Emotion Regulation Strategies among Kindergarten Teachers: A Qualitative Inquiry

Teaching in early childhood education, particularly at the kindergarten level, involves not only academic instruction but also the emotional and social shaping of young learners. Kindergarten teachers frequently encounter emotionally charged situations that require patience, empathy, and self-control. In the Philippine context, where classrooms are often diverse and resource-challenged, the emotional demands on teachers are further amplified. Emotion regulation becomes a crucial skill for teachers to manage their own emotional experiences while fostering a safe and supportive environment for learners. Despite the importance of emotional regulation in teaching, limited studies in the local context have explored how early childhood educators perceive and apply these strategies in real classroom settings. Thus, this qualitative phenomenological study explores the emotion regulation strategies employed by kindergarten teachers to manage their emotional experiences within the classroom. Using purposive sampling, ten (10) teacher participants were identified for in-depth interviews. Phenomenological data analysis, specifically Colaizzi’s method, was used to analyze the data gathered. The locale of the study was Banaybanay District, Davao Oriental Division, and Mawab District, Davao De Oro Division, Region XI. Findings revealed that teachers prioritize maintaining emotional composure to foster a supportive and respectful learning environment, leveraging social dynamics and institutional support to regulate emotions effectively. The study highlights the critical role of emotional self-awareness and professional relationships in promoting positive classroom interactions and enhancing teaching efficacy. The results highlighted the need for policies and professional development programs that support teachers’ emotional well-being, ultimately benefiting educators and students in early childhood education settings.