Challenges and Adaptations of Kindergarten Teachers in the New Normal: A Phenomenological Perspective

Abstract

The COVID-19 pandemic brought unprecedented disruptions to the education system, and kindergarten teachers were not spared from the challenges. This study sought to investigate the challenges faced by kindergarten teachers, their coping mechanisms, and the effects of the "new normal" brought about by the pandemic. A qualitative, descriptive-phenomenological design was used, and in-depth face-to-face interviews were conducted with 10 kindergarten teachers from four schools in Digos City, following safety protocols. There were six themes identified under challenges, seven under coping mechanisms, and three under the effects of the new normal. Key challenges identified included a lack of resources and administrative support as well as a challenge in effectively teaching lessons to young learners. Key challenges included limited resources, poor connectivity, difficulties in lesson delivery and assessment, and increased workload. Coping mechanisms emphasized acceptance, maintaining a positive mindset, effective time management, and skill-building through training and seminars. Nofig effects included mindset changes, the necessity of technological proficiency, and a heavier workload. These findings underscore the urgent need for enhanced support from school administrators and targeted training programs. The study provides valuable insights for stakeholders, including educators, policymakers, and administrators, to address gaps and ensure sustainable support systems for teachers in adapting to evolving educational demands.