Ronethe C. Tabura
Manzante Elementary School
DOI : https://doi.org/10.47191/ijmra/v8-i01-43Google Scholar Download Pdf
ABSTRACT:
Kindergarten teachers, as frontline educators responsible for shaping the early educational experiences of young learners, have encountered multifaceted hurdles in the wake of the pandemic. The study explored the struggles faced by kindergarten teachers in the Magsingal District of the SDO-Ilocos Sur post-pandemic. The research aimed to identify specific obstacles, including limited access to learning materials, classroom overcrowding, and inadequate training, lack of support for special needs students, administrative burdens, insufficient age-appropriate materials, behavioral management difficulties, and health and safety concerns. A qualitative phenomenological approach was employed, using interviews and thematic analysis to gather in-depth insights from kindergarten teachers. Results highlighted significant resource constraints, the digital divide, and the socio-emotional challenges encountered in delivering quality education amidst unprecedented disruptions. The proposed action plan recommended increased funding, support for professional development, smaller class sizes, and streamlined administrative tasks to enhance teaching efficacy and create a more inclusive learning environment. This study provided valuable insights for educational policymakers, administrators, and stakeholders, emphasizing the importance of addressing these issues to support teachers in delivering quality education to young learners.
KEYWORDS:kindergarten teachers, quality education, post-pandemic challenges, educational resources, inclusive education
REFERENCES1) Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020). Influences of Parent Engagement in Early Childhood Education Centers and the Home on Kindergarten School Readiness. Early Childhood Research Quarterly, 53, 260–273. https://doi.org/10.1016/j.ecresq.2020.05.005
2) Clarke, T., & McLellan, R. (2023). Associations between children’s school wellbeing, mindset and academic attainment in standardised tests of achievement. School Psychology International, 01430343231215836. a. https://doi.org/10.1177/01430343231215836
3) Clarke, T., & Platt, R. (2023). Children’s Lived Experiences of Wellbeing at School in England: A Phenomenological Inquiry. Child Indicators Research, 16(3), 963–996. https://doi.org/10.1007/s12187-023-10016-2
4) Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (Fourth edition). SAGE.
5) Georges, C., Cornu, V., & Schiltz, C. (2023). The importance of spatial language for early numerical development in preschool: Going beyond verbal number skills. PLOS ONE, 18(9), e0292291. a. https://doi.org/10.1371/journal.pone.0292291
6) Greenburg, J. E., Hines, C., & Winsler, A. (2020). Predictors of school mobility from public school pre-K to kindergarten. Children and Youth Services Review, 119, 105670. https://doi.org/10.1016/j.childyouth.2020.105670
7) Greenburg, J. E., & Winsler, A. (2020). Delayed kindergarten entry among low-income, ethnically diverse children: Prevalence, predictors, and selection patterns. Early Childhood Research Quarterly, 53, 496–506. a. https://doi.org/10.1016/j.ecresq.2020.06.007
8) Hutchison, J. E., Ansari, D., Zheng, S., De Jesus, S., & Lyons, I. M. (2022). Extending ideas of numerical order beyond the count-list from kindergarten to first grade. Cognition, 223, 105019. https://doi.org/10.1016/j.cognition.2022.105019
9) Johnson, A. D., Partika, A., Martin, A., Horm, D., Phillips, D. A., & the Tulsa SEED Study Team. (2023). A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes. Child Development, 94(5), 1298–1318. https://doi.org/10.1111/cdev.13928
10) Kangas, J., Lastikka, A.-L., & Arvola, O. (2023). Inclusive Play: Defining Elements of Playful Teaching and Learning in Culturally and Linguistically Diverse ECEC. Education Sciences, 13(9), 956. https://doi.org/10.3390/educsci13090956
11) Lan, S., Jiang, Y., Di, H., Li, H., Zhou, J., & Li, F. (2021). Development and validation of the Chinese kindergarten teacher quality scale in Shanghai. Children and Youth Services Review, 131, 106272. a. https://doi.org/10.1016/j.childyouth.2021.106272
