. S. A., Kamarudin, N. S., & Ahmad, F. S. Z. (2023). Exploring interactive video learning: Techniques, applications, and pedagogical insights. International Journal of Advanced and Applied Sciences, 10(12), 220-230. https://tinyurl.com/7ast75jm
Danniels, E., Pyle, A., & DeLuca, C. (2020). The role of technology in supporting classroom assessment in play-based kindergarten. Teaching and Teacher Education, 88, 102966. https://doi.org/10.1016/j.tate.2019.102966
Department of Education. (2021). SY 2020-2021 masterlist of schools address. Retrieved from https://tinyurl.com/2pxz45re
Department of Education. (2012). Implementing Rules and Regulations of Republic Act 10157, otherwise known as Kindergarten Education Act. Retrieved from https://tinyurl.com/bdfcns2j
Dicataldo, R., Rowe, M. L., & Roch, M. (2022). “Let’s read together”: A parent-focused intervention on dialogic book reading to improve early language and literacy skills in preschool children. Children, 9(8), 1149. https://doi.org/10.3390/children9081149
Du, J., Xu, J., Liu, F., Huang, B., & Li, Z. (2019). Factors influence kindergarten teachers’ emotion management in information technology: A multilevel analysis. The Asia-Pacific Education Researcher, 28, 519-530. https://doi.org/10.1007/s40299-019-00452-6
Dzamesi, F. E., & van Heerden, J. (2020). A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana. South African Journal of Education, 40(3), 1–11. https://doi.org/10.15700/saje.v40n3a1793
El-Aasar, M., Shafik, Z., & Abou-Bakr, D. (2024). Outdoor learning environment as a teaching tool for integrating education for sustainable development in kindergarten, Egypt. Ain Shams Engineering Journal, 15(4), 102629. https://doi.org/10.1016/j.asej.2024.102629
Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(1), 42-55. https://doi.org/10.1177/160940690400300104
Hidayat, H., & Arini, F. D. (2022). Exploring factors of the parent-teacher partnership affecting learning outcomes: Empirical study in the early childhood education context. International Journal of Instruction, 15(4), 411-434. https://e-iji.net/ats/index.php/pub/article/view/269
Hilaire, R. S., & Gallagher, T. L. (2020). Coaching kindergarten educators through design-based research to enact technology-enhanced reading instruction. International Journal of E-Learning & Distance Education/Revue Internationale du E-Learning et la Formation à Distance, 35(1). https://www.ijede.ca/index.php/jde/article/view/1157
Jernes, M., Knaben, Å. D., Tungland, I. B. E., & Alvestad, M. (2020). Pedagogy and interdisciplinarity: Research on the reformed kindergarten teacher education (KTE) in Norway. Cogent Education, 7(1), 1707519. https://doi.org/10.1080/2331186X.2019.1707519
Li, J. (2021). Shaping education policy of home-school cooperation in China’s preschool education: Trends and strategies. Beijing International Review of Education, 3(1), 113-119. https://doi.org/10.1163/25902539-03010009
Linkiewich, D., Martinovich, V. V., Rinaldi, C. M., Howe, N., & Gokiert, R. (2021). Parental autonomy support in relation to preschool aged children’s behavior: Examining positive guidance, negative control, and responsiveness. Clinical Child Psychology and Psychiatry, 26(3), 810-822. https://doi.org/10.1177/1359104521999762
Luo, T., Hostetler, K., Freeman, C., & Stefaniak, J. (2020). The power of open: Benefits, barriers, and strategies for integration of open educational resources. Open Learning: The Journal of Open, Distance and e-Learning, 35(2), 140-158. https://doi.org/10.1080/02680513.2019.1677222
McCormick, M. P., Pralica, M., Weiland, C., Hsueh, J., Moffett, L., Guerrero-Rosada, P., Weissman, A., Zhang, K., Maier, M. F., Snow, C. E., Davies, E., Taylor, A., & Sachs, J. (2022). Does kindergarten instruction matter for sustaining the prekindergarten (pre-k) boost? Evidence from individual- and classroom-level survey and observational data. Developmental Psychology, 58(7), 1298–1317. https://doi.org/10.1037/dev0001358
Ngadni, I., & Shuang, C. Y. (2024). The role of preschool teachers, parents, and principals in facilitating home-school partnership in early childhood education. International Journal of Academic Research in Business and Social Sciences, 14(8), 337–352. http://dx.doi.org/10.6007/IJARBSS/v14-i8/22129
Paccaud, A., Keller, R., Luder, R., Pastore, G., & Kunz, A. (2021). Satisfaction with the collaboration between families and schools – the parent’s view. Frontiers in Education, 6, 646878. https://doi.org/10.3389/feduc.2021.646878
Sandoval, N. V. C. (2024). Pre-kindergarten program exemplar for the City Government of Makati in partnership with Department of Education (DepEd) schools division office: Basis and inputs for the institutionalization of an enhanced Makati pre-kindergarten program. Cosmos An International Journal of Art & Higher Education, 13(1), 22-34. https://tinyurl.com/2t62xwju
Suazo, M. A. R., & Almerez, Q. L. G. (2024). Adaptation to new learning modalities: A case study of kindergarten teachers’ practices. Journal of Interdisciplinary Perspectives, 2(2), 1-1. https://www.ejournals.ph/article.php?id=22462
Taherdoost, H. (2021). Data collection methods and tools for research: A step-by-step guide to choose data collection technique for academic and business research projects. International Journal of Academic Research in Management (IJARM), 10(1), 10-38. https://elvedit.com/journals/IJARM/wp-content/uploads
Taylor, M., Alamos, P., Turnbull, K. L., LoCasale-Crouch, J., & Howes, C. (2023). Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality. Early Childhood Research Quarterly, 64, 331-344. https://doi.org/10.1016/j.ecresq.2023.04.007
Ulep, V. G., Casas, L., Manuel, A. C. G., Mendoza, J. P. D., Bagas, J., & Luna, K. L. G. D. (2024). Behind the slow start: An assessment of early childhood care and development in the Philippines (Working Paper Nos. 2024–04). PIDS Discussion Paper Series. https://doi.org/10.62986/dp2024.04
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
