Authors :
Yvonne R. Lascuña
Volume/Issue :
Volume 10 - 2025, Issue 8 - August
Google Scholar :
https://tinyurl.com/5n6hdkjp
Scribd :
https://tinyurl.com/2xe8ezb6
DOI :
https://doi.org/10.38124/ijisrt/25aug103
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Abstract :
This study delves into the daily experiences of kindergarten teachers in the Sto. Tomas West District of Davao del
Norte, focusing on how they utilize various learning resources in their classrooms. Through heartfelt conversations with ten
passionate educators, we sought to uncover their unique challenges and triumphs. One key theme that emerged was the vital
role of accessing and having the right resources for their teaching. The teachers shared inspiring stories of their adaptability
and creativity, often finding innovative ways to make the most of what they had. Their dedication to their students shone
through in these narratives, demonstrating their commitment to effective teaching. Another important takeaway was the
necessity of ongoing professional development and support. The teachers emphasized how crucial these elements are in
helping them tackle their complex roles and enhance their teaching effectiveness. They understand that continuous growth
is key to their success and the success of their students. As we listened to their stories, it was clear that these educators employ
a variety of strategies to manage and organize their resources effectively. They acknowledged the growing importance of
integrating technology and improving digital literacy—not just for their students' benefit, but for themselves as well. Many
shared the value of building collaborative learning communities with their colleagues, highlighting how teamwork can
bolster teaching practices. The teachers also provided valuable insights into their teaching philosophies, including how they
evaluate and assess the resources they use. They shared their criteria for selecting high-quality materials, reflecting a deep
commitment to providing the best possible education for their young learners. The findings from this study are significant,
revealing the crucial support needed to enhance learning resource utilization in early childhood education. It's evident that
better support systems, increased professional development opportunities, and effective resource management strategies are
essential. By addressing these areas, we can empower kindergarten teachers to maximize their resources, ultimately leading
to improved outcomes for their students.
Keywords :
Kindergarten Teachers, Learning Resources, Kindergarten Education, Qualitative-Phenomenology.
References :
- Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
2. Sammons, P., et al. (2015). Effective teaching and learning: A review of the research literature. International Journal of Educational Research, 74, 37-
This study delves into the daily experiences of kindergarten teachers in the Sto. Tomas West District of Davao del
Norte, focusing on how they utilize various learning resources in their classrooms. Through heartfelt conversations with ten
passionate educators, we sought to uncover their unique challenges and triumphs. One key theme that emerged was the vital
role of accessing and having the right resources for their teaching. The teachers shared inspiring stories of their adaptability
and creativity, often finding innovative ways to make the most of what they had. Their dedication to their students shone
through in these narratives, demonstrating their commitment to effective teaching. Another important takeaway was the
necessity of ongoing professional development and support. The teachers emphasized how crucial these elements are in
helping them tackle their complex roles and enhance their teaching effectiveness. They understand that continuous growth
is key to their success and the success of their students. As we listened to their stories, it was clear that these educators employ
a variety of strategies to manage and organize their resources effectively. They acknowledged the growing importance of
integrating technology and improving digital literacy—not just for their students' benefit, but for themselves as well. Many
shared the value of building collaborative learning communities with their colleagues, highlighting how teamwork can
bolster teaching practices. The teachers also provided valuable insights into their teaching philosophies, including how they
evaluate and assess the resources they use. They shared their criteria for selecting high-quality materials, reflecting a deep
commitment to providing the best possible education for their young learners. The findings from this study are significant,
revealing the crucial support needed to enhance learning resource utilization in early childhood education. It's evident that
better support systems, increased professional development opportunities, and effective resource management strategies are
essential. By addressing these areas, we can empower kindergarten teachers to maximize their resources, ultimately leading
to improved outcomes for their students.
Keywords :
Kindergarten Teachers, Learning Resources, Kindergarten Education, Qualitative-Phenomenology.
