Lived Experiences of Kindergarten Teachers in the Transition of Teaching Delivery from Modular to Full Face to Face Classes

The transition from modular learning to full face-to-face classes posed significant pedagogical, emotional, and organizational challenges for kindergarten teachers, particularly in early childhood settings where learners require close guidance and nurturing environments. This study explored the lived experiences of kindergarten teachers as they navigated this instructional shift in the post-pandemic context, emphasizing their challenges, coping strategies, and the support mechanisms available to them. A qualitative research design was employed using Braun and Clarke’s (2006) thematic analysis. The study was conducted in the Division of Oroquieta City, Misamis Occidental, Philippines. Six kindergarten teachers from different elementary schools participated, selected through purposive sampling based on defined inclusion criteria. Data were gathered using a validated semi-structured interview guide focusing on challenges encountered, coping strategies adopted, and administrative support received. Interview transcripts were analyzed through the six phases of thematic analysis to generate meaningful themes. Findings revealed three major thematic areas. First, teachers experienced challenges related to classroom management, limited resources, inadequate institutional support, and the need to modify teaching practices, which affected student adjustment and learning. Second, teachers employed various coping strategies, including peer collaboration, participation in trainings, use of technology, practical classroom demonstrations, and adherence to health and safety protocols. Third, administrative support through orientations and workshops facilitated teachers’ adjustment, although participants expressed the need for more sustained training and child-centered support. The study highlights the resilience and adaptability of kindergarten teachers during educational transitions and underscores the importance of strengthened institutional support, continuous professional development, and resource provision to ensure effective teaching and optimal learner outcomes in early childhood education.