Authors : Jenifer S. Delos Reyes; Remigilda Gallardo

Volume/Issue : Volume 10 - 2025, Issue 6 - June

Google Scholar : https://tinyurl.com/39esujun

DOI : https://doi.org/10.38124/ijisrt/25jun923

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 study explored their lived experiences, coping strategies, and the insights derived from these experiences to inform future educational practices and policies. The study employed a qualitative phenomenological research design to capture the depth of participants' experiences. Data were collected through in-depth interviews (IDI) with seven educators and focus group discussions (FGD) with three participants. Thematic analysis was used to identify recurring patterns and develop key themes. Findings revealed significant challenges faced by educators, such as working with scarce materials, managing overwhelming workloads, and addressing the emotional toll of the profession. Coping strategies included adapting through resourcefulness, implementing time management strategies, seeking professional development and collaboration, practicing self-care and peer support, engaging in reflective practice, and joining professional networks and association. Insights emphasized educators’ resilience and the need for systemic changes to enhance their roles and improve educational outcomes. The study highlights the importance of addressing systemic issues in early childhood education by providing adequate resources, professional development, and institutional support. It also underscores the role of collective advocacy in empowering educators and promoting quality education. Future directions include targeted training for teachers, policy reforms for better resource allocation, and further research on teacher well-being and instructional practices.

Keywords : Early Childhood Education, Educator Challenges, Reflective Practice, Teacher Advocacy, Professional Development.

References :

1. Alipio, M. M. S., & Habito, C. F. (2021). Challenges and opportunities for early childhood education in the Philippines. In V. I. Grossman & Y. Wang (Eds.), Early childhood education in East Asia: Comparative perspectives on practice, policy, and research (pp. 171-190). Springer.
2. Blustein, D. (2016). The Psychology of Working: A New Perspective for a New Era. Routledge.
3. Charmaz, K. (2014). Constructing grounded theory. Sage Publications.
4. Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications.
5. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
6. Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.
7. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
8. Davao City Government. (2019). Davao City Education 2019-2022: A roadmap towards quality, accessible, and inclusive education. Davao City Government.
9. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
10. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
11. Denzin, N. K., & Lincoln, Y. S. (2018). The Sage handbook of qualitative research. Sage Publications.
12. Department of Education (DepEd). (2019). DepEd Annual Report.
13. Dweck, C. S. (2020). Mindset: The New Psychology of Success. Random House.
14. Fernandez, M. L., Garcia, E., & Cruz, A. (2022). Promoting well-being and resilience among early childhood educators: Strategies and recommendations. Early Childhood Education Journal, 50(3), 385-401.
15. Garcia, A., & Cruz, S. (2019). Challenges facing early childhood educators: A comprehensive review. Journal of Early Childhood Education, 42(2), 125-142.
16. Guest, G., Namey, E. E., & Mitchell, M. L. (2013). Collecting qualitative data: A field manual for applied research. Sage Publications.
17. Guichard, J., Di Fabio, A., & Bernaud, J. (2021). Life design and career counseling: Construction of new identities in a globalized world. Springer.
18. Guillemin, M., & Gillam, L. (2004). Ethics, reflexivity, and "ethically important moments" in research. Qualitative Inquiry, 10(2), 261-280.
19. Hattie, J., & Yates, G. C. R. (2019). Visible learning: Feedback. Routledge.
20. Heckman, J. J. (2017). The economics of human potential.
21. Hughes, J. N., & Karp, K. S. (2020). Classroom relationships: Understanding the roles of teachers and peers in middle school and high school. Routledge.
22. Johnson, L., Smith, K., & Robinson, J. (2021). Exploring motivations for entering the early childhood education profession. Early Childhood Research Quarterly, 54(1), 218-235.
23. Johnson, S., & Finley, A. (2019). The importance of teacher-student relationships for student engagement: A review of the literature. Teaching and Teacher Education, 64, 94-109.
24. Jones, M., & Davis, R. (2020). Long-term effects of early childhood education on academic and social outcomes: A meta-analysis. Child Development, 87(6), 1873-1885.
25. Jones, M., & Smith, L. (2022). Role models and inspiration in education: Lessons from literature, science, and social justice. Educational Psychology Review, 34(1), 187-205.
26. Krueger, R. A., & Casey, M. A. (2014). Focus groups: A practical guide for applied research. Sage Publications.
27. Lee, S., & Kim, J. (2020). Systemic challenges in early childhood education: Implications for policy and practice. Educational Policy, 34(3), 310-329.
28. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79-122.
29. Lent, R. W., Brown, S. D., & Hackett, G. (2020). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36-49.
30. Lent, R. W., Sheu, H.-B., Miller, M. J., Cusick, M. E., Penn, L. T., & Truong, N. N. (2018). Predictors of science, technology, engineering, and mathematics choice goals in high school students: A multivariate approach. Journal of Counseling Psychology, 65(5), 575–589.
31. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
32. Maree, J. G. (2017). The career construction interview (CCI): A developmental intervention for postmodern career counseling. Springer.
33. McWhirter, E. H., Torres, D., & Bissell, M. A. (2023). The efficacy of a virtual reality career intervention: A meta-analysis. Journal of Counseling Psychology, 70(1), 84–94.
34. Moustakas, C. (1994). Phenomenological research methods. Sage Publications.
35. National Early Childhood Care and Development Council (NECCD). (2020). Annual report.
36. National Ethics Guidelines for Health and Health-Related Research (NEGHHR). (2017). National Ethics Committee.
37. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544.
38. Perez, L., Hernandez, A., & Rodriguez, M. (2023). Longitudinal effects of early childhood education on educational attainment and labor market outcomes: A 20-year follow-up study. Journal of Applied Developmental Psychology, 75(1), 102258.
39. Reyes, M. C. (2020). Parental involvement in early childhood education: A case study in the Philippines. Journal of Early Childhood Research, 18(3), 231-245.
40. Saldaña, J. (2016). The coding manual for qualitative researchers. Sage Publications.
41. Savickas, M. L. (2019). Career counseling. In APA handbook of counseling psychology: Applications and interventions (Vol. 3, pp. 489–502).
42. Sevilla, L. A. (2021). Professional development and quality of early childhood education in the Philippines. Philippine Journal of Education, 97(2), 45-60.
43. Smith, B., & Robinson, C. (2018). Understanding motivations for choosing early childhood education as a career: A qualitative study. Journal of Research in Childhood Education, 32(4), 563-578.
44. Su, R., Rounds, J., & Armstrong, P. I. (2020). Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 146(10), 765–792.
45. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2020). Early childhood education quality in international context: A review of literature and methodology. OECD Education Working Papers, No. 227. OECD Publishing.
46. Tudge, J., Freitas, L., O’Brien, L., & Lawrence, M. (2019). Mentoring programs in education: A review of the literature. Review of Educational Research, 89(4), 465-512.
47. UNICEF Philippines. (2020). The state of the world’s children 2020.
48. Wang, Y., & Spodek, B. (2019). Professional development needs of early childhood educators: A review of the literature. Early Childhood Education Journal, 45(2), 227-245.
49. Waters, L., Algoe, S. B., Dutton, J., Emmons, R., Fredrickson, B., Heaphy, E., ... & Steger, M. (2021). Positive psychology interventions: A meta-analysis of randomized controlled studies. Journal of Counseling Psychology, 68(6), 901–918.