This phenomenological study explored the strategies, challenges and coping mechanisms of kindergarten teachers in developing the social skills of young learners. Nine (9) kindergarten teachers from Compostela West District in the Davao de Oro Division were involved as participants in this study. Through thematic analysis, key strategies emerged, including role modeling, teacher demonstration, and social learning activities, which were found to be effective in fostering cooperation, communication, and empathy among children. Additionally, teachers employed coping strategies to address the challenges such as individualized support, play-based learning, and parental collaboration to address diverse social development needs. To address these concerns, the study recommends strengthening teacher training programs to equip educators with specialized techniques in social-emotional learning (SEL) and deepening parent-teacher partnerships through regular workshops and collaborative activities. These findings underscore the need for systemic support, including policy adjustments, professional development investments, and structured parent engagement programs, to institutionalize effective social skills development in early education. Adopting these measures, schools can transform sporadic efforts into sustainable practices, ensuring that both teachers and students thrive in a supportive, socially enriching learning environment.
Lynneth E. Labado (Mon,) studied this question.