12) Longobardi, C., Prino, L. E., Settanni, M., & Fabris, M. A. (2023). Attachment to teacher, internalizing and externalizing symptoms: The mediating role of executive functions. Early Child Development and Care, 1–13. a. https://doi.org/10.1080/03004430.2023.2286900
13) Matattov Sekeles, H., Zadok, I., Zur, H., & Huss, E. (2023). ‘I’m no longer myself anymore’: Burnout and coping of educators-caregivers in day-care centres in Israel. Early Child Development and Care, 1–13. a. https://doi.org/10.1080/03004430.2023.2285706
14) Paatsch, L., Casey, S., Green, A., & Stagnitti, K. (2023). Learning Through Play in the Primary School: The Why and the How for Teachers and School Leaders (1st ed.). Routledge. https://doi.org/10.4324/9781003296782
15) Pyle, A., DeLuca, C., Wickstrom, H., Danniels, E., & Fesseha, E. (2023). Play-based learning and assessment practices in early years: Methodological explorations. Educational Research, 65(2), 248–266. a. https://doi.org/10.1080/00131881.2023.2181201
16) Sands, M. M., Monda-Amaya, L., & Meadan, H. (2021). Kindergarten Redshirting: Implications for Children with Disabilities. Disabilities, 1(1), 30–46. https://doi.org/10.3390/disabilities1010003
17) Spadafora, N., Reid-Westoby, C., Pottruff, M., & Janus, M. (2022). Family responsibilities and mental health of kindergarten educators during the first COVID-19 pandemic lockdown in Ontario, Canada. Teaching and Teacher Education, 115, 103735. https://doi.org/10.1016/j.tate.2022.103735
18) Swami, S., Quirk, M., & Sharkey, J. D. (2023). A Longitudinal Examination of Latinx Students’ Kindergarten Readiness with High School Achievement and Discipline Violations. Journal of Education for Students Placed at Risk (JESPAR), 1–25. https://doi.org/10.1080/10824669.2023.2280071
19) Xu, C., LeFevre, J.-A., Di Lonardo Burr, S., Maloney, E. A., Wylie, J., Simms, V., Skwarchuk, S.-L., & Osana, H. P. (2023). A direct comparison of two measures of ordinal knowledge among 8-year-olds. Journal of Numerical Cognition, 9(2), 253–267. https://doi.org/10.5964/jnc.10201
Volume 08 Issue 01 January 2025
There is an Open Access article, distributed under the term of the Creative Commons Attribution – Non Commercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/), which permits remixing, adapting and building upon the work for non-commercial use, provided the original work is properly cited.
Our Services and Policies
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected.
The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.
International Journal of Multidisciplinary Research and Analysis will publish 12 monthly online issues per year,IJMRA publishes articles as soon as the final copy-edited version is approved. IJMRA publishes articles and review papers of all subjects area.
Open access is a mechanism by which research outputs are distributed online, Hybrid open access journals, contain a mixture of open access articles and closed access articles.
International Journal of Multidisciplinary Research and Analysis initiate a call for research paper for Volume 08 Issue 02 (February 2025).
PUBLICATION DATES:
1) Last Date of Submission : 25 February 2025 .
2) Article published within a week.
3) Submit Article : editor@ijmra.in or Online
Why with us
1 : IJMRA only accepts original and high quality research and technical papers.
2 : Paper will publish immediately in current issue after registration.
3 : Authors can download their full papers at any time with digital certificate.
The Editors reserve the right to reject papers without sending them out for review.
Authors should prepare their manuscripts according to the instructions given in the authors' guidelines. Manuscripts which do not conform to the format and style of the Journal may be returned to the authors for revision or rejected. The Journal reserves the right to make any further formal changes and language corrections necessary in a manuscript accepted for publication so that it conforms to the formatting requirements of the Journal.