Background: Kindergarten, being the formal entry point into the education system for most children, plays an indispensable role in nurturing basic cognitive, emotional, and social competencies. This qualitative study explored the lived experiences of kindergarten teachers in Davao de Oro, Philippines, emphasising how they navigate personal and professional challenges within the socio-cultural and economic context of a rural province. It addresses the limited scholarly attention given to early childhood educators in such settings, despite their pivotal role in child development. Objective: It delved into how these educators navigate their daily responsibilities, cope with challenges, and derive meaning from their profession. This research aims to provide insights that can inform more responsive policies and interventions. Methods: Guided by a phenomenological approach, the research gathered in-depth narratives from ten purposively selected kindergarten teachers. Data were collected through semi-structured interviews and subjected to thematic analysis to distil shared meanings and essential themes. Findings: The study uncovered four primary themes: (1) intrinsic joy and passion in nurturing young learners, (2) multi-layered burdens marked by low salaries, large class sizes, and resource shortages, (3) adaptive resilience through community ties and personal coping strategies, and (4) hopes for systemic reforms that could better support their vocation. These themes illustrate the intricate balance between personal dedication and structural limitations. The findings of this study reinforce and deepen existing scholarship on the experiences of kindergarten teachers, especially within under-resourced contexts like rural Philippine provinces. Conclusion and Implications: Findings highlight the need for targeted policies and programs that address compensation, workload, and psychosocial support for kindergarten teachers. By centring their voices, the study contributes to a deeper understanding of early education in rural Philippine contexts and underscores the urgency of interventions that sustain teacher motivation and improve educational outcomes. Future qualitative and mixed-methods research could examine how regional differences, cultural diversity, or specific local interventions shape teacher experiences and resilience.
Andy P. Cabodoc (Sat,) studied this question.