KINDERGARTEN TEACHERS' EXPERIENCES IN IMPLEMENTING PROJECT KIND-ER: A QUALITATIVE STUDY

Authors

Shandy Mary L. Tugahan, Grace G. Tizon, Rochelan Lumasag, Elsa B. Buenavidez, Cynthia S. Superable

Abstract

Project KIND-ER is a Department of Education early literacy initiative designed to support kindergarten learners through structured, developmentally appropriate, and scaffolded instruction. This study explored kindergarten teachers' lived experiences in implementing Project KIND-ER in the Division of Oroquieta City. The study utilized the phenomenological research design. Ten kindergarten teachers from public schools participated in the study, selected through purposive sampling. Data were analyzed using Moustakas’ (1994) phenomenological method. The findings revealed themes namely,: gradual mastery and growing confidence: teachers’ experiences of project KIND-ER through time; structured and supportive classroom environment enhances learning engagement; experiencing growth: physical and emotional responses of teachers and students during project KIND-ER implementation; collaborative and supportive relationships enhance teacher experience; and adaptive use of materials enhances student learning in project KIND-ER. Project KIND-ER promotes effective early literacy implementation by supporting teachers’ professional growth and fostering engaging and supportive classroom environments. Schools and administrators can enhance Project KIND-ER implementation by providing continuous professional development, supportive classroom environments, emotional and peer support, collaborative opportunities, access to adaptable instructional materials, and exploring additional resources to meet diverse student needs and sustain effective early literacy practices.

Keywords

adaptive materials, kindergarten teachers, literacy, project KIND-ER, teacher collaboration