Subject-taught mismatch: lived experiences of Filipino non-early childhood education teachers from a Lefebvrian perspective

The Second Congressional Commission on Education, known as the EDCOM II Philippine government report, noted a subject-taught mismatch in the Philippines. While there is no specific mention of a subject-taught mismatch in kindergarten, it is plausible that similar issues could exist at the kindergarten level, given the broader challenges in teacher education and assignment. Thus, this study explores the experiences of non-early childhood education (ECE) teachers, particularly in kindergartens in underserved areas in the Philippines, to identify the challenges, examine their strategies for adaptation, and propose policy recommendations based on their experiences through the lens of Lefebvre’s theory of spatial triad production. The study utilized a qualitative approach with seven kindergarten teachers, and the results were analyzed using the Atlas.ti version 25 software. The findings show that non-ECE teachers face challenges, including a lack of specialized training, classroom management issues, understanding developmental needs, play-based learning implementation, inconsistent discipline approaches, and insufficient resources. Non-ECE teachers often find specialized training programs helpful, but inadequate due to a lack of hands-on practice and continuous support. However, non-ECE teachers use play-based learning, simplify instruction, create clear routines, and differentiate instruction as changes in their instruction after receiving continuous professional development programs and other training.