Authors : Janette E. Duble

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/5as3peeh

DOI : https://doi.org/10.38124/ijisrt/25may2343

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This qualitative phenomenological study investigates the lived experiences of kindergarten teachers in Sta. Maria West District, Davao Occidental, as they adapt flexible learning methods to teach their learners. Utilizing semi-structured in-depth interviews and focus group discussions, ten kindergarten teachers were purposively selected to provide comprehensive insights. The findings highlight significant barriers in resource accessibility, including limited technological tools, scarcity of learning materials, and transportation and geographical challenges. Despite these obstacles, teachers demonstrate a strong commitment to professional development, emotional support, and peer collaboration, which enhance their adaptability and effectiveness. Community involvement, through parental engagement, community resources, and volunteer support, plays a pivotal role in overcoming resource limitations and enriching the educational experience. Additionally, pedagogical adjustments such as adapting curricula to local contexts, using local languages, and implementing blended learning techniques are identified as essential strategies. Innovations and community-specific solutions further enable teachers to manage material shortages and foster collaborative learning environments. These insights underscore the resilience and resourcefulness of teachers, highlighting the importance of supportive educational management practices to sustain flexible learning initiatives in rural settings.

Keywords : Educational Management, Flexible Learning, Kindergarten Teachers.

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